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by Leung Kin Hee. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1973. / Includes bibliographical references (leaf 101). / Summary in Chinese.

This thesis explores the relationship between education and employment, particularly as it affects the socio-economic mobility of people from poor and marginalized communities in Nepal. I carry out a multi-sited, inter-generational analysis to investigate the aspirations, expectations, and experiences of young people. Based on ethnographic and participatory fieldwork in a village and a school in the outskirts of Lalitpur in 2012, this research grows organically to provide a detailed review of current schooling practices and their employment as well as wider implications in Nepal. Theoretically, this thesis investigates the experiences of the marginalized in terms of the relevance, level, and quality of their education. I examine the role of education as a socializing institution as well as its characteristics as a social and a positional good. I assess the outcomes of their education through internal measures (such as exam scores and pass rates) but also extend the analysis to include external ones (such as job opportunities and life trajectories). I focus on the deterministic life-stages model of transition to challenge the expectation that children go to school, acquire skills, obtain jobs, and become 'adults'. People have historically placed high hopes on education, but the potential for socio-economic mobility for the poor and marginalized are limited by the failures of the school system, sustained challenges to higher education access, limited relevance of education to employment opportunities, and continued prominence of social and cultural capital to secure jobs. Yet, their educational engagement has provided some benefits even as their expectations for gainful employment have not been met. Schooling has become an integral part of childhood, but foreign migration is emerging as a prominent alternative avenue for the aspirant youth. Further, the distinctions between children and adults are also blurred as students balance their transitions between school, work, and home to succeed within the system.

Transition-age youth with mental health conditions experience adverse employment and educational outcomes and little is known about strategies for improving their outcomes. The purpose of this study was to review education and employment intervention programs that targeted transition-age youth with mental health conditions, to highlight the components, efficacy of the interventions, and predictors of better outcomes. Eighteen studies published between 1990 and 2017 met the inclusion criteria. Results indicate that interventions led to improvement in employment or education outcomes. Common intervention components included: mental health services, career counseling, career development, cognitive adaptation training, interagency collaboration, peer mentoring, functional skills assessment, individualized or person-centered counseling, social skill, and independent living skills training. Being married, active participation in vocational intervention, social support, prior work experience, high score on Social and Occupational Functioning Assessment Scale were found to be associated with better education and employment outcomes. Implications for research, and practice are discussed.

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The thesis focuses on the issue of person with visual impairment in the labor market and role of employment in the process of socialization of person with visual impairment. The thesis is divided into free chapters. The first chapter is devoted to characteristics of socialization, a description of development in adolescence and adulthood and socialization of visually impaired persons. The second chapter is devoted to education and employment persons with visual disabilities. The third charter comprises research part. The reseacrh part of the thesis contains description of the qualitative approach , brief characteristics of respondents and using analysis of interviews detect problem areas in employment of persons with visual disabilities. The thesis aims to map the difficulties, which the person with visual disabilities may encounter as a job applicant and describe the difficulties, which his or her may encounter in employment. It is also examinated, what is the role of employment in social life of person with visual impairment. Diffucult areas in the employment of persons with visual disabilities according to respondents are lack of information about the possibilities of employing visually impaired persons, in some cases, play a role prejudices of employers and their unwillingness to adapt the work...

This study explores how tertiary education supports and prepares students to take up a career today. The research question is: How can the preparation for the transition from school to work be streamlined at Ibri College of Technology with reference to globalisation? Classroom-based practices were considered in this case study in Oman, to establish how the objectives of stakeholders can be met in pursuit of their goals, within the set curriculum and culture. The objectives were to: • Interpret and evaluate the respondents' responses to the research-instruments appropriate to existing literature and current employer demands; • explore perceptions of educational activities considering cultural diversity; and • provide guidelines for streamlining the transition. It is concluded from the didactic triangle that the better lecturers are prepared to comply with expectations of the students and curricula, the more positively learner achievement is impacted at college. Continuously updating the curricula embraces global occupational requirements as well as didactic goals. This theory applies equally to all the stakeholders and influences how students eventually manage modern workplace demands. Prioritising structured communication practices alongside EFL and technology as skills, support school to work transitions in tandem with the adolescents' progression towards adulthood. The value of this study lies in its contribution to the body of knowledge on this complicated transition in Oman. The findings and conclusions assist instructors as well as their students whose transition from school to work can subsequently be streamlined. It also sustains economic and social occupational processes, in the Sultanate and globally, now and in the future.

