Pub Date : 2022-07-04DOI: 10.1080/13639080.2022.2099534
Jannike Gottschalk Ballo, Mari Amdahl Heglum, W. Nilsen, V. H. Bernstrøm
ABSTRACT Early work experience is found to be an influential factor in young people’s transitions from school to work. Still, we know little about whether early work experience can protect vulnerable young people from subsequent exclusion from labour and education in early adulthood. Our objective is therefore to examine how early work experience in adolescence influences the risk of being NEET (Not in Education, Employment or Training), and whether this relationship is stronger for early school leavers and young disabled people. We utilise Norwegian register data covering the entire 1985-birth cohort, followed from age 16 to 29 (n ~ 50 000). Linear probability models are used to estimate the NEET risk at age 25 and age 29. The findings reveal that early work experience is related to a lower NEET risk for everyone, but more strongly for the young people with disabilities or early school leaving. The findings support early work experience as a potentially important protective factor against subsequent NEET status, particularly among vulnerable young people.
{"title":"Can adolescent work experience protect vulnerable youth? A population wide longitudinal study of young adults not in education, employment or training (NEET)","authors":"Jannike Gottschalk Ballo, Mari Amdahl Heglum, W. Nilsen, V. H. Bernstrøm","doi":"10.1080/13639080.2022.2099534","DOIUrl":"https://doi.org/10.1080/13639080.2022.2099534","url":null,"abstract":"ABSTRACT Early work experience is found to be an influential factor in young people’s transitions from school to work. Still, we know little about whether early work experience can protect vulnerable young people from subsequent exclusion from labour and education in early adulthood. Our objective is therefore to examine how early work experience in adolescence influences the risk of being NEET (Not in Education, Employment or Training), and whether this relationship is stronger for early school leavers and young disabled people. We utilise Norwegian register data covering the entire 1985-birth cohort, followed from age 16 to 29 (n ~ 50 000). Linear probability models are used to estimate the NEET risk at age 25 and age 29. The findings reveal that early work experience is related to a lower NEET risk for everyone, but more strongly for the young people with disabilities or early school leaving. The findings support early work experience as a potentially important protective factor against subsequent NEET status, particularly among vulnerable young people.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"502 - 520"},"PeriodicalIF":1.4,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/13639080.2022.2092606
J. Avis
ABSTRACT The paper brings together a range of debates on the left that address TVET’s future in current context. At the heart of these debates rest two issues. The first addresses competing views of capital and the second focuses on the contradiction between the interests of capital and workers. The paper argues that capital is not all of a piece and that decent work that validates human flourishing is not completely unknown. However, as with other forms of waged labour, such work is predicated on capitalist relations and interests and it is important not to overlook waged labour as a site of struggle and contestation. Consequently, when circumstances alter as a result of the development of new technology, itself is a social process, or when the balance of power shifts in favour of capital, such labour may be dispensed with or become so deskilled that it is hardly recognisable. The paper is structured in the following way. The initial sections address the paper’s genesis, a discussion of corporate social responsibility and anti-work that enables an engagement with differing conceptualisations of capital. The subsequent sections, Restrictive and Expansive Learning and Thinking about TVET focus on the contradictory interests of workers and capital. The paper closes with a discussion of TVET and considers responses to current conditions that necessitate an engagement with an earlier tradition of adult and community education.
{"title":"Anti-work, TVET and employer engagement","authors":"J. Avis","doi":"10.1080/13639080.2022.2092606","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092606","url":null,"abstract":"ABSTRACT The paper brings together a range of debates on the left that address TVET’s future in current context. At the heart of these debates rest two issues. The first addresses competing views of capital and the second focuses on the contradiction between the interests of capital and workers. The paper argues that capital is not all of a piece and that decent work that validates human flourishing is not completely unknown. However, as with other forms of waged labour, such work is predicated on capitalist relations and interests and it is important not to overlook waged labour as a site of struggle and contestation. Consequently, when circumstances alter as a result of the development of new technology, itself is a social process, or when the balance of power shifts in favour of capital, such labour may be dispensed with or become so deskilled that it is hardly recognisable. The paper is structured in the following way. The initial sections address the paper’s genesis, a discussion of corporate social responsibility and anti-work that enables an engagement with differing conceptualisations of capital. The subsequent sections, Restrictive and Expansive Learning and Thinking about TVET focus on the contradictory interests of workers and capital. The paper closes with a discussion of TVET and considers responses to current conditions that necessitate an engagement with an earlier tradition of adult and community education.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"585 - 598"},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/13639080.2022.2092605
A. Kamis, N. Habibi
ABSTRACT This is an applied econometric analysis of labour market data for the United States. We study the impact of several factors on overflow of overeducated employees into various job categories. We use panel data regression analysis with fixed and random effects. We also use data visualisation to investigate the overeducation trends during 2002–2016 for various occupation categories. Our dataset consists of seven sets of annual data for 704 occupations. We investigate this phenomenon at two levels: 1) overflow of university graduates into occupations that do not require a university degree, and 2) overflow of Masters and PhD degree holders into occupations that require a bachelor’s degree or less. We observe that the overeducation has increased in most occupations and it causes a crowding out effect; an adequately educated worker might be outcompeted by an overeducated worker. While the income premium of a university education has decreased over time, the income advantage of university education over a high school degree has persisted. Furthermore, our regression analysis has shown that the overeducation ratio has a positive correlation with the median earnings of an occupation and its opportunities for self-employment. The results hold for both college graduates and holders of graduate degrees.
