Search Results for
"human"

Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how schooling affects skills distribution, the role of post-compulsory education has been long overlooked. Using data from the 2011/2012 Programme for International Assessment of Adult Competences, this article investigates how selected features of upper secondary and tertiary education are connected to the social stratification of young adults’ literacy skills in 18 OECD countries. First, I use individual-level regressions to assess the extent to which disparities in the skills of 24- to 29-year-old individuals are explained by parental education in each country. Second, I apply fuzzy-set qualitative comparative analysis across countries to investigate under which institutional conditions the social stratification of young adults’ literacy skills is most severe. The findings point to the existence of functionally equivalent education regimes: young adults face severe disparities not only in socially selective higher education systems but also in relatively open systems characterized by institutional differentiation; moreover, disparities arising during compulsory schooling are consequential for the skill distribution of young adults, underscoring the importance of a life-course approach to education policies. © 2017, © The Author(s) 2017.

While Botswana has long invested in education, high unemployment rates among the youth, females and university graduates remain a critical challenge for the country. Despite this challenge, research on the issue is scant and solutions to assist the affected groups to enhance their employability remain scarce and inaccessible. This paper employs a qualitative, exploratory and descriptive approach to investigate Botswana university students’ knowledge of employability skills and attributes. It further assesses whether there are differences between the skills and attributes that students perceive as important versus the ones that have been reported as important by the global labour market. The paper also proposes a framework for ensuring the development of employability skills and attributes by different players in the labour market. The proposed framework recognizes employability as a joint responsibility shared by training institutions, employers, incumbent employees and potential employees. Implications for future research are also discussed. © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Several countries provide day activity programmes for people with intellectual disabilities. Little is known about the quality of these programmes or about their effectiveness in providing vocational training. In this study, we analysed the distribution across Swedish municipalities of the cost per user and how this is related to five structure quality and one outcome quality variables. We observed that the expenditure per attendee varies considerably between different municipalities. Statistical analysis was used to study to what extent expenditure per user correlates with supply-side factors, (political) demand-side factors and quality indicators. This indicated that the variation of expenditure is not explained by supply-side factors only. The local tax base and other local economic and/or political circumstances are statistically significant covariates, in spite of the entitlement legislation that gives eligible persons right to services of equal quality independent of such location-specific factors. We also found that municipalities that conduct regular user surveys find reasons to, on average, spend more per user. Finally, we found that the probability for transitions to employment at a regular workplace is higher in municipalities where as an annual routine, a review is made of whether each participant can be offered an internship or work. © 2016 Nordic Network on Disability Research.

[No abstract available]

This title was first published in 2003. An analysis of education and training issues from the perspective of a planner, this book is the culmination of three years' research stemming from a concern by governments over how they can manage change and what contribution education and training policies play in this. © Marcus Powell 2003. All rights reserved.

[No abstract available]

Although there are standards for occupational therapy education, there are no universal standards for the affiliated fieldwork settings, only guidelines from the educational institutions. As a result, a student learning experience often varies dramatically from facility to facility. Several factors that may affect the clinical experience include the preparedness of a student, the willingness of a clinic to work through potential student challenges, and the theoretical foundation a clinic has built for disseminating occupational therapy practice skills. This article highlights the journey of one clinic through a redesign of the occupational therapy fieldwork program and outlines the steps taken to transform student experiences and improve program success. Starting with a self-directed review of the fieldwork process, and through a combination of program redesign, application of a theoretical foundation, and refocus toward a competency-based program, the student success rate at this acute rehabilitation hospital drastically improved and achieved positive feedback fromall involved. © 2017 Taylor & Francis Group, LLC.

Most published research on Information Systems (IS) education in developing countries have focused on curriculum design, transfer and implementation issues. Research focusing on the evaluation of these programs and concrete analysis in terms of their long-term developmental impact have been limited. In this paper, Amartya Sen's capability approach served as a theoretical lens for assessing the effectiveness of internship programs for IS students and their contributions to human development. We use the key elements of the capability approach to focus on the developmental impact. We based our evaluation on IS students industrial work scheme in Nigeria. Our analysis shows that, even though the scheme has been designed to further the development of student, the lack of conversion factors makes the program contextually problematic. The study concludes with some recommendations for policy makers advancing an agenda for the improvement of IS education and internships programs for students in tertiary institutions.

This article applies van Gestel and Nyberg's framework to analyse employers' decisions about whether to engage in policies to help young people into work. The article identifies two main logics underpinning organisational decision making: an HR logic and a corporate social responsibility (CSR) logic. It is argued that engaged employers see a clear alignment in those logics, whereas less engaged employers see few advantages in one, the other or both areas. When this analysis is located within an institutional context that accounts for the agency of key actors, it is argued these logics explain decisions about whether or not to engage with particular labour market policies. © 2017 John Wiley & Sons Ltd

Attaining a college degree has traditionally been assumed to be key to upward social and professional mobility. However, college graduates from working-class backgrounds achieve less career success in professional, white-collar workplaces compared to those from middle-class backgrounds. Using a cultural models approach, we examine how the independent cultural beliefs and practices promoted by professional organizations disadvantage people from working-class backgrounds, who espouse interdependent beliefs and practices. Our review illustrates how this disadvantage can manifest in two ways. First, despite relative equality in objective qualifications, it can occur at organizational gateways (e.g., interview and hiring decisions). Second, even after people from working-class backgrounds gain access to an organization, it can occur along organizational pathways (e.g., performance evaluations and assignment to high-profile tasks). © 2017