Managing for Results in the Tertiary Education Sector

Søndergaard, Lars; Murthi, Mamta; Abu-Ghaida, Dina; Bodewig, Christian; Rutkowski, Jan

doi:10.1596/9780821380963_ch05

Cited by 3 publications

(4 citation statements)

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“…The concerns that drove the initiation of social policies increasing access to secondary and postsecondary education 50 years ago in Québec are still relevant today in communities that are making concerted efforts to promote higher education levels in their population. Our study may be particularly relevant to emerging economies and geographic regions where labor skills have not yet adapted to recent changes in demand from global economic markets (Sondergaard et al, 2012). Our multigenerational study represents a rare chance to test the hypothesis that for some children, emerging psychopathology can play a moderating role and thereby negatively affect their ability to take advantage of educational opportunities that could contribute to their long-term socioeconomic well-being.…”

Section: Discussionmentioning

confidence: 99%

“…These issues are quite relevant today, considering global changes in the structure of job markets. The increasing demand for a well-trained and educated workforce is not restricted to developed countries, such as Canada, the United States, and Western European countries, because the number of qualified workers in developing economies also does not meet employers’ needs (Sondergaard, Murthi, Abu-Ghaida, Bodewig, & Rutkowski, 2012).…”

Section: Sociohistorical Factors Facilitating Upward Mobility In Ses mentioning

confidence: 99%

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Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

Véronneau

Serbin²,

Stack³

et al. 2015

Dev Psychopathol

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Socioeconomic status (SES) is relatively stable across generations, but social policies may create opportunities for upward social mobility among disadvantaged populations during periods of economic growth. With respect to expanded educational opportunities that occurred in Québec (Canada) during the 1960s, we hypothesized that children's social and academic competence would promote upward mobility, whereas aggression and social withdrawal would have the opposite effect. Out of 4,109 children attending low-SES schools in 1976-1978, a representative subsample of 503 participants were followed until midadulthood. Path analyses revealed that parents' SES predicted offspring's SES through associations with offspring's likeability, academic competence, and educational attainment. Interaction effects revealed individual risk factors that moderated children's ability to take advantage of intrafamilial or extrafamilial opportunities that could enhance their educational attainment. Highly aggressive participants and those presenting low academic achievement were unable to gain advantage from having highly educated parents. They reached lower educational attainment than their less aggressive or higher achieving peers who came from a similarly advantaged family background. Growing up with parents occupying low-prestige jobs put withdrawn boys and outgoing girls at risk for low educational attainment. In conclusion, social policies can raise SES across generations, with great benefits for the most disadvantaged segments of the population. However, children presenting with emerging psychopathology or academic weaknesses do not benefit from these policies as much as others, and should receive additional, targeted services.

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Section: Discussionmentioning

confidence: 99%

Section: Sociohistorical Factors Facilitating Upward Mobility In Ses mentioning

confidence: 99%

Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

Véronneau

Serbin²,

Stack³

et al. 2015

Dev Psychopathol

View full text Add to dashboard Cite

show abstract

“…This paper looks at youth’s soft-skills development in relation to employment. The theories lend insights to the youth skills development pathway in that, it maintains that automation of procedural knowledge involves processes or implicit learning, where individuals start to actualize obvious or explicit knowledge that they possess, and through appropriate continued utilization and practice, the behaviours or skills becomes inherently their second personality (Richards & Schmidt, 2010; Speelman, 2005). This is a position that is in tandem with the expected trajectory of soft-skills development proposed in this paper among others (Soares et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions

Ochieng

Ngware

2021

Journal of Adult and Continuing Education

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Investment in sub-Sahara Africa's (SSA’s) youth through effective capacity development, involving adoption of contemporary skills development approaches, is integral in alleviating the region’s high youth unemployment rates as it will equip the youth with skills needed for employment. Skills that are needed are those that holistically develop the youth skills-set, including technical/hard and soft-skills, dubbed whole youth development (WYD) skills. This paper thus explores Technical and Vocational Education and Training (TVET) students’ understanding of soft-skills and its development. The paper utilizes data collected from a TVET study in Kenya that was carried in 9 of the 47 counties, targeting learners aged 15–24 years. The selected counties were those that had national polytechnics for national representation, except one (Turkana county), which was selected to represent youth from marginalized counties. A descriptive cross-sectional study design was adopted for this study. The findings indicate that there is a good understanding of soft-skills among the targeted respondents, with extra-curricular activities playing a key role in promoting TVET students’ soft-skills. However, inadequate human resource and low level of awareness on soft-skills among instructors contribute to inadequate soft-skills learning. This calls for a concerted effort among key education stakeholders on the development of instructors’ and institutions’ capacities for a plausible soft-skills outcome.

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“…However, employers did not value an advanced level of education such as a university education, much more than a less advanced one, for example, a vocational education. Besides, in post-communist countries, specific skill sets, knowledge of foreign languages and familiarity with the internet and computer technologies could play a more important role in hiring decisions than formal education (Sondergaard et al , 2012). Likewise, nepotism and favoritism could be alternative factors that determine employment in post-communist countries, and therefore they may reduce the effects of educational attainment.…”

Section: Discussionmentioning

confidence: 99%

The effect of different types of education on the likelihood of employment in 29 post-communist countries of Eastern Europe and the former Soviet Union

Habibov

Auchynnikova

Luo

2019

HESWBL

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Purpose The purpose of this paper is to study the effects of a variety of levels of education, namely, high school, vocational and university education, on the probability of being employed in Eastern Europe and the former Soviet Union. Design/methodology/approach The data are from two waves of the Life-in-Transition Survey that covers 29 post-communist transitional countries. The number of binary logistic models is estimated to quantify the effects of different types of education on the likelihood of being employed, while controlling for different sets of covariates. Findings The findings reveal that the effect of employment associated with university education is higher than that of vocational education, which in turn is higher than that of high school education. However, the differences between the effects of the various levels of education are not considerable. Any specific level of education is always associated with a higher effect in Eastern Europe as compared to the former Soviet Union. The effect of education is also found to be higher for females than for males. In the former Soviet Union, the positive effect of university and vocational education on employment is found to go down with age. Originality/value This is the first study which compares effect of different types of education on probability of being employed on a diverse sample of 29 post-communist countries over the period of five years.

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Managing for Results in the Tertiary Education Sector

Cited by 3 publications

References 0 publications

Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status

Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions

The effect of different types of education on the likelihood of employment in 29 post-communist countries of Eastern Europe and the former Soviet Union

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