Training and Employment for Correctional Populations

Contexts ◽  
2021 ◽  
Vol 20 (4) ◽  
pp. 40-45
Author(s):  
Grant Duwe ◽  
Makada Henry-Nickie
Keyword(s):  
Educational Attainment ◽  
Workforce Development ◽  
Educational Achievement ◽  
Workforce Training ◽  
Policy Support ◽  
Criminal Records ◽  
Employment Barriers ◽  
Public Workforce ◽  
Screening Barriers ◽  
Returning Citizens

Education and employment are both moderate risk factors for recidivism. There is a well-documented relationship between low educational achievement and antisocial behaviors. Education programming in correctional facilities is crucial for improving the educational attainment of incarcerated and re-integrating populations. A brief discussion situates policy reform efforts against a backdrop of extensive research that has documented the interaction between employment and increased educational attainment as pivotal to reducing an individual’s propensity to recidivate. The policies then focus on three pillars that reduce employment barriers for returning citizens: workforce training, educational upgrading, and regulatory employment barriers. In the short-term, policymakers should study and address systemic remedial educational needs in tandem with increasing access to and occupational skills-based training that builds a skill base congruent with the current labor market for incarcerated students. In the mid-term, it is essential to match policy support with the intersecting barriers faced by returning citizens. As an example of federal policies that can help center the public workforce development system around the need to improve quality employment outcomes for returning citizens, the DOL’s dormant pilot Linking to Employment Activities Pre-Release (LEAP). Finally, policymakers should target other consequential screening barriers, such as the accuracy of criminal records that employers can check and have been shown to adversely affect employment prospects.

Local economic development and the skills gap: observations on the case of Tampa, Florida

2018 ◽  
Vol 8 (4) ◽  
pp. 451-468 ◽  
Author(s):  
Robert W. Robertson
Keyword(s):  
Economic Development ◽  
Focus Group ◽  
Workforce Development ◽  
Local Economic Development ◽  
Workforce Training ◽  
Skills Gap ◽  
Content Type ◽  
Key Stakeholders ◽  
The Usa ◽  
Public Record

Purpose The purpose of this paper is to provide an overview of the “skills gap” concerns that are increasingly prevalent in the USA and globally. In particular, the paper explores the current skills gap debate as a component of the American economy. This is an important issue as there is an increased economic uncertainty and global competition impacting many sectors. The paper specifically defines the current skills gap dilemma with respect to the USA and uses the Tampa, FL example of the practical implications of these concerns using recent survey and focus group data. Design/methodology/approach The research for this paper includes an outline of the economic development structures in place in Tampa, FL, a description of the existing mandate(s) to improve workforce training; the review of a key recent, public record report on workforce skills; and, the results of a focus group developed using key stakeholders. Initially, a public record document report titled Clarus Corporation (2013) “Hillsborough Community College: Workforce Development Scan” was reviewed to provide context and preliminary data to guide the research. In the second phase, a survey was conducted to develop a focus group of 18 key stakeholders in Hillsborough County. Nine of these stakeholders represented the education sector. These were purposefully selected from the Tampa Bay Higher Education Alliance (TBHEA) which represents approximately 30 regionally accredited academic institutions in the Tampa community (TBHEA, n.d.). In addition, another nine respondents were selected by purposeful selection representing employers who had experience with workforce training and development initiatives. Findings The group survey conducted for this paper confirms concerns by both employers and educators with respect to the existing and the future skill sets of employees. In particular, respondents note that basic skills such as communication and technical skills need more attention. Also, the focus group respondents confirm the importance of technical service certification. Fundamentally, economic development professionals, educators and employers need to develop and implement strategies and action plans to ensure that the skills gap be identified correctly and properly addressed. These initiatives must be developed with broad stakeholder input and these initiatives must be viewed as dynamic reflecting changing circumstances. Research limitations/implications This research should be viewed as exploratory in nature. The research could serve as a template to develop and track the concerns and issues of key stakeholders in the economic development process with respect to skills in the workforce on a regional or indeed a statewide basis. Practical implications Nations, states and local governments are more active in structuring workforce development support mechanisms and specific training opportunities to assist employees and businesses. All levels of government highlight the fact that they have skilled, competitive employees to assist in recruiting new companies to consider locating in their respective jurisdictions and in retaining companies. Social implications Having a clear understanding of the skills being demanded by employers as they strive to remain globally competitive is important. Local economic development officials, academicians and employers must be on the same page. Although relationships between these sectors are critical flexibility and adaptability are key to reflect changing demands. Originality/value The paper provides empirical evidence of the perceptions employers and educators have with respect to the skills gap issue in a fast growth jurisdiction. This jurisdiction promotes itself as having an abundant and skilled labor force. Data suggest that there are some concerns emerging from stakeholders.