{"title":"Impact of earnings and self-employment opportunities on overeducation: evidence from occupations in the United States labor market 2002-2016","authors":"A. Kamis, N. Habibi","doi":"10.1080/13639080.2022.2092605","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092605","url":null,"abstract":"ABSTRACT This is an applied econometric analysis of labour market data for the United States. We study the impact of several factors on overflow of overeducated employees into various job categories. We use panel data regression analysis with fixed and random effects. We also use data visualisation to investigate the overeducation trends during 2002–2016 for various occupation categories. Our dataset consists of seven sets of annual data for 704 occupations. We investigate this phenomenon at two levels: 1) overflow of university graduates into occupations that do not require a university degree, and 2) overflow of Masters and PhD degree holders into occupations that require a bachelor’s degree or less. We observe that the overeducation has increased in most occupations and it causes a crowding out effect; an adequately educated worker might be outcompeted by an overeducated worker. While the income premium of a university education has decreased over time, the income advantage of university education over a high school degree has persisted. Furthermore, our regression analysis has shown that the overeducation ratio has a positive correlation with the median earnings of an occupation and its opportunities for self-employment. The results hold for both college graduates and holders of graduate degrees.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"1 1","pages":"540 - 558"},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59950062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/13639080.2022.2092604
Alan Runcieman
ABSTRACT In order to prepare students for their future professional life, research has shifted from a skills-based approach to one that centres on their socio-cultural resources. In particular, how they evaluate their ‘social and cultural capital’, in relation to their developing professional identities, and how this can be facilitated through work-integrated learning (WIL), based on students’ initial forays into the labour market whilst still engaged with their studies. To date much research in this area has drawn on quantitative data, i.e. student surveys and questionnaires, although there has been a call for thicker descriptions based on a narrative approach. This article therefore proposes extending this research based on a ‘small story’ analytical perspective on data that emerges through student interviews and suggests ways it might enrich work-integrated learning approaches. Drawing on findings from initial research, it is argued that further similar ‘small story’ research might explore how students dialogically engage and evaluate their capital in a WIL context; evaluating the capital they see as being relevant from their initial work experience, among which the norms, values, and beliefs developed through professional socialisation, and comparing and contrasting that with what they find in the classroom.
{"title":"Developing students’ professional identities through work integrated learning: ‘small story’ research from an ethnographic perspective","authors":"Alan Runcieman","doi":"10.1080/13639080.2022.2092604","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092604","url":null,"abstract":"ABSTRACT In order to prepare students for their future professional life, research has shifted from a skills-based approach to one that centres on their socio-cultural resources. In particular, how they evaluate their ‘social and cultural capital’, in relation to their developing professional identities, and how this can be facilitated through work-integrated learning (WIL), based on students’ initial forays into the labour market whilst still engaged with their studies. To date much research in this area has drawn on quantitative data, i.e. student surveys and questionnaires, although there has been a call for thicker descriptions based on a narrative approach. This article therefore proposes extending this research based on a ‘small story’ analytical perspective on data that emerges through student interviews and suggests ways it might enrich work-integrated learning approaches. Drawing on findings from initial research, it is argued that further similar ‘small story’ research might explore how students dialogically engage and evaluate their capital in a WIL context; evaluating the capital they see as being relevant from their initial work experience, among which the norms, values, and beliefs developed through professional socialisation, and comparing and contrasting that with what they find in the classroom.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"559 - 571"},"PeriodicalIF":1.4,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47285707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/13639080.2022.2092607
Alison Taylor
ABSTRACT Although universities promote undergraduate degrees as journeys of exploration and reflection, they are also viewed by students as investments in professional careers. This paper draws on a study of 57 second-year students at a research-intensive university in Canada to explore the subjective dimensions of time and school-work rhythms in students’ everyday lives. Data suggest that most students expect to work hard, now and in the future, although their backgrounds influence perceptions of the kind of hard work required, and the magnitude and certainty of returns. Students are future-oriented and participation in term-time work is seen as a way of training for future work lives. This training involves adapting bodies to the temporal logics and rhythms of university studies and workplaces. The interplay of rhythms is experienced by some students as harmonious or ‘eurhythmic’, and by others as discordant or ‘arrhythmic’. The extent of discord is related to differences in students’ work and studies, differences in their time horizons and value calculations, and differences in family background and resources. This paper contends that understanding students’ sense-making in regard to chrono-logics and work-school rhythms is important for building a vision for higher education that better supports human flourishing.
