This study aims to provide a detailed understanding of the underutilised workforce in New Zealand (NZ). The International Labour Organisation (ILO) considers workers to be underutilised if they are unemployed, time-related underemployed (referred to as underemployed hereinafter) or belong to the potential labour force. The primary data source for this report comes from the Household Labour Force Survey, specifically a period of results from between June 2016 and June 2018, which incorporated new variables and introduced information to identify the underutilised workforce in NZ, in line with ILO definitions. Some key findings from the study include: (1) underutilised workers tend to be significantly younger and female (one third of underemployed were aged 15-24); (2) characteristics linked with being more likely to be underutilised included low educational attainment, ethnic minorities, and large household size; (3) underemployed workers are most likely to be community and personal service workers or labourers and most likely to be found in accommodation and food services or retail trade; (4) the primary reason provided for their underemployment was 'not enough work available' (59.5 per cent) while women were four times more likely than men to cite 'difficulty in finding suitable childcare' as their reason (4.1 per cent versus 1.1 per cent); and (5) there was some evidence to indicate that underutilisation is a short-term phenomenon, with a 50.4 per cent probability that an underemployed person will be fully utilised in the next quarter they are surveyed, and an 84.8 per cent chance after a year.

An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low-income and high-achieving public high school students, yielded favorable findings regarding the perceptions of program alumni. PUPP Alumni Survey respondents (N = 126) reported that PUPP had positively impacted their development of academic and social-emotional skills and their knowledge of college admissions and financial aid application processes and that they attended and graduated from college, including selective colleges, after completing PUPP. Some PUPP alumni believe that the program made college attendance a reality for them, while others believe PUPP enabled them to attend a more selective college than they otherwise would have. Although alumni were not immune from continued challenges, both financial and academic, during college, they tended to attribute their college enrollment and graduation successes at least in part to the personalized supports and resources PUPP provided.

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This research piloted for the first time an approach designed to find out more about young people's perceptions of careers, choices and their future prospects in Northern Ireland. The aim was to connect with young people in schools and colleges between the age of 14 years old to 19 years old to find out more about their views of the world of work, the opportunities available to them, and what they think their future might look like., The objectives were as follows: To explore young people's career decisions and preferences, including sources of information used; To identify their expectations of earnings and perceptions of employers' expectations; To assess their levels of confidence in gaining employment, how this compares to previous generations and concerns about securing a career after post-primary education; To review the length of time they might spend in their first job and subsequently, how many jobs they expect to have in their lifetime; To investigate young people's perceptions on the potential impact of Brexit. The findings are designed to inform government policy makers, the Education Authority, Area Learning Communities and other allied bodies, education leaders and teachers, employers and careers practitioners on what matters to young people when it comes to careers, choices and future prospects.

The 2020 Survey on Employment and Skills, conducted by the Environics Institute for Survey Research in partnership with the Future Skills Centre and Ryerson University's Diversity Institute, was designed to explore the experiences and attitudes of Canadians relating to education, skills training and employment. The survey, however, was conducted during the period in which the impact of the [Coronavirus Disease 2019] COVID-19 pandemic on Canada became apparent. It therefore offers an early opportunity to explore how Canadians' outlook initially shifted as the pandemic took hold. The survey confirms that the pandemic caused a significant shift in Canadians' outlook on employment. It found that Canadians did not lose confidence in themselves or the social safety net as the impact of the pandemic set in, with 63 per cent of Canadians responding that they were confident in their abilities, even after the impact of the pandemic on jobs began to be known, compared to 61 per cent before that time. Confidence was greater among those with higher levels of education and income, with less secure workers less certain they can access the resources they need to weather the pandemic's employment storm. Workers say skills training contributes to their ability to succeed, but half the Canadian labour force has had no employer-delivered skills training in the last five years, the survey found. Almost one in two Canadian workers said they were very or somewhat worried about themselves or a member of their immediate family finding or keeping a stable, full-time job after the pandemic set in; older workers are less likely to be worried about job security (40 per cent of those 55+, compared to 56 per cent of those aged 25-34); and women (44 per cent) are more likely than men (35 per cent) to say that now is a bad time to find a job where they live.

