scholarly journals Choice of University Major and Long-term School-to-work Transition

2011 ◽  
Vol 14 (1) ◽  
pp. 1-21 ◽  
Author(s):  
김미란 ◽  
민주홍
Keyword(s):  
School To Work ◽  
School To Work Transition ◽  
Work Transition

Ready, Set, Go!

2021 ◽  
pp. 77-104
Author(s):  
Jos Akkermans ◽  
Rowena Blokker ◽  
Corine Buers ◽  
Beatrice Van der Heijden ◽  
Ans De Vos
Keyword(s):  
Young Adults ◽  
Building Block ◽  
Career Transition ◽  
School To Work ◽  
Future Research ◽  
Structural Factors ◽  
School To Work Transition ◽  
Individual Agency ◽  
Work Transition

One key career transition during emerging adulthood is the school-to-work transition. As careers have become much more dynamic and complex, this particular has also become more challenging for young adults. In this chapter, the authors explain how the school-to-work transition has changed and how individual agency and structural factors can interact to lay an early foundation for sustainable career development. In line with this, the authors argue that career competencies and employability are crucial concepts for today’s school-to-work transition. Finally, they look forward to how future research might contribute to further understanding the contemporary school-to-work transition. In all, this chapter argues that an adaptive school-to-work transition is crucial as a building block for long-term sustainability of careers.

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.

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