Sex Differences in Educational Attainment: A Cross-National Perspective

1979 ◽  
Vol 49 (4) ◽  
pp. 477-503 ◽  
Author(s):  
Jeremy Finn ◽  
Loretta Dulberg ◽  
Janet Reis
Keyword(s):  
Sex Differences ◽  
United Nations ◽  
Educational Attainment ◽  
Educational System ◽  
Educational Achievement ◽  
International Association ◽  
Social Council ◽  
The World ◽  
National Perspective ◽  
Cross National

Throughout the world, schools perpetuate the sexual inequalities of their cultural and economic environments. Jeremy Finn, Loretta Dulberg, and Janet Reis review crossnational studies of educational attainment, such as those sponsored by the International Association for the Evaluation of Educational Achievement and the United Nations Economic and Social Council, and conclude that, regardless of the type of educational system or extent of opportunity, women are universally disadvantaged educationally.

scholarly journals Parental Knowledge Regarding Dental Radiography of Children Attending Dental Clinics in Ilam, Iran

2021 ◽  
Vol 13 (3) ◽  
pp. 76-80
Author(s):  
Vida Arzani ◽  
Ali Bagherzadeh
Keyword(s):  
Educational Attainment ◽  
Dental Treatment ◽  
Educational Achievement ◽  
Parental Knowledge ◽  
Average Score ◽  
Cross Sectional ◽  
Dental Clinics ◽  
Bachelor's Degrees ◽  
Dental Radiographs ◽  
Fear And Anxiety

Background: Radiological examinations expose the patient to the adverse effects of ionizing radiation, which is more severe among developing children. This can cause excessive and unreasonable fear and anxiety for parents and even disrupt the treatment process. This study aimed to evaluate the parents’ knowledge about dental radiographs for children referred to dentistry, and to assess the relevant factors. Methods: The present study is a cross-sectional analytical study examining parents of children referred to dental clinics from October 2019 to April 2020. The required information included demographic information, and nine statements for assessing parents’ level of knowledge. One-way analysis of variance (ANOVA), independent t-test, and linear regression were used to analyze the data. Ward’s cluster analysis method with a squared Euclidean distance was adopted to include the background and demographic variables. Results: A total of 108 parents of children referred to Ilam dental clinics – including 69 females (68.3%) and 32 males (31.7%) in the 24-51 age range, participated in this study. Among the studied variables, the level of educational attainment of the parents had a highly significant influence (P<0.01) on their knowledge of pediatric radiography. Furthermore, parents holding bachelor’s degrees or higher with an average score of 5.35 had more heightened awareness of radiography than those in other educational groups. Conclusions: Examining the parental radiographic knowledge revealed significant differences among three groups of parents with educational attainment in favor of those with higher educational achievement. In general, three biographical variables, namely age, gender, and household size were found to be less influential. Therefore, the dentists should learn about the educational attainment of the parents and provide them with the required information on treatment accordingly. Due to the relatively poor knowledge of the parents about children’s dental radiographs, it is recommended that plans be developed for raising the parental awareness of the issue in order for reducing their unreasonable fears which may create a burden for dental treatment procedures.