Orientador: Newton Antonio Paciulli Bryan / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / O exemplar do AEL pertence a Coleção Monsenhor Jamil Nassif Abib (JNA) / Made available in DSpace on 2018-08-11T01:38:18Z (GMT). No. of bitstreams: 1 Favaro_MarilsaFatima_M.pdf: 1822244 bytes, checksum: 8da03360e77a7ecb8f364b29f39857ee (MD5) Previous issue date: 2008 / Resumo: A proposta deste estudo tem como objeto compreender, a partir da relação educação - trabalho, a formação profissional do preso no sistema penitenciário paulista. O enfoque da análise são as políticas de formação do trabalhador preso executadas pela Fundação de Amparo ao Trabalhador Preso (FUNAP), como pressupostos de reintegração social. O que parece curioso é a criação de uma fundação pública no estado de São Paulo ainda nos anos 1970 com a finalidade de organizar o trabalho prisional, procurando atribuir um caráter formativo ao que é desprovido de tal finalidade. Os discursos que dão sustentação à função da prisão como instituto reabilitador, proclamados há muito tempo, remetem a formação profissional à ideologia em vigência na sociedade externa, de um modo de viver, de ser e de estar no mundo. Educação para o trabalho, educação pelo trabalho, qualificação, formação e empregabilidade são muitos dos conceitos utilizados para atribuir e responder qual educação e qual trabalho na prisão.Esta gama de conceitos representa, então, o que a educação e o trabalho devem exercer, durante e posteriormente ao cumprimento da pena uma utilidade, estando ela relacionada aos valores da ¿sociedade¿, como cultura e relações sociais. Porém, o modo de vida nas instituições penitenciárias contrapõe o modo oficial ao interno-informal, o que significa um abismo entre o proposto e o realizado no âmbito das políticas penitenciárias. Se essas práticas demonstram ao avesso o que propõem os documentos oficiais, nelas também se insere o embate entre punir e reabilitar e, por conseqüência, a questão da reintegração social. Analisar a formação profissional por meio da atuação da FUNAP nos permitiu identificar e projetar algumas contribuições e impasses para realização de um trabalho educativo com os prisioneiros / Abstract: This study, based on the relationship between education and work, aims at understanding the professional education of the inmate of the penitentiary system of the State of Sao Paulo. The analysis focus on the policies for the education of the inmate worker carried out by Fundação de Amparo ao Trabalhador Preso ¿ FUNAP (Foundation for the Support of the Inmate Worker) as grounds for social reintegration. It seems intriguing the creation of a public foundation in the State of Sao Paulo with the purpose of organizing the inmate work, attempting to give na educational character to what lacks of such purpose. The speeches, long praised, that support the idea of prison as a rehabilitation institution, links the professional education to the current ideology of the external society, a way of living, being, and pertaining in the world. Education for the job, education on the job, professional qualification, training, and employability are many of the concepts utilized to designate and answer what education and what job in prison. This range of concepts represents, therefore, that education and work shall provide usefulness, during and after the time in custody, being it related to the values of ¿society¿, such as culture, and social relations. However, because the way of life in penitentiary institutions opposes the official mode against the internal-informal mode, which means an abyss between what is proposed and what is accomplished in the scope of the penitentiary policies. If these practices demonstrate the opposit of what is proposed in the official documents, in them is also inserted the struggle between punishment and rehabilitation, and as a consequence, the issue of social reintegration. Analyzing the professional education by means of the performance of FUNAP allowed us to indentify and to project a few contributions and predicaments for the realization of an educative work with the inmates / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

"The problem of this thesis is a comparative study of the educational and economic status of fifty government-aided men in Denton, Texas and fifty employed laborers in the same city. The term 'government-aided men' refers to men who receive direct aid from Federal relief in order to live and to support their dependents. Many are members of the CCC camp; but others receive their aid from the old-age pension fund, from W.P.A. projects, or other Federal organizations. Laborers are interpreted as men who do not hold 'white-collared' jobs...educational status is used to indicate the highest grade completed in school...the term economic status means the income of the men under consideration..This study is confined to certain men in Denton, Texas, and deals with only male whites between the ages of 21 and 65 years. The problem is not concerned with what the state should do or should not do, nor does it lead to any solution of existing conditions. It is only hoped that the findings may shed some light on whether or not the educational and economic status of these men under consideration appear to have any correlation." --leaves 1-4.