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This guide aims to provide general guidance to project managers and project teams on the design and implementation of integrated, cross-sectoral youth employment programs. Traditionally, youth employment programs have focused primarily on supply-side interventions - that is, those dealing with individual constraints to accessing or moving between jobs. Many of these programs have had limited labor market impacts. On the other hand, most interventions on the demand side, which focus on providing support to firms, do not specifically target job creation - and fewer still specifically target youth. Governments and development institutions too often implement activities and programs that target either the supply side or the demand side of the labor market without coordination or an explicit intent to create linkages that will maximize the impact of their interventions and improve job opportunities for youth.

The aim of the integrated programs described in this guide is to bring together supply- and demand-side interventions to simultaneously address three interrelated objectives: Promote job creation for the target population; Improve the quality of jobs young people already have, many of which are in the informal sector; Help prepare young job seekers for jobs or to move from low- to higher-quality jobs.

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Around the world millions of people lack essential infrastructure, like roads and bridges, water supply, schools, clinics and hospitals, as well as access to basic services (water, health, education and markets). Providing infrastructure and maintaining it can improve living standards and have a direct impact in the quality of people's lives. Productive community infrastructures can also contribute to reducing poverty and have the potential for offering better economic and social benefits. The ILO's Employment-Intensive Investment Programme (EIIP) links infrastructure development and green works with employment creation relying on local labour and resources. Operating in over 70 countries, the EIIP promotes labour-based technologies that offer major advantages in terms of using investments in infrastructure to create work and income-generating opportunities, and to build the skills and capacities of local communities. Individuals are mostly employed for a short to medium time-frame and benefit from the wages they earn, the advantages of having a job and the infrastructure and the services that are improved through their commitments and work. Generally, these projects target vulnerable groups in society, mostly in rural areas, including the working poor, women, youth, refugees, internally displaced persons (IDPs) and people with disabilities.

This guide consists of four main parts that follow the logical sequence of introducing an integrated EIIP vocational skills development programme: (1) understanding the context; (2) planning skills development in EIIPs; (3) implementing skills development in EIIPs; and (4) ensuring post-training support. Case studies and examples from specific project experiences illustrate good practices from different countries where EIIPs have been implemented.

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This guide has been developed from the experiences of the Apprenticeship Employment Network (AEN), Group Training Organisations (GTOs), youth, schools and employers who have been involved in AEN's 170 'multi-industry pilot' programs during 2016-18. The guide covers a range of topics to support local stakeholders to continue to work with each other to support local youth into apprenticeship pathways: Aligning with local employment opportunities; Engaging with stakeholders; Program design; Promotion and recruitment; Implementation and review.

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This guidance provides information on the many ways that university careers services can support disabled students and graduates into employment. The following sections provide information on: the social model of disability, reasonable adjustments, and their application to employment; the range of information, advice and guidance that disabled students recommend to support them into employment; different ways of providing information, advice and guidance so that it is accessible to disabled students and graduates; tools to improve outreach and promotion of services so that disabled students are aware of the support offered by careers services; recommendations on how careers services staff can develop their understanding of disability issues so that the information, advice and guidance they provide is accurate and relevant; and the wider role that universities and careers services can play in providing and facilitating work opportunities to disabled students and graduates. The guidance responds to recommendations from disabled students and graduates, disability organisations and other sector agencies. Disabled students and graduates identified careers services that met the requirements of disabled students and examples of their practices have been provided throughout. Evidence for this guidance was gathered through: a quantitative survey open to students and graduates from all UK [higher education institutions] HEIs; interviews with HEI careers staff, disability services, members of the advisory group and students; and an open call for examples to institutions.

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Many things have changed in the world of work over the past few years. Today, facility managers, infobrokers, shopping producers, idea managers and the like are in demand. Many of these titles are really only old occupations draped in new clothes, others did not even exist until very recently and emerged in response to shifts in or new skill needs. On the basis of an analysis of job advertisements, the author provides orientation to job-seekers, personnel consultants and human resources departments. The book also offers new ideas beyond the traditional occupations for those looking for a job or to change careers. New and relatively unknown occupations offer good opportunities for career change in particular, since there are often still no federally regulated training programs for emerging occupations and career transitions are common. Each occupation is described in a short report that contains information on job tasks and the course of the working day. Show less

There is an emphasis in the member states of the European Community on the need for the development of a policy which looks at all aspects of the transition of young people from education to adult and working life. Bearing in mind the growing levels of youth unemployment, this handbook makes some positive suggestions on how to provide the most effective opportunities to young people.

An introduction suggests how to use the handbook. Part 1 addresses the situation of young people in transition from school to work, including the importance of better-organized services and programs with a local focus. Seven initiatives in six member states of the European Community are featured. Part 2 discusses education and training for the future, including what is permitted, what is possible, relevant issues and principles, the needs of young people, local delivery of services, coordinating resources and agencies, and the special problems of nonindustrial areas. Part 3 offers a planned approach to providing services in a coordinated and integrated manner. Part 4 takes up national and community policies, mechanisms, guidelines, policy frameworks, and proposals. Part 5 describes the following seven initiatives mentioned in Part 1: (1) Business School/Technical School in Randers, Denmark; (2) Verbundsystem Oberhausen, West Geramny; (3) Missions Locale for the Transition of Young People to Adult and Working Life in Lorient, France; (4) Mission Locale for the Transition of Young People to Adult and Working Life in La Rochelle, France; (5) Cork Vocational Education Committee/An Chomhairle Oiliuna (Comtec), Ireland; (6) Contactcentrum Onderwijs Arbeid Limburg, The Netherlands; and (7) Sussex Training (West), England. The section on further reading contains 104 references for publications in English, Danish, German, Greek, French, and Dutch.

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This interactive online guide provides some essential tips and practical steps to help international students on their employability journey. The guide focuses on employment in Australia. While recruitment and employment processes differ considerably between countries, much of the advice presented here will be similarly useful for future work outside Australia. The guide is designed to help international students or graduates to navigate the issues they face when looking for work opportunities or progressing their career aspirations.

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This resource kit discusses the New South Wales Department of TAFE commitment to improving employment opportunities for people with physical disabilities. The aim of the resource kit is to inform staff in the various areas of equal opportunity provisions. Show less

This is a careers information brochure designed to provide young Victorians with an awareness of careers, employment and training opportunities in the Australian tourism and hospitality industry. The publication, aimed at Year 10, 11 and 12 students, provides information on general Australian tourism issues, current data on tourism growth and material on future employment trends. The resource is intended to familiarise students with the structure of the tourism industry, personal attributes and skills sought in workers, career paths/employment options and industry recognition of training programs. Show less

The job search guide has been designed to help job seekers look for and apply for jobs. It will help them to look at their own skills and then learn effective ways of trying to find a job. The guide covers areas such as looking at the right area of work, hints for job hunting, writing an application and preparing for an interview. Show less