Home or Care? A Comparison of Educational Outcomes for Maltreated Children

2020 ◽  
Author(s):  
Linda Cusworth ◽  
Louise Tracey ◽  
Helen Baldwin ◽  
Nina Biehal
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Receptive Vocabulary ◽  
Teacher Assessments ◽  
The Uk ◽  
Children In Care ◽  
The Impact ◽  
Care System ◽  
At Home

Abstract Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care.

Public housing and educational attainment in Asia's global city: An empirical study of Hong Kong

2016 ◽  
Vol 34 (8) ◽  
pp. 1867-1894 ◽  
Author(s):  
Fox Zhiyong Hu ◽  
Keelee Chou
Keyword(s):  
Hong Kong ◽  
Educational Attainment ◽  
Public Housing ◽  
Social Impact ◽  
Educational Achievement ◽  
Negative Relationship ◽  
Urban Housing ◽  
Neighborhood Environment ◽  
Housing Sector ◽  
The Impact

In recent years, the relationship between public housing and children's educational attainment has been a hotly debated topic in urban housing and education policy studies. Most studies on the subject have been based on experiences in western cities characterized by a diminishing and residualized public housing sector. It remains unknown whether the same mechanisms identified in the extant literature can be applied to make sense of the situation in alternative social and housing contexts. This study assesses the impact of public housing residence on the educational achievement of children in Hong Kong within a stable and resilient public housing sector. A propensity score matching estimation reveals that children aged 19–22 living in public housing are less likely to study for a degree in a local university and more likely to be not in employment, education or training than their private housing counterparts. Given the favorable physical and neighborhood environment characterizing public housing in Hong Kong, this negative relationship tends to suggest an account in connection with the restricted access to high-performing schools for public housing children. The paper challenges the perceived notion about the unambiguously positive social impact of public housing scheme in the context of Hong Kong. The case study points to the need for a place-specific analysis of the variegated mechanisms linking public housing with children's education. It highlights the practical implications for a closer integration of public housing and public school policies in Hong Kong.

Future of Public Workforce Training

2014 ◽  
Vol 15 (1_suppl) ◽  
pp. 10S-13S ◽  
Author(s):  
Kathleen Miner ◽  
Susan Allan
Keyword(s):  
Workforce Training ◽  
Public Workforce

scholarly journals Exploring the magnitude of inclusion of Indian youth in the world of work based on choices of educational attainment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nitin Bisht ◽  
Falguni Pattanaik
Keyword(s):  
Educational Attainment ◽  
General Education ◽  
Educational Achievement ◽  
Multinomial Logistic Regression ◽  
Labour Force ◽  
National Sample ◽  
Inclusive Development ◽  
Sample Survey ◽  
Content Type ◽  
The World

PurposeThis study attempts to investigate the interrelationship between choice-based educational achievement and employability prospects across the skill-based occupations amongst the youth in India.Design/methodology/approachThis study relies on the use of National Sample Survey (NSS) data on employment and unemployment for the 68th round (2011–2012) and the Periodic Labour Force Survey (PLFS) (2017–2018). To estimate the relative contributions of choice-based educational attainment affecting the skill-based employment of youth in a different category of occupations ( high/medium/low skilled), the multinomial logistic regression and its marginal effects have been used.FindingsThe study finds educational attainment both as an opportunity (improvising employability in the high and medium skill occupation) and a challenge (highest unemployment amongst the educated) while ensuring skill-based youth employability. Despite the growing enrolment of youth in education, youth from a general education background does not find sustained employability prospects in high-skill occupations.Research limitations/implicationsVocational education highlights a brighter employability prospect but the acceptability of the same amongst the youth needs a policy intervention.Practical implicationsEducational choices need an intervention based on market-driven apprenticeships and training.Social implicationsThe decline of overall employability in the low-skill occupation raises a threat to inclusive development as such youth results to Not in Employment, Education or Training (NEET), better identified as the unproductive economic youth.Originality/valueThis study attempts to investigate that “how far the choice of educational attainment (general/technical/vocational) is able to make youth a fit in the world of work?” in the Indian context, where the youth constitute the highest share in the population.

