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Describes and compares the objectives and content of the graduate training programme conducted in Japan by a Japanese retailer and by its Hong Kong subsidiary. The case company uses different approaches to train the Japanese graduate trainees in Japan and the local graduate trainees in the Hong Kong subsidiary. Like the Japanese female graduate trainees, the local graduate trainees are not expected to work for the company on a long‐term basis; are regarded as peripheral employees; and are not expected to be the primary contributory element for organizational learning within the company. Notes various negative factors related to the training provided at the Hong Kong subsidiary, citing factors such as the fact that it is aimed at meeting short‐term needs rather than long‐term development.

The study examines the level of satisfaction amongst Lebanese university graduates on their training/education in light of their current occupational level.

Focus groups were interviewed to understand factors that helped graduates in their occupation. These factors were turned into a Likert‐scale questionnaire in which a large sample (n=604) of university graduates from public and private universities in Lebanon were asked to report the utility of their university education and training required for their current job.

Findings showed that graduates from private universities documented greater satisfaction in their education and training, especially in the fields of engineering, medicine, and information science, than did graduates from the public sector of higher education. Graduates in the low occupational status category perceived university education as important in the performance of their occupation.

The study was intended to find if graduates' were satisfied with their university education. Satisfaction in that sense is used as a proxy for quality. The need to refine the concept of quality in higher education is recommended in any future study to provide a possible measure of value to higher educational training.

Importantly, public higher education in Lebanon need to compete aggressively with private institutions to provide key “soft skills” needed at the work place.

The paper offers some empirical data in an under‐researched field.

Young graduates in Morocco are encountering an increasingly challenging labor market environment. Confronted with intense competition, job insecurity, and unclear career trajectories, many find themselves in low-skilled positions despite possessing relevant qualifications. This issue is particularly pronounced among vocational training graduates, who experience professional downgrading at a rate three times higher (33.6%) compared to their peers from general education (11.6%) (HCP, 2018). Our study aims to investigate professional downgrading among young vocational training graduates in Morocco, focusing on the factors contributing to this phenomenon and identifying potential solutions to address it.

Our study is based on the insertion and career path survey conducted by the Department of Professional Training with graduates of professional training programs in Morocco. For this edition, the survey was conducted in 2020, encompassing all 31,498 graduates of the 2016 professional training programs. The Heckman self-selection model is employed to analyze and explore various dimensions of downgrading. Factors such as gender, age, marital status, parental education, and the choice of vocational training field are scrutinized to understand their influence on downgrading.

The study reveals several key findings: Women exhibit a lower probability of professional downgrading compared to men. Young graduates are more vulnerable to downgrading, emphasizing the necessity for career guidance and mentorship programs to facilitate their entry into the job market. Marital status plays a role, with married individuals having a higher likelihood of downgrading. Parental education, particularly that of mothers, proves critical in preventing subjective downgrading of vocational training graduates, highlighting the need for adult literacy and education programs. The effectiveness of the National Agency for the Promotion of Employment and Competencies (ANAPEC) programs in preventing downgrading among vocational training graduates is questioned, suggesting the need for program revisions tailored to this population. The choice of vocational training field significantly impacts downgrading, with graduates of technical training programs experiencing advantages. This emphasizes the importance of diversifying training fields and aligning them with market demands.

This study provides valuable insights into the phenomenon of professional downgrading among young vocational training graduates in Morocco. The findings emphasize the need for targeted policy interventions. Recommendations include supporting young graduates, reassessing programs offered by the ANAPEC, and enhancing technical training to better align with the evolving demands of the labor market.

The article aims to describe the role of training and examines the impact on the wages of university and college graduates.

We use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the “difference-in-differences” methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities).

We obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory.

This paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia.

The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained by differences in the higher education systems; and what the current moves towards greater harmonisation between these systems might mean for graduates' continuing professional development in employment.

Data were collected from the graduating cohort of 1999/2000 across 11 European countries, five years after graduation. The views of higher education providers and employers on graduates in the knowledge society were investigated in a smaller sub‐set of countries.

There are differences in the incidence and length of UK graduates' initial training in employment compared to all graduates which can be explained, in part, by the traditionally looser “fit” between higher education and employment in the UK (compared to many continental European countries). Five years after graduation, UK graduates enjoy similar levels of work‐related training as their European counterparts, although there are quite large differences between employment sectors.

This article looks into what extent harmonisation of higher education programmes (arising from the Bologna process) will affect the relationship between higher education and employment, and in particular the role played by higher education and by employers in graduates' initial professional formation and continuing development; it will be of interest to those in that field.

The purpose of this paper is to present the evaluation results of a training initiative, undertaken in Palestine, that targeted fresh graduates in information and communication technology (ICT) disciplines. It describes the implementation and results of a practical training model where industry and academia cooperate jointly to develop, upgrade and enhance students' qualifications prior to their entrance into the labour market.