{"title":"‘Being there’: rhythmic diversity and working students","authors":"Alison Taylor","doi":"10.1080/13639080.2022.2092607","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092607","url":null,"abstract":"ABSTRACT Although universities promote undergraduate degrees as journeys of exploration and reflection, they are also viewed by students as investments in professional careers. This paper draws on a study of 57 second-year students at a research-intensive university in Canada to explore the subjective dimensions of time and school-work rhythms in students’ everyday lives. Data suggest that most students expect to work hard, now and in the future, although their backgrounds influence perceptions of the kind of hard work required, and the magnitude and certainty of returns. Students are future-oriented and participation in term-time work is seen as a way of training for future work lives. This training involves adapting bodies to the temporal logics and rhythms of university studies and workplaces. The interplay of rhythms is experienced by some students as harmonious or ‘eurhythmic’, and by others as discordant or ‘arrhythmic’. The extent of discord is related to differences in students’ work and studies, differences in their time horizons and value calculations, and differences in family background and resources. This paper contends that understanding students’ sense-making in regard to chrono-logics and work-school rhythms is important for building a vision for higher education that better supports human flourishing.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"572 - 584"},"PeriodicalIF":1.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42724032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/13639080.2022.2092603
Claire Paterson-Young, Richard Hazenberg
ABSTRACT The research explored the impact of an employability programme, delivered by a Community Interest Company and other third sector partners in England. The programme was designed to increase the employability of people aged between 16–72 years-old who were unemployed or economically inactive. To measure the impact of the programme on participants, 1,098 people engaging in the project completed questionnaires designed to capture demographic data and measure general self-efficacy (GSE) upon joining the programme (Time 1); whilst 163 of the same participants completed the questionnaire upon completing the programme (Time 2). Interviews were conducted with 26 participants engaged with the programme. Results of the questionnaire data analysis revealed a statistically significant relationship between levels of disadvantage experienced by the participants and GSE at Time 1; statistically significant increases in GSE levels between Time 1 and Time 2 for participants who completed the programme; and a statistically significant relationship between GSE at Time 2 and employment/training outcomes. Triangulation of the quantitative and qualitative results revealed the positive impact of the programme on participant’s self-efficacy and employability. This paper is the first of its kind in the UK to explore the impact of employability programmes on adults experiencing multiple disadvantage.
{"title":"Does the past dictate the future? Exploring the impact of employability programmes on adults experiencing multiple disadvantage","authors":"Claire Paterson-Young, Richard Hazenberg","doi":"10.1080/13639080.2022.2092603","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092603","url":null,"abstract":"ABSTRACT The research explored the impact of an employability programme, delivered by a Community Interest Company and other third sector partners in England. The programme was designed to increase the employability of people aged between 16–72 years-old who were unemployed or economically inactive. To measure the impact of the programme on participants, 1,098 people engaging in the project completed questionnaires designed to capture demographic data and measure general self-efficacy (GSE) upon joining the programme (Time 1); whilst 163 of the same participants completed the questionnaire upon completing the programme (Time 2). Interviews were conducted with 26 participants engaged with the programme. Results of the questionnaire data analysis revealed a statistically significant relationship between levels of disadvantage experienced by the participants and GSE at Time 1; statistically significant increases in GSE levels between Time 1 and Time 2 for participants who completed the programme; and a statistically significant relationship between GSE at Time 2 and employment/training outcomes. Triangulation of the quantitative and qualitative results revealed the positive impact of the programme on participant’s self-efficacy and employability. This paper is the first of its kind in the UK to explore the impact of employability programmes on adults experiencing multiple disadvantage.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"521 - 539"},"PeriodicalIF":1.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/13639080.2022.2091118
Jan Kalenda, Jitka Vaculíková, I. Kočvarová
ABSTRACT Despite the increasing pace of technological change and digitalisation of workplaces, low-educated workers continue to participate in non-formal adult education (NFE) to a significantly lesser degree than do other workers. At the same time, low-educated workers also face many other barriers to participation. One key question related to their non-participation is what role the different types of perceived barriers play. Based on an earlier investigation, we have identified dispositional, situational, and institutional barriers to non-participation in NFE. The aim of the present two-step empirical research is to determine the structure (first step) and occurrence (second step) of these barriers in low-educated workers. For this purpose, we have used the specially developed research tool Non-Participation in Non-formal Education Questionnaire (NP-NFE-Q). Based on this validated tool, we have done a two-step empirical investigation on representative sample of low-educated workers from the Czech Republic that shows the strength of situational barriers related to the workplace, and distinguishes individual groups of non-participants through a cluster analysis. The results expand knowledge in the field of adult education and offer practical implications towards the higher participation of low-educated workers in NFE.
