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Relevant bibliographies by topics / School to work transition

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Academic literature on the topic 'School to work transition'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "School to work transition"

1

Comrie, Margie, Franco Vaccarino, Niki Murray, and Frank Sligo. "School to Work Transition." International Journal of Learning: Annual Review 12, no. 8 (2007): 69–82. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/44999.

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D'Alonzo, Bruno J., Larry A. Faas, and Dorothy Crawford. "School to Work Transition." Career Development for Exceptional Individuals 11, no. 2 (October 1988): 126–40. http://dx.doi.org/10.1177/088572888801100207.

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SMITH, CLIFTON L., and JAY W. ROJEWSKI. "School-to-Work Transition." Youth & Society 25, no. 2 (December 1993): 222–50. http://dx.doi.org/10.1177/0044118x93025002003.

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Fouad, Nadya A. "School-to-Work Transition:." Counseling Psychologist 25, no. 3 (July 1997): 403–12. http://dx.doi.org/10.1177/0011000097253003.

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Tinsley, Howard E. A. "School to Work Transition." Journal of Vocational Behavior 46, no. 3 (June 1995): 229–30. http://dx.doi.org/10.1006/jvbe.1995.1016.

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Maduka, Grace, and Ivan Robertson. "Transition from school to work." Journal of the National Institute for Career Education and Counselling 14, no. 1 (April 1, 2006): 23–33. http://dx.doi.org/10.20856/jnicec.1406.

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Davis, Sharon. "Transition from School to Work." Career Development for Exceptional Individuals 11, no. 1 (April 1988): 51–56. http://dx.doi.org/10.1177/088572888801100107.

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Wehman, Paul. "Transition From School to Work." Career Development and Transition for Exceptional Individuals 36, no. 1 (April 19, 2013): 58–66. http://dx.doi.org/10.1177/2165143413482137.

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Hare, Isadora R. "School Social Work in Transition." Children & Schools 16, no. 1 (January 1994): 64–68. http://dx.doi.org/10.1093/cs/16.1.64.

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Long, Therese M. "Transition from School to Work." Prevention in Human Services 8, no. 1 (September 4, 1990): 87–98. http://dx.doi.org/10.1300/j293v08n01_07.

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Dissertations / Theses on the topic "School to work transition"

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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Reardon, Phyllis E. "The school to work transition of the early school leaver." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47472.pdf.

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House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.

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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Petersen, Dan D. "An examination of school-to-work action plans in southwest Idaho schools /." ProQuest subscription required:, 2000. http://proquest.umi.com/pqdweb?did=990270541&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Worth, Sean. "Youth employability in the transition from school to work." Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.

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Hillerich-Sigg, Annette. "Essays on School-to-Work Transitions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22388.