scholarly journals Genomic prediction of cognitive traits in childhood and adolescence

2018 ◽  
Author(s):  
A.G. Allegrini ◽  
S. Selzam ◽  
K. Rimfeld ◽  
S. von Stumm ◽  
J.B. Pingault ◽  
...  
Keyword(s):  
Educational Attainment ◽  
Complex Traits ◽  
Predictive Power ◽  
Prediction Models ◽  
Educational Achievement ◽  
Association Studies ◽  
Occupational Status ◽  
Childhood And Adolescence ◽  
Genome Wide Association Studies ◽  
Polygenic Scores

AbstractRecent advances in genomics are producing powerful DNA predictors of complex traits, especially cognitive abilities. Here, we leveraged summary statistics from the most recent genome-wide association studies of intelligence and educational attainment to build prediction models of general cognitive ability and educational achievement. To this end, we compared the performances of multi-trait genomic and polygenic scoring methods. In a representative UK sample of 7,026 children at age 12 and 16, we show that we can now predict up to 11 percent of the variance in intelligence and 16 percent in educational achievement. We also show that predictive power increases from age 12 to age 16 and that genomic predictions do not differ for girls and boys. Multivariate genomic methods were effective in boosting predictive power and, even though prediction accuracy varied across polygenic scores approaches, results were similar using different multivariate and polygenic score methods. Polygenic scores for educational attainment and intelligence are the most powerful predictors in the behavioural sciences and exceed predictions that can be made from parental phenotypes such as educational attainment and occupational status.

scholarly journals Educational attainment in childhood cancer survivors: a meta-analysis

2019 ◽  
Vol 105 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Defne Saatci ◽  
Andrew Thomas ◽  
Beverley Botting ◽  
Alastair G Sutcliffe
Keyword(s):  
Educational Attainment ◽  
Childhood Cancer ◽  
Educational Achievement ◽  
Meta Analysis ◽  
Childhood Cancer Survivors ◽  
Tertiary Level ◽  
Special Educational Needs ◽  
Cns Involvement ◽  
Educational Support ◽  
Study Selection

ObjectiveTo assess differences across educational outcomes in survivors of childhood cancer (CCS) compared with peers.DesignSystematic review and meta-analysis of observational studies.Data sources and study selectionMedline, EMBASE, ERIC, CINAHL and PsycInfo from inception to 1st August 2018. Any peer reviewed, comparative study with a population of any survivor of childhood cancer, from high-economy countries, reporting outcomes on educational attainment, were selected.Results26 studies representing 28 434 CCS, 17 814 matched controls, 6582 siblings and six population studies from 11 high-income countries, which have similar access to education and years of mandatory schooling as reported by the Organisation for Economic Cooperation and Development, were included. CCS were more likely to remain at compulsory level (OR 1.36, 95% CI 1.26 to 1.43) and less likely to complete secondary (OR 0.93, 95% CI 0.87 to 1.0) and tertiary level education (OR 0.87, 95% CI 0.78 to 0.98). They were more likely to require special educational needs (OR 2.47, 95% CI 1.91 to 3.20). Subgroup analyses revealed that survivors, irrespective of central nervous system (CNS) involvement, were less likely to progress onto secondary level compared with cancer-free peers (OR 1.77. 95% CI 1.46 to 2.15; OR 1.19, 95% CI 1.00 to 1.42, respectively). This, however, changed at tertiary level where those with CNS involvement continued to perform worse (OR 0.61, 95% CI 0.55 to 0.68) but those without appeared to perform similarly to their peers (OR 1.12, 95% CI 1.0 to 1.25).ConclusionsCompared with controls, we have elucidated significant differences in educational attainment in survivors. This is sustained across different countries, making it an international issue. CNS involvement plays a key role in educational achievement. Clinicians, teachers and policymakers should be made aware of differences and consider advocating for early educational support for survivors.

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