{"title":"Barriers to the participation of low-educated workers in non-formal education","authors":"Jan Kalenda, Jitka Vaculíková, I. Kočvarová","doi":"10.1080/13639080.2022.2091118","DOIUrl":"https://doi.org/10.1080/13639080.2022.2091118","url":null,"abstract":"ABSTRACT Despite the increasing pace of technological change and digitalisation of workplaces, low-educated workers continue to participate in non-formal adult education (NFE) to a significantly lesser degree than do other workers. At the same time, low-educated workers also face many other barriers to participation. One key question related to their non-participation is what role the different types of perceived barriers play. Based on an earlier investigation, we have identified dispositional, situational, and institutional barriers to non-participation in NFE. The aim of the present two-step empirical research is to determine the structure (first step) and occurrence (second step) of these barriers in low-educated workers. For this purpose, we have used the specially developed research tool Non-Participation in Non-formal Education Questionnaire (NP-NFE-Q). Based on this validated tool, we have done a two-step empirical investigation on representative sample of low-educated workers from the Czech Republic that shows the strength of situational barriers related to the workplace, and distinguishes individual groups of non-participants through a cluster analysis. The results expand knowledge in the field of adult education and offer practical implications towards the higher participation of low-educated workers in NFE.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"455 - 469"},"PeriodicalIF":1.4,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43026345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/13639080.2022.2092608
F. Green, G. Henseke, I. Schoon
ABSTRACT We present new evidence on the pandemic’s effects on youth, for the first time focusing on perceived effects on the learning of job skills, as well as on education. The context is post-Brexit Britain. We find that 47% of young people in a representative sample perceive a loss of learning of job skills, while a sizeable minority (17%) judge that the pandemic improved matters. The perception of skill loss is worse among those encountering Covid directly, and far worse among those in school, college or university than among those in employment. Among those in education, loss of learning of job skills is higher among those experiencing only online learning, but lower for those who have had some work experience. Among those in employment, loss of learning is mitigated by training, which dropped sharply at the start of the pandemic but recovered and thereafter deviated little from its long-term trend. Neither the average amount of training, nor the perception of loss of learning, were affected by being placed on ‘furlough’ leave. Finally, perceptions of loss of learning of job skills were greater for women than for men, and greater in Wales and Scotland than in England and Northern Ireland.
{"title":"Perceived effects of the Covid-19 pandemic on educational progress and the learning of job skills: new evidence on young adults in the United Kingdom","authors":"F. Green, G. Henseke, I. Schoon","doi":"10.1080/13639080.2022.2092608","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092608","url":null,"abstract":"ABSTRACT We present new evidence on the pandemic’s effects on youth, for the first time focusing on perceived effects on the learning of job skills, as well as on education. The context is post-Brexit Britain. We find that 47% of young people in a representative sample perceive a loss of learning of job skills, while a sizeable minority (17%) judge that the pandemic improved matters. The perception of skill loss is worse among those encountering Covid directly, and far worse among those in school, college or university than among those in employment. Among those in education, loss of learning of job skills is higher among those experiencing only online learning, but lower for those who have had some work experience. Among those in employment, loss of learning is mitigated by training, which dropped sharply at the start of the pandemic but recovered and thereafter deviated little from its long-term trend. Neither the average amount of training, nor the perception of loss of learning, were affected by being placed on ‘furlough’ leave. Finally, perceptions of loss of learning of job skills were greater for women than for men, and greater in Wales and Scotland than in England and Northern Ireland.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"485 - 501"},"PeriodicalIF":1.4,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46010638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.1080/13639080.2022.2091119
M. Collins, S. Kuykendall, Milagros Ramirez, Adrianna Spindle-Jackson
ABSTRACT Youth who are not engaged in school or work face many challenges as they transition into adulthood. In the United States, federal policy provides funding and oversight to a complex, community-based system of workforce development for this youth population, as well as adults with barriers to employment. The COVID-19 pandemic caused extensive disruption to this system, as well as the overall employment and education sectors. This study examines the impacts of COVID on the delivery of workforce services to the youth population. Semi-structured qualitative interviews were conducted with 61 respondents involved in planning and delivery of services in different regions of the U.S. Key themes from the interviews included: challenges of operating during the pandemic, adaptations to these challenges, and fears for impacts on young people. Although greatly impacted by the pandemic, respondents reported several innovations but continuing concerns regarding effects on vulnerable youth and widening societal inequalities related to poverty and race. Based on these data, we offer several ideas for further development in policy and practice to learn from the experiences reported.