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Diese Dissertation befasst sich mit staatlichen Maßnahmen zur Verbesserung des Übergangs Schule-Beruf von Schülerinnen und Schüler der Real- und Hauptschulen in Deutschland. Kapitel 2 gibt einen Überblick über die ökonomische Berufsbildungsforschung. Wir stellen fest, dass noch Forschungslücken bezüglich junger Schulabgänger und langfristigen Arbeitsmarktergebnissen bestehen. Es werden ausgewählte Ergebnisse einer Fallstudie zu kurzfristigen Effekten einer Berufsorientierungsmaßnahme vorgestellt. Angesichts der noch bestehenden Erkenntnislücken skizzieren wir ein Konzept für ein regional geclustertes Übergangspanel. Kapitel 3 analysiert auf Basis eigener Befragungsdaten die Teilnahme an Berufsorientierungsmaßnahmen an weiterführenden Schulen und ihre Wirkung auf die Berufsplanung. Die Teilnahme hängt vom Schulzweig, sowie vom Schul- und Klassenkontext ab, während persönliche Merkmale kaum relevant sind. Die Wirkung von Berufsberatung hängt vom Anbieter der Beratung ab. Kapitel 4 untersucht die mittelfristige Wirkung einer Berufsorientierungsmaßnahme auf Arbeitsmarktergebnisse von Hauptschülerinnen und -schülern. Wir beobachten eine Verzögerung beim Eintritt und Abschluss der Berufsausbildung. Trotz der Verzögerung bestehen keine Unterschiede bei der Abbruchwahrscheinlichkeit und der Art der Berufsausbildung. Aber wir finden kleine, negative Effekte auf Beschäftigung und kumulative Verdienste innerhalb von sechs Jahren nach der Schule. Teilnehmende verbringen auch mehr Zeit in Arbeitslosigkeit. Kapitel 5 analysiert die alternativen Übergangswege nach der Hauptschule in ihrem Effekt auf die Art der Berufsausbildung. Ich zeige, dass ein verzögerter Übergang in Ausbildung kein Nachteil sein muss. Allerdings stehen die ökonomischen Vorteile einer geringeren Zufriedenheit mit der Berufsausbildung gegenüber. Die Teilnahme an Berufsvorbereitenden Maßnahmen führt nicht zu einer anderen Art der Ausbildung als der direkte Übergang, aber zu einer geringeren Zufriedenheit.
This doctoral thesis addresses policy measures implemented to improve school-to-work transitions of secondary school students in Germany, focused on students of the lower and middle track. Chapter 2 provides a survey of the economic research on vocational education. We find that research gaps still exists regarding young school-leavers and long-term labor market outcomes. We present selected results of a case study evaluating short-term effects of additional career assistance. Considering the research gaps we describe the concept for a regionally clustered transition panel. Chapter 3 analyzes based on own survey data the take-up of career guidance activities in secondary school and their effect on career planning. Take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Chapter 4 assesses the effect of additional career assistance (ACA) on medium-term labor market outcomes of lower secondary school students. We find evidence for a delay in the transition into and completion of vocational training. Despite the delay, there is no difference in drop-out probability or the type of vocational training. But we find small negative effects on employment and cumulative earnings within six years after school. ACA participants also spend more time in unemployment. Chapter 5 analyzes alternative transition paths after German lower track secondary school in their effect on the type of vocational training. I show that a delayed transition into vocational training is not a disadvantage. However, economic benefits from continuing schooling come at the cost of being less satisfied with the vocational training. Participation in pre-vocational training does not lead to a different type of vocational training position than after a direct transition, but to lower levels of satisfaction.

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Eder, Rhonda. "School-to-work transition the collaborative relationship between schools and community rehabilitation programs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ederr.pdf.

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Katzenberger, Renae. "An evaluation of the Loyal School District school-to-work students basic workplace skills preparation." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004katzenbergerr.pdf.

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Kirton, Derek. "The transition from school to work in the Durham Coalfield." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6786/.

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This study examines via questionnaire and interview data, various aspects of the transition from school to work experienced by young people in the Durham Coalfield during the 1980s. The aspects covered are those of education and careers guidance, unemployment, occupational choice, experience of work and its financial rewards, trade unionism, changes in family and leisure patterns, migration and certain political issues relating to youth unemployment. Analysis of data from prospective school leavers and young workers relating to these areas form the bulk of the study, but the context(s) foranalysis are also of crucial importance. Data are analysed within two related contexts. The first is that of the history of the Coalfield - its economy and culture, class structure, sexual divisions and internal spatial variations. Particular attention is given to the decline of an economy based on coal and steel, and the rise of a 'branch plant' economy where factory employment suffers from considerable instability. The recent collapse of the youth 1 abour market and its progressive replacement by state sponsored schemes provide the immediate context for the study. A second concern is to relate study of the transition to three major debates with industrial sociology, namely those relating toorientations to work, to labour market divisions and the issue of a 'dual labour market', and to the arrival of a 'post-industrial' society. Throughout, a critique is offered of empiricist and reductionist accounts of the transition and an attempt is made to provide a more adequate analysis based on concerns with structure, consciousness andaction as catalogued in the testimony of prospective school leavers and young workers. It is also argued that the exchange of labour-power provides a crucial element in the framework for understanding the transition.