This paper presents the short‐term results, one to two years from completion, of a newly implemented technology training program which targeted more than 450 students throughout West‐Bank and Gaza Strip. The researchers traced the trainees' endeavours and behaviours through their pursuit of jobs utilizing focus group meetings, individual interviews with stakeholders, and semi‐structured interviews, as well as questionnaires, surveys, observations of on‐going activities and interviewing staff, graduates and students.

The training program attempted to promote practical training and develop entrepreneurial capabilities. The vast majority of the surveyed trainees felt that they gained valuable knowledge and experience in their field of specialization, and believed that the training was critical to their successful job search. They clearly agreed that the practical training they received via the training program was a necessary supplement to their theoretical technical education in university ICT programs.

The initiative involves the establishment of ICT Centers of Excellence in close proximity to Palestinian universities, which annually graduate large numbers of ICT students. The program serves multiple purposes in that it enables the ICT training centres, the Centers of Excellence, to generate revenues while also providing a needed service within the community, to equip fresh graduates with state‐of‐the‐art technical skills, thus increasing the chance of fresh graduates being hired into positions related to their university degrees, and shortening their job search.

The model and program, presented in this paper describes a modern training framework, where students receive practical training through a third party institute that works in cooperation with universities and industry. The model, when adopted, relieves universities from the pressure of constantly modifying their curricula to comply with the ever‐changing needs of the technology market, allowing them to pursue their stated goal of providing their students with a theoretical technical education. The training program also helps the market to differentiate the large number of ICT students and graduates from one another, based not only on area of study but also on concrete skill sets.

The purpose of this paper is to investigate the way the adult non-formal education and training (NFET) centres motivated and empowered graduates to start their own micro-enterprises as individuals or as a group. The specific objectives are as follows: to find out the transforming factors fostering the utilisation of acquired skills into self-employment in micro-enterprises; to investigate challenges encountered in starting and managing micro-enterprises and to investigate short-term impact of the NFET programmes and micro-enterprises on living conditions of graduates.

The research design was multiple case studies. Semi-structured interviews and field observations were used for data collection in the qualitative study. In the context of non-probability sampling, the study used the purposive sampling method to select five out of 20 self-employed graduates for one-on-one interviews. Case studies also comprised some observations of activities in their small businesses.

The main findings reveal that “learning by doing” training approach and forming groups of entrepreneurs while being on the programme were major factors fostering the translation of acquired skills into micro-enterprises.

The adult NFET is a tool to enable poor disadvantaged people to improve their well-being. However, this can be achieved if the livelihood skills training is combined with the creation of conducive environments to allow adult trainees become micro-entrepreneurs and self-reliant.

The study contributes to the knowledge of effective entrepreneurial training programmes by demonstrating the importance of involving stakeholders from the local communities and designing post-training support mechanisms for self-employment prior to the training delivery. The centre managers should also motivate trainees to start micro-enterprises in groups or co-operatives while still on the training programmes.

The paper explores the extent to which degree‐based postgraduate training programmes contribute to the development of individual skills and careers in agricultural science as well as towards institutional capacity for national agricultural research in Africa. In the case of the International Livestock Research Institute’s Graduate Fellowship Programme it was concluded that advanced agricultural science training in Africa provides a vital process of human and institutional development. The results of this study indicate the success of degree‐based training in terms of achieving improved gender equity, rapid employment, and a high rate of return to the country of origin. These results stand out against the “brain drain” commonly associated with capacity building in national agricultural research systems (NARS). The paper recommends strategies to be adopted by ILRI and its partners for future degree training and capacity building in sub‐Saharan Africa.

The purpose of this article is to demonstrate the need for Kyambogo to pay special attention to students' vocational choices, university based training and employability.

The sample of 46 final year students, 90 graduates and 50 supervisors using cross sectional survey design was used to collect data.

The paper reveals that factors such as government policies and regulations, people we interact and relate with for instance, parents, teachers, peers and other factors like our aspirations, interests, subjects studied at school have a significant bearing on our vocational choices. Practical training, curriculum followed in teaching and industrial training are relevant for electrical graduates in their preparation for employment challenges.

This paper calls for involvement of stakeholders in design, implementation and evaluation of the university curriculum. That there should be vigorous and rigorous regular evaluation of training of electrical engineers to meet the ever‐changing needs of employers.

This paper presents a new approach to critical thinking young adulthood vocational choices, university based‐training and employability of electrical engineering graduates.

For many years the demise of the graduate recruitment scheme has been predicted, some suggesting that dynamic employers want graduates that can take substantial responsibility and contribute to bottom line profitability within months of joining an organisation. Contrary to this view, some “blue chip” (organisation that if invested in, would be considered to be very reliable and safe and among the strongest performers in its sector) employers have retained their “scheme”, believing that hand picked recruits developed in(to) the organisational “mould” are more likely to achieve the medium‐ to long‐term results so desperately sought. This paper demonstrates that one such scheme produces greater career progression among scheme recruits when compared to graduates recruited outside the scheme. Further, this paper demonstrates that one such organisation operating such a scheme actively facilitates the personal development of such scheme entrants to generate enhanced career progression as a consequence of enhanced performance. The paper concludes that scheme practices could be equally applied to non‐scheme recruits to further enhance the overall performance of the organisation.