The Global Deal for Decent Work and Inclusive Growth is a global multi-stakeholder partnership whose objective is to jointly address the challenges in the global labour market and enable all people to benefit from globalisation. The fundamental idea at the heart of the Global Deal is to highlight and promote the potential of sound industrial relations and enhanced social dialogue as a means to foster decent work, quality jobs, and increased productivity - and by extension greater equality and inclusive growth. It is conceived as a concrete input to the UN 2030 Agenda and is aligned with the Sustainable Development Goals (SDGs)., The Global Deal was initiated at the behest of the Swedish Prime Minister, Stefan Lofven, and developed in cooperation with the International Labour Organization (ILO) and the Organisation for Economic Co-operation and Development (OECD). The partnership was launched in September 2016 and now brings together around 90 different partners representing governments, businesses and employers' organisations, trade unions and civil society. The rationale behind the Global Deal is that cooperation between these stakeholders is a key element for coming to terms with some of the complex challenges that impede human prosperity and well-being. The Global Deal aims to facilitate and advance that cooperation by providing political impetus, scaling up existing processes, promoting evidence-based research and highlighting the opportunities for 'win-win-win' gains that mutually benefit workers, businesses and governments., This flagship report is meant to be a recurring report that will be published every other year and serve as the main tool for following up on the Global Deal partnership. It will report on the partnership's developments and outcomes. The purpose is also to provide an international portrait of the foundations, trends and challenges connected to social dialogue and sound industrial relations. The report aims to identify challenges, promote exchange of ideas and experiences, discuss joint projects and solutions and provide solid evidence to policy-makers and stakeholders. Furthermore, the report demonstrates the potential effects of social dialogue and highlights the Global Deal partnership as a vehicle for accelerating change and as a tool for delivering on the SDGs.

This is one of the six cases on assessment practices and the changing nature of work, undertaken by the Centre for Work and Learning (CWL), a research centre of the Institute for Adult Learning. Each of the six cases highlights different aspects of innovative approaches to assessment, their possibilities and the challenges involved in assessment for, through and at work. Each case suggests different strategies, tasks and/or practices in assessment that can enable meaningful and engaged learning. The Business Performance and Skills Survey (BPSS) is a study of skills utilisation from the perspective of the commercial establishment. The analyses and findings from this study will provide relevant and timely data on skills demand and skills utilisation at the establishment level for tracking and diagnostic purposes as well as to inform skills policies at the sectoral level.

Business and academia in the U.S. have traditionally been able to equip new workforce recruits with the hard skills they need to perform at a high level in the workplace. But with the regular flow of new technologies and business models into the market, today's employees must navigate all this change with a varied skill set. This means soft skills such as adaptability and complex problem-solving are more important than ever for recent college grads, mid-career professionals, and seasoned executives. Employer needs are continually shifting in response to changes in industry and the marketplace, so workers also need to keep refreshing both their hard and soft skills. A 2018 Bloomberg Next and Workday survey asked if business and academia were meeting these challenges, and what areas they might need to refine or rethink to improve outcomes. The research team surveyed 200 senior-level individuals - 100 each in academia and business - focusing on four primary themes: preparedness, skills, collaboration, and planning. Corporate, professional service, and nonprofit respondents came from organizations with at least 500 employees based in the U.S. The survey results identified several significant issues: A majority of respondents said new hires are not well-prepared to perform at a high level in a professional environment, primarily because of insufficient soft skills; A surprising number of organizations lack formal plans and budgets for addressing the impact of emerging technologies; Business and academia are not collaborating as actively and effectively as they could be in preparing students for employment and reskilling individuals already in the workforce.