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Books on the topic "School to work transition"

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Krieg, Fred Jay. Transition: School to work. Bethesda, MD: National Association of School Psychologists, 1995.

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Potts, Kimberley. Work in the school place: Tennessee's School-to-Work Program. Nashville, Tenn: Comptroller of the Treasury, 1997.

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R, Rusch Frank, and Chadsey Janis G, eds. Beyond high school: Transition from school to work. Belmont, CA: Wadsworth Pub. Co., 1998.

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Harmon, Hobart L. Building school-to-work systems in rural America. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1998.

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Harmon, Hobart L. Building school-to-work systems in rural America. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1998.

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Hoerner, James L. Work-based learning: The key to school-to-work transition. New York: Glencoe/McGraw-Hill, 1995.

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7

Barton, Paul E. Indicators of the school-to-work transition. Princeton, NJ: ETS Policy Information Center, 1994.

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Carlson, Carol Gordon. Beyond high school: The transition to work. Princeton, NJ: Educational Testing Service, 1990.

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Carlson, Carol Gordon. Beyond high school: The transition to work. Princeton: Educational Testing Service, 1990.

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10

G, Chadsey Janis, University of Illinois at Urbana-Champaign. College of Education., and University of Illinois at Urbana-Champaign. Secondary Transition Intervention Effectiveness Institute., eds. School-to-work transition issues and models. Champaign, Ill: College of Education, University of Illinois, 1986.

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Book chapters on the topic "School to work transition"

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Holmes, Anne. "School to Work Transition Process." In Encyclopedia of Autism Spectrum Disorders, 2663–66. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1777.

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Holmes, Anne. "School to Work Transition Process." In Encyclopedia of Autism Spectrum Disorders, 4065–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1777.

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Dahmen, Stephan. "2.2. Situating the Swiss Transition Regime." In Regulating Transitions from School to Work, 27–39. Bielefeld, Germany: transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.

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Fischer, Martin, and Franz Stuber. "Work-Process Knowledge and the School-to-Work Transition." In Shop Floor Control — A Systems Perspective, 367–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-60313-6_16.

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Volanen, Matti Vesa. "Transition and Constitution in School/Work Relations." In Transitions and Transformations in Learning and Education, 67–84. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2312-2_5.

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Walther, Andreas. "Welfare States as Transition Regimes: Reconstruction from International Comparisons of Young People’s Transitions to Work." In Life Course Research and Social Policies, 37–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_3.

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AbstractInternational comparison of welfare states offers a way for understanding how welfare states have contributed to the constitution of life course transitions and the different ways in which they are being shaped. The chapter introduces the concept of “transition regimes”, a comparative model developed with regard to school-to-work-transitions. The aim is to question if and to what extent this model can contribute to the objectives of reflexive transition research that extends the research of how individual transitions progress to how they are constantly re-constituted. In detail, this implies relating the analysis of comprehensive constellations with the discursive, institutional and individual practices involved in doing transitions. The chapter starts with an overview of international studies of school-to-work-transitions. This is followed by a review of comparative welfare research and the introduction of the concept of transition regimes, which is then related to the concept of doing transitions. The conclusion explores the contribution of comparative analysis of transition regimes for reflexive transition research.

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Rosenbaum, James E., and Stephanie Alter Jones. "Creating Linkages in the High School-to-Work Transition." In Restructuring Schools, 235–58. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1094-3_12.

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Atchoarena, David, and Efison Mujanganja. "Transition from School to Work in East Asia." In International Handbook of Educational Research in the Asia-Pacific Region, 701–14. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_48.

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Dahmen, Stephan. "2.3. The Politics of VET in Switzerland and the Emergence of Transition Measures." In Regulating Transitions from School to Work, 39–53. Bielefeld, Germany: transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-004.

