scholarly journals Psychological career resources and coping resources of the young unemployed African graduate: An exploratory study

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Melinde Coetzee ◽  
Kerith Esterhuizen
Keyword(s):  
Black People ◽  
Survey Design ◽  
Youth Unemployment ◽  
School To Work ◽  
Coping Resources ◽  
Transition Phase ◽  
School To Work Transition ◽  
Work Transition ◽  
The Individual ◽  
And Coping

Orientation: Youth unemployment in South Africa presents unique challenges to the young unemployed graduate and requires a range of psychological coping capacities from the young adult.Research purpose: This study explored the relationship between the psychological career resources(as measured by the Psychological Career Resources Inventory) and coping resources (as measured by the Coping Resources Inventory) of a sample of 196 young unemployed African graduates.Motivation for study: There is an increasing need for career counsellors and practitioners to explore the psychological attributes and career-related resources that young people employ or require to help them deal with the challenges posed by unemployment during the school-to-work transition phase of their lives.Research design, approach and method: A survey design and quantitative statistical procedures were used to achieve the research objective. Convenience sampling was used on a population of 500 unemployed graduate black people who attended a 12-week Work Readiness Programme (39% response rate).Main findings: Multiple regression analyses indicated that dimensions of psychological career resources contribute signifcantly to explaining the proportion of variance in the participants’coping resources scores.Practical implications: The insights derived from the findings can be employed by career counsellors and practitioners to construct a more comprehensive career framework for the individual in the school-to-work transition phase.Contribution/value-add: The findings add valuable new knowledge that can be used to inform career services concerned with guiding and counselling young graduates in the school-to-work transition phase.

School-to-work transition and vocational education: a comparison across Europe

2019 ◽  
Vol 40 (8) ◽  
pp. 1411-1437 ◽  
Author(s):  
Irene Brunetti ◽  
Lorenzo Corsini
Keyword(s):  
Vocational Education ◽  
Youth Unemployment ◽  
School To Work ◽  
Policy Implications ◽  
School To Work Transition ◽  
Content Type ◽  
School Based ◽  
Work Transition ◽  
Short Run ◽  
Vocational Studies

Purpose Youth unemployment is one of the major problems that the economic systems face. Given this issue, the purpose of this paper is to assess whether school-to-work transition is easier for individuals with secondary vocational education compared to general secondary education. The authors want to explore which vocational systems across Europe produce better effects. Design/methodology/approach The authors use data from a module on “Entry of young people into the labour market” from the 2009 and 2014 European Labour Survey and they estimate multinomial probit models, allowing for violation of the irrelevance of the alternative assumption. Findings The authors find that in countries with the dual vocational system, vocational education improves employability both in the short and medium run, whereas in countries with a school-based vocational system, results are mixed and, only in some cases, the effect of vocational studies is significantly positive. Research limitations/implications Sample size for short-run analysis is a bit small in a few countries (Austria and Germany). Moreover, even if the authors have reason to believe that the methods adopted are mitigating the omitted heterogeneity issues and robustness checks are run on these aspects, these issues cannot be fully excluded. Practical implications The authors provide policy implications, showing that dual vocational systems can improve school-to-work transitions and that vocational structure is particularly effective in this case. Social implications The authors provide information on which education model may offer better chance in terms of labour outcomes. Originality/value Given the relevance of youth unemployment, the authors provide valuable information on how to mitigate this problem. The use of cross-country comparisons offers great insights on which vocational systems appear to be well-suited to enhance employability.

School-to-Work Transition in Jordan, 2010–2016

2019 ◽  
pp. 225-258
Author(s):  
Mona Amer
Keyword(s):  
Labor Market ◽  
Labor Force ◽  
Labor Force Participation ◽  
Youth Unemployment ◽  
School To Work ◽  
Unemployment Duration ◽  
After School ◽  
School To Work Transition ◽  
Post Secondary ◽  
Work Transition

This chapter presents an analysis of the school-to-work transition in Jordan from 2010 to 2016 in a context of a demographic shock due to a massive influx of Syrian refugees. It examines the trend of youth unemployment and labor force participation, first labor market status and transitions over four years after school. The results show sharp increases in male and female unemployment rates and in unemployment duration. In parallel, youth male labor force participation declined and women with post-secondary education were less active. The school-to-work transition has deteriorated between 2010 and 2016 as young Jordanians were less active after leaving school and when they entered the labor market they took a longer time to work after school. Furthermore, the Jordanian labor market is very segmented as transitions between different types of employment (public, formal and informal private jobs) were scarce. Public employment was also less frequent after unemployment or inactivity.

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
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