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This study analyses the university choices of male and female students in Italy over the 2003-2012 period and for two sub-periods before (2003-2008) and after (2009-2012) the 2008 financial crisis. The analysis is guided by human capital, signalling and preference theories and implemented through a competing destinations model that controls for the socio-economic features of both the region of origin and destination. The findings show that in the post-crisis period, males became more career-oriented in their university choices due to increasingly constrained and competitive labour markets. The constrained post-crisis labour markets led females to focus more on the educational experience than on future employability prospects. Our results suggest that the financial crisis maintained or even widened gendered social roles as they relate to university choices; specifically, males assumed an even greater career-centred family role, whereas females adopted more adaptive lifestyles that potentially place them at a disadvantage in the labour market and in society in years to come.

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This book of readings was developed as a contribution to the Australian National Training Authority (ANTA) document ‘Shaping our future: Australia’s national strategy for vocational education and training 2004-2010’ (indexed at TD/LMR 85.685). It reviews the achievements realised for the equity groups identified in ‘Bridge to the future: Australia’s national strategy for vocational education and training 1998 − 2003’ (indexed at TD/LMR 85.683), and reveals the issues these groups are currently facing and how they might be addressed. It also considers whether there are other groups who experience disadvantage and the role that vocational education and training (VET) could play to improve their opportunities. Finally, it discusses approaches and frameworks which need to be developed to bring about further improvements in equity in VET.

This chapter is based on a consultation report [’Choice, participation, outcomes: women in VET 2003: consultation report’ indexed at TD/ANTA 73.06] prepared by Quay Connection for ANTA. The report drew together the findings from four research and consultation processes undertaken between April 2002 and February 2003 which supported addressing issues for women in VET through annual VET planning and reporting processes. The four investigations were: (1) Women in VET Futures Forum; (2) survey responses from individuals and groups; (3) document review; and (4) stakeholder interviews and focus group research. The chapter is based chiefly on the synthesis section of the Quay Connection report which draws together the key findings from each investigation against a consistent framework. Women are noted to be doing well in VET but not achieving as good employment outcomes as their male counterparts. It is recognised that barriers to employment for women cannot be tackled by the VET sector alone. Partnerships with industry and employer organisations might contribute to addressing this issue. The VET sector clearly can influence the image and branding of VET to women - the other key requirement identified to increase participation and improve outcomes - including at key decision-making points through their life cycle. It is suggested that strategies which support and respect the choices women make are more likely to be successful than seeking to redirect them into new fields of study, industries and occupations.

The complete volume is indexed at TD/TNC 78.04; individual chapters are indexed from TD/TNC 79.21 to TD/TNC 79.37. Show less

Skill shortages exist in the construction industry in Australia, as they do in most industrialized countries around the world. These shortages are predicted to worsen with an ageing population, and with concerns young people are not attracted to construction. Initial career choices are made during secondary school, after exploring a broad range of options. Career counselors facilitate resource gathering about areas of interest, and need to provide accurate information about the many opportunities available. Therefore perceptions of the working conditions and individual characteristics suitable for blue collar and white collar construction roles were gathered from 202 career counselors. Overall their knowledge of the industry was reasonably accurate and realistic, however there were some inconsistencies in responses about work conditions, safety, job security, work hours and having a good work ethic. Construction was also considered a better career option for males than for females. Reasons young people may not be pursuing construction careers are discussed, including the industry’s traditional career path being out of step with current expectations of flexible work arrangements, portable skill sets and work-life balance, and a male dominated work culture.

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This paper reports evidence that an individual meeting with a study counselor at high school significantly improves the quality of choice of tertiary educational field, as self-assessed 18 months after graduation from college. The results are strongest among males and those with low educated parents. To address endogeneity, [the authors] explore the variation in study counseling practices between schools. Tentative analyses also indicate that counselors reduce students’ uncertainty about their own individual preferences at least to the same extent as uncertainty about objective measures such as employment prospects.

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Sustainability of the technical and vocational education training (TVET) program is fundamental in nation building, especially in developing and emerging economies. This study reviews government policies on the TVET program and how the implementation of such policies influences the choice preference of students at the basic, secondary and tertiary levels. Consequently, the key factors that affect choice of a TVET career from the foundation stage of education through to the professional levels are examined. The challenges of the government policies are assessed in the light of promoting TVET. Various educational policies relating to technical and vocational training and other similar interventions formed the secondary data for the study. The entire sample for the study included the students from the three levels of the education hierarchy, as well as policy implementers (technocrats) [who] were interviewed and answered questionnaires.

