Journal Article

According to the U.S. Department of Justice (2007), over 10,000 formerly incarcerated individuals are released each week from federal and state prisons. The purpose of this study is to draw upon human capital theory to examine the relationships between the types of training programs and gainful employment for formerly incarcerated individuals. Three types of training programs considered in this study are school-based training programs, pre-employment training programs, and postemployment training programs. Generalized linear mixed models are used to determine if each type of training program is related to employment status and income. Based on a sample from the National Longitudinal Survey of Youth 1997 (NLSY97), postemployment training programs are positively related to gainful employment for formerly incarcerated individuals. This result emphasizes the pivotal role of employers in addressing mass incarceration through human resources development (HRD).

The coming impact of technological innovation on employment makes it relevant to equip people to stay ahead of technological change. It is therefore appropriate to promote policies aimed at reskilling these workers and at making young people fit for the coming digital economy. The paper is structured as follows. The first paragraph gives a short definition of the digitalisation process that has been taking place for some years. The second one deals with the effects of the digital economy on employment. The third section is devoted to the skills requested by the digital economy. The fourth paragraph takes into consideration the measures and methods enabling workers to stay on the digital labour market. It also stresses the importance of all the stakeholders that are involved in such process and that play a role in promoting the preparation of the workforce for the digital future.

The article aims to analyze the cases of high skills human resources development (HRD) vocational training programs in future strategic industries. This article analyzes the cases of ongoing HRD training programs for strategic industries in Korea. The results of the analysis are as follows. First, the strategic industry training, carried out in specialized industrial training institutions in Korea, are mostly focused on the environmental, weather, and robotics industries, in addition to bio-industry. Second, the key drivers of future high skills strategy training turned out to be industrial convergence and globalization. Third, many experts were invited to be instructors to manage the quality of the high skills training programs. Based on the findings of these case studies, this article suggests the promotion of high skill vocational training for strategic industries in Korea.

To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N= 628 and N= 237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes., Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.

In recent decades, a growing body of literature has emerged to illustrate the strong pressure on higher education institutions to prepare graduates for the world of work. This paper examines studies that attempt to incorporate the concept of employability skills in the empirical analysis. It thus focuses on the conceptual discussion and methodological options to show how researchers cope empirically with the assumptions associated with employability skills. This literature survey offers a taxonomy of methods that distinguishes between direct and indirect, as well as supervised and unsupervised, methods for the collection of data on skills. Although the underlying premise of the available research is that higher education institutions and policymakers should be provided with information on employability skills, the studies examined in this paper suggest that the identification of those skills is an impossible endeavour. Agreement is only found on some cognitive, technical, and relational skills. More importantly, it is argued that the supply-side approach overlooks economic and social processes that might affect employability. The problem of graduates' employability transcends higher education institutions' provision of useful and matched skills.

Employability skills are identified as one of the valuable policy tools to upgrade mobility and earnings. Organization‟s employees are required to possess the knowledge and skills for increasing the organization‟s performance and competitiveness. Employability of graduates has become an issue that is not easy to be ignored in the global economy. However, the key employability skills need to be identify and categorised according to specific industry like interior design. It is a necessity to have a right set of employability skills for employer satisfaction. The purpose of this paper is to find out the required skill set for enhancing the employability of graduates and employees majorly focusing on interior design sector. This paper proposed the set of skills important for employability of interior design. Prominent databases were searched using combination of keywords and based on that 105 papers were selected for study. They were further filtered based on their title, abstract and findings and finally 25 papers were left. We have majorly focused upon eight sets of skills: communication skills, problem solving skills, teamwork skills, design skills, project management skills, computer skills, personal attributes and pre-graduates work experiences. On the basis of above-mentioned skills a checklist has been proposed which has been verified based on the literature review. The implications of this study will be helpful in guiding both industry and academia in incorporating and enhancing these skills among professionals

This paper provides the first evidence on the earnings, employment and college enrollment effects of computers and acquired skills from a randomized controlled trial providing computers to entering college students. We matched confidential administrative data from California Employment Development Department (EDD)/Unemployment Insurance (UI) system earnings records, the California Community College system, and the National Student Clearinghouse to all study participants for seven years after the random provision of computers. The experiment does not provide evidence that computer skills have short- or medium-run effects on earnings. These null effects are found along both the extensive and intensive margins of earnings (although the estimates are not precise). We also do not find evidence of positive or negative effects on college enrollment. A non-experimental analysis of [Current Population Survey CPS data reveals large, positive and statistically significant relationships between home computers, and earnings, employment and college enrollment, raising concerns about selection bias in non-experimental studies.

This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi‐cohort analysis of the tested literacy and numeracy skills of 15-year-olds in [Programme for International Student Assessment PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular[ly effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness - as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language.

This article explores the implications of nonstandard employment for types of workers and their change over time. Using data from 1995, 2005, and 2017, we trace the evolving forms of nonstandard employment over the last decade and the associated job-quality patterns for workers with different skills, measured by education levels and occupation tasks. We find that nonstandard employment reduces earnings and weekly work schedule but does not affect the likelihood of feeling insecure about job continuity for workers in general. However, a closer examination reveals considerable variation along these three dimensions: highly educated nonstandard workers have lower earnings and fewer working hours than traditional workers over time and nonstandard routine occupation workers tend to feel greater job insecurity. Variations across gender and race-ethnicity are also discussed.