Women’s school-to-work transition in the Arab mediterranean countries (AMC)

2017 ◽  
pp. 1-31
Author(s):  
Keyword(s):  
School To Work ◽  
School To Work Transition ◽  
Mediterranean Countries ◽  
Work Transition

scholarly journals Stuck at a crossroads? The duration of the Italian school-to-work transition

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Francesco Pastore ◽  
Claudio Quintano ◽  
Antonella Rocca
Keyword(s):  
Compulsory Education ◽  
School To Work ◽  
Survival Models ◽  
Duration Dependence ◽  
School To Work Transition ◽  
Content Type ◽  
Individual Level ◽  
Italian School ◽  
Mediterranean Countries ◽  
Work Transition

PurposeThere is a long period from completing studies to finding a permanent or temporary (but at least satisfactory) job in all European countries, especially in Mediterranean countries, including Italy. This paper aims to study the determinants of this duration and measure them, for the first time in a systematic way, in the case of Italy.Design/methodology/approachThis paper provides several measures of duration, including education level and other criteria. Furthermore, it attempts to identify the main determinants of the long Italian transition, both at a macroeconomic and an individual level. It tests for omitted heterogeneity of those who are stuck at this important crossroads in their life within the context of parametric survival models.FindingsThe average duration of the school-to-work transition for young people aged 18–34 years was 2.88 years (or 34.56 months) in 2017. A shorter duration was found for the highly educated; they found a job on average 46 months earlier than those with compulsory education. At a macroeconomic level, the duration over the years 2004–2017 was inversely related to spending in the labour market policy and in education, gross domestic product growth and the degree of trade union density; however, it was directly related to the proportion of temporary contracts. At the individual level, being a woman, a migrant or living in a densely populated area in the South are the risk factors for remaining stuck in the transition. After correcting for omitted heterogeneity, there is clear evidence of positive duration dependence.Practical implicationsPositive duration dependence suggests that focusing on education and labour policy, rather than labour flexibility, is the best way to smooth the transition.Originality/valueThis study develops our understanding of the Italian school-to-work transition regime by providing new and detailed evidence of its duration and by studying its determinants.

School to Work Transition in Japan

1995 ◽  
Vol 21 (1) ◽  
pp. 204
Author(s):  
Gerald LeTendre ◽  
Kaori Okano
Keyword(s):  
School To Work ◽  
School To Work Transition ◽  
Work Transition

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Creating Linkages in the High School-to-Work Transition

1995 ◽  
pp. 235-258 ◽  
Author(s):  
James E. Rosenbaum ◽  
Stephanie Alter Jones
Keyword(s):  
High School ◽  
School To Work ◽  
School To Work Transition ◽  
Work Transition
Sign in / Sign up

Export Citation Format

Share Document