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This edited volume provides multidisciplinary and international insights into the policy, managerial and educational aspects of diverse students' transitions from education to employment. As employers require increasing global competence on the part of those leaving education, this research asks whether increasing multiculturalism in developed societies, often seen as a challenge to their cohesion, is in fact a potential advantage in an evolving employment sector. This is a vital and under-researched field, and this new publication in Springer's Technical and Vocational Education and Training series provides analysis both of theory and empirical data, submitted by researchers from nine nations including the USA, Oman, Malaysia, and countries in the European Union.The papers trace the origins of business demand for diversity in their workforce's skill set, including national, local and institutional contexts. They also consider how social, demographic, cultural, religious and linguistic diversity inform the attitudes of those seeking work--and those seeking workers. With clear suggestions for future research, this work on a topic of rising profile will be read with interest by educators, policy makers, employers and careers advisors.

The challenges for young people making the transition to adulthood are greater today than ever before. Globalization, with its power to reach across national boundaries and into the smallest communities, carries with it the transformative power of new markets and new technology. At the same time, globalization brings with it new ideas and lifestyles that can conflict with traditional norms and values. And while the economic benefits are potentially enormous, the actual course of globalization has not been without its critics who charge that, to date, the gains have been very unevenly distributed, generating a new set of problems associated with rising inequality and social polarization. Regardless of how the globalization debate is resolved, it is clear that as broad global forces transform the world in which the next generation will live and work, the choices that today's young people make or others make on their behalf will facilitate or constrain their success as adults. Traditional expectations regarding future employment prospects and life experiences are no longer valid. Growing Up Global examines how the transition to adulthood is changing in developing countries, and what the implications of these changes might be for those responsible for designing youth policies and programs, in particular, those affecting adolescent reproductive health. The report sets forth a framework that identifies criteria for successful transitions in the context of contemporary global changes for five key adult roles: adult worker, citizen and community participant, spouse, parent, and household manager.

Through a qualitative study of academic-track high school students and participants in youth apprenticeships in Germany and Canada, Lehmann shows how the range of available school-work transition options are defined by both gender and social class. Highlighting the importance of the institutional context in understanding school-work transitions, particularly in relation to Germany's celebrated apprenticeship system, which rests on highly streamed secondary schooling and a stratified labour market, Lehmann argues that social inequalities are maintained in part by the choices made by young people, rather than simply by structural forces.

\"Eric Hardie offers six steps to help students engage in meaningful, relevant learning and develop key skills they need to succeed in life\"-- Provided by publisher.

Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be unsettling, difficult and unproductive for others. Transitions have become a key concern for policy makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and professionals working with different groups. Transitions and Learning Through the Lifecourse examines transitions across a range of education, life and work settings. It explores the claim that successful transitions are essential for educational inclusion, social achievement, and economic prosperity and that individuals and institutions need to manage them more effectively. Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers studies, sociology, feminist and cultural studies, this book is the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from a range of different fields of research. Contributions include: The transition between home and school The effects of gender, class and age Transitions to further and higher education Transitions for students with disabilities Transitions into the workplace Learning within the workplace Approaches to managing transitions List of tables and figures List of contributors Foreword by John Field Acknowledgements 1. TRANSITIONS IN THE LIFECOURSE: THE ROLE OF IDENTITY, AGENCY AND STRUCTURE Kathryn Ecclestone, Gert Biesta and Martin Hughes 2. THE DAILY TRANSITION BETWEEN HOME AND SCHOOL Martin Hughes, Pamela Greenhough, Wan Ching Yee and Jane Andrews 3. TRANSGRESSION FOR TRANSITION? WHITE URBAN MIDDLE CLASS FAMILIES MAKING AND MANAGING ‘AGAINST THE GRAIN’ SCHOOL CHOICES David James and Phoebe Beedell 4. READING AND WRITING THE SELF AS A COLLEGE STUDENT: FLUIDITY AND AMBIVALENCE ACROSS CONTEXTS Candice Satchwell and Roz Ivanic 5. MANAGING TRANSITIONS IN SKILLS FOR LIFE Mary Hamilton 6. THE TRANSITION FROM VOCATIONAL EDUCATION AND TRAINING TO HIGHER EDUCATION: A SUCCESSFUL PATHWAY? Michael Hoelscher, Geoff Hayward, Hubert Ertl and Harriet Dunbar-Goddet 7. DISABLED STUDENTS AND TRANSITIONS IN HIGHER EDUCATION Elisabet Weedon and Sheila Riddell 8. RETHINKING ‘FAILED TRANSITIONS’ TO HIGHER EDUCATION Jocey Quinn 9. TIME IN LEARNING TRANSITIONS THROUGH THE LIFECOURSE: A FEMINIST PERSPECTIVE Helen Colley 10. WORKING AS BELONGING: THE MANAGEMENT OF PERSONAL AND COLLECTIVE IDENTITIES Alan Felstead, Dan Bishop, Alison Fuller, Nick Jewson, Lorna Unwin and Kostantinos Kakavelakis 11. ADULTS LEARNING IN AND THROUGH THE WORKPLACE Karen Evans and Edmund Waite 12. OLDER WORKERS’ TRANSITIONS IN WORK-RELATED LEARNING, CAREERS AND IDENTITIES Jenny Bimrose and Alan Brown 13. MANAGING AND SUPPORTING THE VULNERABLE SELF Kathryn Ecclestone Index Kathryn Ecclestone is Professor of Education at the University of Birmingham, UK. Gert Biesta is Professor of Education at the Stirling Institute of Education, University of Stirling, UK. Martin Hughes is Professor of Education at the University of Bristol, UK.

Based on the Psychology of Working Theory, this study examined the influence of contextual factors and psychosocial resources on school‐to‐work transition. Data were collected from 781 senior university students in Türkiye, and the relationships between economic constraints, marginalization, general self‐efficacy, career adaptability, perceived future employability, and future decent work were examined. According to the results, economic constraints and marginalization negatively predicted perceived future employability and future decent work. Marginalization significantly predicted general self‐efficacy and career adaptability, whereas economic constraints were not associated with two psychosocial resources. General self‐efficacy significantly predicted career adaptability, while it was not related to perceived future employability and future decent work. Career adaptability significantly predicted perceived future employability but not future decent work. Lastly, perceived future employability significantly predicted future decent work. The findings revealed the significant influence of contextual factors on the school‐to‐work transition. Implications and suggestions for future research directions were also discussed.

Based on up-to-date qualitative and ethnographic research, and using a Foucauldian theoretical approach, this book examines youth education-to-work transitions in the UK and demonstrates how different employability schemes work in practice for young people from varying social and regional backgrounds.

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable strategies identified by education professionals to facilitate a sustainable transition from education to the labour market. This study employed a realistic evaluation framework using CIMO-logic (which focuses on the Context, Intervention, Mechanism, Outcome) for analysis in order to gain insight into the processes of change. In total, four cases were studied at two Dutch educational institutions. The research followed an inductive approach using within-case and cross-case analyses. Five key elements were identified: skills and competencies, Self-insight, Self-efficacy, Building a professional network, and bridging education and practice. In school-to-work guidance for VET students, these elements are relevant to consider in guidance programs.