Technical and vocational education and training in India has expanded significantly over the past two decades. But quality and relevance remain significant issues. What may be learned from other countries' experiences?
The school-to-work transition has been made difficult by high unemployment for men and women. However, research has also demonstrated that even with considerable gains in education, women continue to have unequal labour market outcomes.
RAND and its partners are analyzing long-term longitudinal data from Madagascar and Senegal to examine the roles of education, skills, and family background for young men and women who are transitioning into the workforce.
As Louisiana, Mississippi, and Alabama seek to expand their economies, employers will require highly literate workers with advanced technical skills. RAND has conducted extensive research on K-12, college, and vocational education in the United States and overseas, as well as the role of education in workforce development.
Using two measures of job opportunities—local unemployment rates and the percentage of local workers employed in jobs that require a bachelor's degree—I find support for the warehouse hypothesis. In areas where unemployment is low, with ample jobs that do not require a bachelor's degree, youth have higher odds of entering the labor force.
Young people making the transition from school to work in the twenty-first century in the United States and other developed economies can be expected to face a very different world of work than their parents' generation.
Education and employment preferences in Qatar are not well aligned with the demands of the Persian Gulf state's labor market, and existing post-secondary educational offerings do not meet all of the nation's needs.
This research analyzes whether and how immigrant and native high school graduates who are leaving school without college degrees and entering the workforce differ during their school-to-work transitions.
Director, Research and Policy in International Development (RAPID); Senior Economist; Professor, Pardee RAND Graduate School
Education Ph.D. in economics, American University; B.A. in anthropology, Binghamton University
Assistant Policy Analyst
Education Ph.D. candidate in policy analysis, Pardee RAND Graduate School; M.P.P. in public policy, KDI School of Public Policy & Management; B.A. in international studies, Korea University