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Erford, Bradley T. "The Transition Stage in Group Work." In Group Work in Schools, 108–27. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003363484-10.

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Conference papers on the topic "School to work transition"

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Paretti, Marie C., Julie Dyke Ford, Daria Kotys-Schwartz, Susannah Howe, and Robin Ott. "Preparing for Engineering Work: Interpersonal Relationships in the School to Work Transition." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962508.

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Alikaj, Eni, and Esmerelda Shehaj. "Determinants of transition from school to work in Albania." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.24.

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Haryadi, Rudi, Ade Gafar Abdullah, Isma Widiaty, and Eri Subekti. "A Systematic Literature Review of the School to Work Transition in Vocational School." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.049.

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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Cintia Colibaba, and Ramona Cirsmari. "FACILITATING STUDENTS' TRANSITION FROM SCHOOL TO WORK THROUGH THE WWW PROJECT'S E-COURSE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-126.

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The article is based on the We Welcome Work (WWW) project, funded by the European Commission under the Erasmus+ KA2 VET Programme (Ref. no.: 2016-1-RO01-KA202-02471). The project meets the growing needs of high school students and young people who live in a very mobile environment, where time, education and employment are challenging issues. The supply of apprenticeship and traineeship places in the EU continues to be under-developed. A lack of workplace experience and the related skills and competences is one of the factors contributing to the "skills gap" in the EU today. The project intends to offer non-formal opportunities for young people to acquire employability, entrepreneurship and digital skills to support their transition from school to the world of work thus achieving a better skills match and career orientation. The article gives insights into the e-training and its resources designed within the project partnership. The online material equips teachers and schools councillors with interactive tools to tests and evaluate the students’ competences and skills and guide them based on their specific needs for their career. The focus of the project is on involvement of students in an interactive training session of apprenticeship, simulating various jobs situations in the form of animation problem-solving game. This will gain development of various competences: workplace skills, problem-solving, teamwork, foreign languages, IT and social media skills, communication and cultural skills, etc. The article presents the e-training, its methodology, objectives as well as its interactive and creative activities whose content and development benefit from state-of-the-art technology.

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Gorenca, Ana. "An Empirical Investigation of School to Work Transition Using the Gompertz Model." In 4th International Scientific Conference: Knowledge based sustainable economic development. Association of Economists and Managers of the Balkans, Belgrade, Serbia et all, 2018. http://dx.doi.org/10.31410/eraz.2018.330.

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Colibaba, Cristina Anca, Anais Colibaba, Irina Gheorghiu, Radu Cozmei, and Stefan Colibaba. "TOWARDS YOUNG PEOPLE’S BETTER TRANSITION FROM SCHOOL TO WORK: THE APPRENTICE PREPARATION TRAINING– APT PROJECT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1643.

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Fomina, Tatiana, and Varvara Morosanova. "Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.33.

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Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

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Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.

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Obode, E., T. Osunrinde, and O. Ifalade. "Skills for the Energy Transition and Beyond: Human Resource in the Industry 4.0 Energy Sector." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216637-ms.

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Abstract Industrial revolutions have been significant in shaping the modern world as we know it because it brings transformation across technology, economic and societal structures. Each revolution represents a shift in the way goods are produced, services required in production, labor and human capital dynamics and even daily life of society. The question of whether revolutions indeed occurred historically has been subject of the works of revisionists and historians and there have been debates over the establishment of a timeline during which these events happened. This may have been because of the localization of the early Industrial revolutions. For this reason, arguments about what exactly changed, when it started, when it ended, and where to place the emphasis keep raging. Another reason for this contemplation is the drawn-out periods attributed to these revolutions. The retrospective presentation of Industrial revolutions may not necessarily paint the same picture as with people who lived through them without the benefit of hindsight. Four different schools of thought were thus identified as concerning what mattered or what changed during the Industrial Revolutions. The Social Change School, The Industrial Organization School, The Macroeconomic School and The Technological School. These schools have different areas of emphasis yet overlap to a point where clear line of distinction cannot be made1.

