A cross-system lens is used to identify how different government systems, such as the education and welfare systems, are experienced by a particular group. In the case of this Action Plan, this approach recognises that young people can often require a range of services from across the different systems and aims to highlight where there are opportunities to improve how the systems work together to support better outcomes. Young people (15 – 24-year-olds) have amongst the highest levels of unemployment and non-participation in education or training of all age groups. We also know that early education, training and employment experiences have long-lasting effects on wages later in life, adult employment and life satisfaction. Māori, Pacific peoples, disabled people and people with caring responsibilities have amongst the highest levels of unemployment and/or non-participation in education or training in this age group. The Action Plan highlights the strengths of New Zealand’s system of education, training and employment supports already in place, but also areas that we need to work on. This Action Plan sets out the actions that government agencies are committed to undertaking, together with community partners, to build on and improve the pipeline of support we have in place to: › prevent young people from falling into unemployment and/or non-participation in education or training and put in place the building blocks for success through earlier identification and effective interventions to better build labour market preparedness › support young people to make informed choices and good transitions in a complex environment through better careers guidance and job brokering; creating better incentives to employ and train people with challenges; strengthening partnerships with whānau, hapū, iwi, and community; expanding effective pastoral care/mentoring to those that need it; promoting more collaboration and connectivity across services; and scaling effective interventions › ensure young people have employment opportunities and access to the support they need to overcome barriers and get back on track through increasing driver licence uptake and creating employment opportunities.

The 2019 Workforce Skills Survey shows a significant increase in the number of vacancies due to skills shortages across the state in the last two years, increasing from 54,000 in 2017 to 82,000 in 2019. The number of businesses experiencing a skills shortage has decreased slightly since 2017. However, more than half of businesses are still unable to recruit people with the skills they need. More than 1 in 5 of those businesses reported that they were facing significant negative impacts as a result, such as losing customers and missing opportunities. The key recommendations from the survey’s findings are: Double the number of school-based apprenticeships delivered in NSW each year. Make industry-based careers advice available for students and parents from year 9 in all schools across NSW. Increase the utilisation of existing TAFE facilities and resources to boost training outcomes.

The world of work is changing significantly, and how New Zealanders learn needs to adapt to stay ahead of these changes. Experts estimate around one-third of jobs in New Zealand will be significantly affected by automation. Today people over the age of 65 are three times more likely to have jobs than in 2001. The trends driving the future of work will change the skills needed in all jobs, see people changing jobs and careers more frequently over the course of their working lives, and see people working beyond the traditional retirement age. People with no or lower level qualifications are most likely to see their jobs become increasingly automated, and many may find it difficult to adapt to new jobs and new technologies. Workers will need to either upskill to do new aspects of a job, or reskill to adapt to technological change or to new fields.

This study reviews lessons learned about independent apprenticeship programs and offers a framework for incorporating them into a broader, more robust U.S. apprenticeship system.

This report examines effective approaches nontraditional technology training programs take to become trusted providers of IT talent.

The aim of this Fellowship project was to understand the interplay between career construction in the 21st century, future work, and the perceived risks of going to university for young people from low socioeconomic status (SES) backgrounds. Making career decisions is becoming increasingly complex and fraught with risk. Perceived risks are endemic in the decision to go to university and this Fellowship project drilled down into the role of perceived risks in light of the contemporary career context where traditional ways of planning careers no longer work. We live in uncertain times with the rise of the gig economy, job automation, career mini-cycles and an erosion of the sense of security that going to university will “guarantee” access to a defined, stable occupation. With more occupations to choose from than ever before, young people experience confusion or even decision paralysis. With predictions that jobs in the future are more likely to need a university education, there is a need to accelerate efforts to increase participation of people from low SES backgrounds to prevent the further deepening of social inequalities. Indeed, stemming the deepening of social inequalities was the impetus for this Fellowship project. In brief, this project: focused on the role of perceived risks in the decision to go (or not to go) to university for secondary school students from low SES backgrounds outlined the decision-making processes of low SES secondary school students introduced risk tolerance as a characteristic that can explain differences in how low SES secondary school students respond to the decision dilemma of whether to go (or not to go) to university. The underpinning research question and objectives were: How do the perceived risks of going to university influence the decision to participate in Australian higher education by young people from low SES backgrounds? To identify the types of perceived risks that young people from low SES backgrounds associate with going to university. To develop and test a model of the influence of perceived risks on the decision to go to university by young people from low SES backgrounds.

This Youth Jobs Gap report uses the Longitudinal Education Outcomes data to reveal how disadvantaged young people are accessing and progressing in apprenticeships, including differences between regions in England.

The UK has suffered a long-term and substantial decline in employer investment in training over past decades. Figures show declining employee participation in workplace training, and that a substantial portion of the training done is only induction or compliance-based. As part of an attempt to reverse the trend, the government introduced the Apprenticeship Levy in 2017. The focus of the levy was to increase both the quantity of UK apprenticeships and the quality of new apprenticeships, in addition to spurring employer spending on training. Yet the initiative is not having the desired effect. It is clear that the levy in its current form should be reviewed and revised. To this end, the CIPD recommends: Reforming the existing levy into a broader, ringfenced Training Levy. It’s increased scope will include other forms of accredited training, aligned to sector priorities. Ensure the levy is sustainably funded, allowing it to responsively address local skills supply and demands.

In 2009, the New York City Department of Small Business Services and Department of Education created Scholars at Work (SAW), a program available to high school seniors enrolled in Career and Technical Education (CTE) programs at city high schools that opted to participate. Implementation of SAW was the responsibility of Workforce1 Industrial & Transportation Career (ITC) Centers. The goal of SAW is to expose students to career opportunities, to provide them with real-life work experience alongside adults, and to develop their workplace skills. SAW has two core components, each a semester in length: a career exploration module and an internship that places high school seniors with employers. In career exploration, students engage in activities in a classroom setting designed to develop their soft skills and workplace competencies while learning about career opportunities through visits from industry experts. In the internship module, students participate in a paid, after-school internship at a local business for approximately 13 weeks. Prepared in response to a 2016 request by the New York City Mayor's Office for Economic Opportunity, this report presents the findings of an external evaluation of the SAW program — in particular, how well it is preparing students for employment and postsecondary education. Researchers conducted an implementation study that examined and described SAW's activities and processes to understand the extent to which they function as the designers and implementers of the program intended. They also conducted an outcomes study to analyze how SAW participants are faring in the labor market, compared with similar graduates of New York City public schools.