The study revealed that actual provision of infrastructure and facilities in institutions, increased government commitment in fund provision and tailor-making the curricula to suit industry needs were prominent in ensuring that TVET programs were among preferred study courses for students. On the contrary, educational managers focus on the commerce programs. Lack of effective working legislature, inadequate professionals in the classrooms and parental preference for 'white collar' professions hampered the sustainability of TVET choices. The study concludes that a more practical approach by governments and proper stakeholder considerations be inculcated into any policy geared towards the total development of the TVET program.

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Commissioned by the Employment Department, this report is the fourth and final output from the national evaluation of the Skill Choice pilots. Skill Choice was launched in 1993 throughout England, with additional pilots later added in Wales and Scotland. Targeted primarily at the employed, it was concerned with accessing the full potential of the workforce by enabling individuals to recognise existing skills, acquire qualifications and plan their future development. Chapters of the report consider: a review of independent Skill Choice users; the impact of Skill Choice on individuals; the impact of Skill Choice on participating employers; the impact on service providers; an economic analysis of the program; and a series of conclusions. These findings indicate that: Skill Choice has impacted positively on the readiness of individuals to take responsibility for their own training and development; it has promoted better informed choices about training; employers now have better knowledge of employees' skills and training needs; Skill Choice has had no significant impact on the development of effective local assessment, information and guidance centres. Show less

Starting from the assumption that school to work transitions constitute not only the end goal but also an integral part of educational trajectories, this article reconstructs the narratives of the decision-making processes of young people at the end of lower secondary education, namely the ways in which decision-making is referred to, the temporal horizons in which transitional decisions are embedded, the criteria of decision-making, the actors they mentioned and obviously also the relationship between structural constraints and individual choice, both in explicit references and emerging from interpretative analysis. A special analysis considers the decision-making of disadvantaged youth and the way in which it evolves differently in five European countries [Finland, Italy, Germany, Netherlands, Slovenia], focussing on the questions of whether and to what extent school succeeds in combating social inequality.

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This study examined the influence of family on career choice implementation, assuming that implementation can be assessed through goal progress and satisfaction, and that family influences the latter through perceived environmental supports or barriers and self-efficacy. Three hundred and twenty-three college students completed measures of family' values and beliefs, expectations, financial and informational support, and of students' perceived environmental support and barriers, academic self-efficacy, goal progress, and satisfaction. Path analysis results indicated that family values, expectations, and supports indirectly influence students' choice implementation through supports and barriers and self-efficacy. Such influences should be considered in career interventions.

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This webinar brings together the relevant key findings from two related research projects investigating school students' post-school aspirations for undertaking vocational education and training (VET), the drivers influencing their thinking and behaviour, and awareness of vocational training options and career pathways, as well as how post-school choices are made in a competitive training market. Importantly, both studies directly capture the voice of students.

'Choosing VET: investigating the VET aspirations of school students' [indexed in VOCEDplus at TD/TNC 129.16] surveyed students in Years 3, 5, 7 and 9 about their occupational and educational aspirations, with the survey repeated every year until the Year 9 group reached Year 12. The study focused on those students who signalled an interest in VET in a sample of 6492 students from Years 3 to 12 in NSW government schools over a four-year period; using the data gathered during an Australian Research Council (ARC) Linkage Project (2012-15). The project was undertaken by Jenny Gore and a team of researchers from The University of Newcastle and Western Sydney University.

'In their words: student choice in training markets: Victorian examples' [indexed in VOCEDplus at TD/TNC 129.17] interviewed VET students about their experiences choosing a training provider and course, gaining insights into their understanding of choice. The research explores the extent to which the consumer model of training, aimed at increasing student choice, is changing the dynamics between prospective students and registered training organisations (RTOs). The focus is on examples from Victoria, the first state to initiate market reforms, historically by means of the Victorian Training Guarantee. The project was undertaken by Justin Brown, from the Australian Centre for Educational Research.

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'User choice' is defined as giving the employer and the apprentice or trainee choices regarding the prescribed off-the-job training program. This article answers the following questions: what is user choice?; to whom will user choice apply?; how will it work?; is your choice new?; and when will the user choice principles be implemented? Show less