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Roswita, Agnes, and Missiliana Riasnugrahani. "The Role of Career Adaptability on Dysfunctional Career Thought and Academic Satisfaction Key for a Successful School-To-Work Transition." In Proceedings of the 1st Pedagogika International Conference on Educational Innovation, PICEI 2022, 15 September 2022, Gorontalo, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.15-9-2022.2335893.

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Reports on the topic "School to work transition"

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Bühler, Christoph, and Dirk Konietzka. The transition from school to work in Russia during and after socialism: change or continuity? Rostock: Max Planck Institute for Demographic Research, April 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark, and van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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Sampson, James, Robert Reardon, Debra Norris, Caroline Wilde, and Eleanor Dietrich. Potential Contributions of Career Information Delivery Systems to One-Stop Career Centers, Military Downsizing, and School-to-Work Transition Initiatives. Florida State University Libraries, June 1994. http://dx.doi.org/10.17125/fsu.1525961106.

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Wolff, Laurence, Martin Carnoy, and Claudio de Moura Castro. Secondary Schools and the Transition to Work in Latin America and the Caribbean. Inter-American Development Bank, February 2000. http://dx.doi.org/10.18235/0008796.

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This paper provides an analysis of the organization of secondary schools in Latin America and the Caribbean. It deals with the confusing and controversial matters of providing schools for an increasingly heterogeneous clientele and the triple role of preparing students for higher education, forming solid citizens and offering training for those who will finish their schooling at this level. New models and options are presented for replacing existing organizational structures in secondary education. This paper is one of the reports prepared as background for the development of the Bank's strategy on primary and secondary education.

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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.

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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

Full text

Abstract:

What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.

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9

Fawcett, Caroline S. Latin American Youth in Transition: A Policy Paper on Youth Unemployment in Latin America and the Caribbean. Inter-American Development Bank, July 2002. http://dx.doi.org/10.18235/0008409.

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This policy analysis looks at the economic relationships between sectors, where formal and informal sectors are intimately linked in terms of youth and adult workers, where skilled workers and their shortages exist throughout all sectors of the economy, and where downsizing and technical change shed large numbers of unskilled labor to the informal sector. Youth unemployment in Latin American and the Caribbean lives in the shadows of the broader labor market demand and wage dynamics, whereby youth unemployment is simply a fractured reflection of larger labor market issues. Moreover, the impact of labor market policies and programs for youth is largely tied to broader labor market dynamics. This policy paper captures these youth dynamics, and their impact on the determinants and policies of youth unemployment. The school-to-work transition is the main point of departure and provides the context to understand the youth unemployment. Youth unemployment is not a transitory state to employment, rather it is a very lengthy process where youth move from unemployment, schooling, unpaid unemployment, and low-wage unskilled employment - all of which have low opportunity costs. Adding another dimension to this process, is that Latin American youth are often simultaneously in school and in work. The highly complex and multi-faceted transition process results in constant change for youth in Latin America.

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Desk, Front. Out-of-School Children and Youth: A Contemporary View from Selected African Commonwealth Countries. Commonwealth of Learning (COL), June 2022. http://dx.doi.org/10.56059/11599/4057.

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Abstract:

This publication on out-of-school children (OOSC) in Commonwealth Africa is already informing priorities in COL’s work in open schooling. The report provides an overview of key indicators for all nineteen Commonwealth Africa countries as well as contextual case studies of eight countries for which representatives were available to verify or update the data that had been collected. While significant progress has been made towards universal primary education, there remain challenges in primary and secondary completion, and in the key transitions from primary to secondary and from lower secondary to senior secondary. Many countries have large and growing numbers of youths who are not in employment nor in education and training, for whom some form of alternative open schooling provision will be needed.

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