{"title":"COVID impacts on U.S. youth workforce system: challenges and opportunities","authors":"M. Collins, S. Kuykendall, Milagros Ramirez, Adrianna Spindle-Jackson","doi":"10.1080/13639080.2022.2091119","DOIUrl":"https://doi.org/10.1080/13639080.2022.2091119","url":null,"abstract":"ABSTRACT Youth who are not engaged in school or work face many challenges as they transition into adulthood. In the United States, federal policy provides funding and oversight to a complex, community-based system of workforce development for this youth population, as well as adults with barriers to employment. The COVID-19 pandemic caused extensive disruption to this system, as well as the overall employment and education sectors. This study examines the impacts of COVID on the delivery of workforce services to the youth population. Semi-structured qualitative interviews were conducted with 61 respondents involved in planning and delivery of services in different regions of the U.S. Key themes from the interviews included: challenges of operating during the pandemic, adaptations to these challenges, and fears for impacts on young people. Although greatly impacted by the pandemic, respondents reported several innovations but continuing concerns regarding effects on vulnerable youth and widening societal inequalities related to poverty and race. Based on these data, we offer several ideas for further development in policy and practice to learn from the experiences reported.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"470 - 484"},"PeriodicalIF":1.4,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1080/13639080.2022.2073337
Mats Lillehagen, G. Birkelund
ABSTRACT Each year, students graduate from schools, colleges and universities. Some find a job quickly – others do not. Delays in the transition from education to work have been associated with scarring effects and detrimental effects on later employment and career progression. Increasing numbers of graduates from universities and colleges are descendants of immigrants. The labour market performance of children of immigrants arguably constitutes an important test of the long-term structural integration of ethnic minorities. Using comprehensive Norwegian administrative data on complete birth cohorts, we apply discrete time hazard regression to examine ethnic inequalities in relative transition rates from education to work, comparing majority graduates to 10 groups of Norwegian-born second-generation immigrants from the 1973 to 1997 birth cohorts (N = 964,450 persons with 1,901,171 person-years). We find clear evidence of ethnic inequalities in transition rates, where children of immigrants or African origin fare the worst. Second, the overall patterns mostly remain unaffected when adjusted for factors like educational field, marriage status, children and parental background. Third, we find that the minority disadvantages are less marked at lower levels of education for some groups.
{"title":"Ethnic inequalities in the transition from education to work: a longitudinal analysis of school, college and university graduates","authors":"Mats Lillehagen, G. Birkelund","doi":"10.1080/13639080.2022.2073337","DOIUrl":"https://doi.org/10.1080/13639080.2022.2073337","url":null,"abstract":"ABSTRACT Each year, students graduate from schools, colleges and universities. Some find a job quickly – others do not. Delays in the transition from education to work have been associated with scarring effects and detrimental effects on later employment and career progression. Increasing numbers of graduates from universities and colleges are descendants of immigrants. The labour market performance of children of immigrants arguably constitutes an important test of the long-term structural integration of ethnic minorities. Using comprehensive Norwegian administrative data on complete birth cohorts, we apply discrete time hazard regression to examine ethnic inequalities in relative transition rates from education to work, comparing majority graduates to 10 groups of Norwegian-born second-generation immigrants from the 1973 to 1997 birth cohorts (N = 964,450 persons with 1,901,171 person-years). We find clear evidence of ethnic inequalities in transition rates, where children of immigrants or African origin fare the worst. Second, the overall patterns mostly remain unaffected when adjusted for factors like educational field, marriage status, children and parental background. Third, we find that the minority disadvantages are less marked at lower levels of education for some groups.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"357 - 373"},"PeriodicalIF":1.4,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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