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Many Japanese women temporarily leave their jobs during the childrearing phase. In this paper, the author summarizes the present situation and causes of this interruption of work by Japanese women in the childrearing phase, mainly by re-aggregating the results of the National Survey of Households with Children conducted by the Japan Institute for Labour Policy and Training in 2012. This analysis revealed that 62 per cent of all women in the childrearing phase, and of these, 56 per cent of those with a university degree or higher educational background, are classified in 'interruption type' career courses. The regular employee ratio of women in 'interruption type' employment is 36 percentage points lower than those in '(job) continuation type' employment, and their average annual incomes are also only about half. Around 60 per cent of women in the childrearing phase think it ideal to continue working after childbirth, exposing a wide gap between ideals and realities when it comes to balancing work with childcare. Possible factors behind the expansion of job interruption in the childrearing phase to women from higher educational backgrounds include the fact that the gender-specific role expectations placed on women (responsibility for housework and childcare) remain as high as ever, and that job interruption is influenced by male-centered Japanese-style employment practices.

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Current social and economic changes have created a challenging context for career counsellors. Within this context counsellors are being asked to view their role from different perspectives. There is recognition of the importance of lifelong guidance and also the need to view guidance from a broader social context with greater emphasis on social responsibility and ethics. New forms of delivery are also emerging. These include an emphasis on client centred and holistic counselling, an affirmation of narrative methods, and a more dynamic counselling approach. Lastly, there is the development of a number of new methods of service delivery. Some examples include one stop counselling centres, virtual counselling services, mentoring, career coaching, and the inclusion of social enterprises as part of the counselling process. The implementation of these changes has implications for training, specialization and for accreditation.

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This regional synthesis report is a result of a collaborative research study conducted in nine countries in the Asia-Pacific region (Fiji, Indonesia, Mongolia, Pakistan, Philippines, Republic of Korea, Samoa, Sri Lanka, and Uzbekistan). It provides current information of the situation of teachers in the region and finds that, if teachers are to meet the education needs of 21st century learners, they require support in their professional development and career options suited to their areas of expertise. The countries were chosen to reflect the diversity of the region, both in terms of geography and education systems. The study focused on the types of career pathways currently available for teachers in the nine countries. It also investigated: how professional development is linked to career progression; the extent to which teachers receive career guidance; incentives used to reward good practice and additional responsibilities; types of promotion opportunities; support provided by principals to teachers in terms of their professional development and career advancement; and the extent to which the issue of gender affected career development.

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Scholarly articles and the Australian media claim that 30-50 per cent of Australian teachers leave teaching within their first five years in the role. The figures are considered to be well established although some articles acknowledge that they are estimates. In reality, there is no robust Australian evidence, and figures do not agree. What evidence there is, nationally and internationally, suggests that attrition is dynamic, varies by school level and location, and is not always negative and not always due to the school environment. In the absence of Australian evidence, articles should be more cautious about figures cited, and about causation. Attention should be paid to the classification of attrition types and a typology is outlined in this article, based on the teacher supply pipeline, along with what evidence exists on teacher exits at each level. This typology may facilitate greater transparency about levels of early career teacher attrition, leading to a broader and more nuanced policy and research conversation in the area of teacher supply.

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This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher education programs of a large university in Turkey participated voluntarily in the study. The results show that, regardless of the effects of demographic variables such as gender, age, year of study or fields of study, the prospective teachers' interest in teaching can be identified through three distinctly different profiles: high, medium and low interest in teaching. Results of the present study also demonstrate that the profiles of prospective teachers' interest in teaching were significantly related to the career choice satisfaction and professional plans.

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This paper concludes a five-year research agreement conducted jointly by the Centre for Aboriginal Economic Policy Research (CAEPR) and the Indigenous Policy Unit (IPU) of the Department of Family and Community Services. A major part of this agreement was the creation of an ongoing research project which aimed to explore the aspirations of young Indigenous people in remote regions, particularly Torres Strait Islanders aged between 15 and 24 years. This paper reports on the results of a survey carried out in 2003, which updated the original 1999 survey which investigated job searching strategies, career aspirations and education and training issues amongst young Torres Strait Islanders. One hundred and eight young people participated in the first survey, and a proportion of these, now aged between 19 and 28, were re-interviewed in 2003. The principle issues which arose from the interviews with participants centred on: how young people perceived commercial fishing as a career; factors that helped or hindered people in achieving their aspirations between 1999 and 2003; and the extent to which they use opportunities on the mainland to further their aspirations.

Data from the 1999 survey was presented in three earlier CAEPR reports indexed at TD/TNC 75.335, TD/TNC 75.337 and TD/TNC 75.344. Show less

Taking those first tentative steps into a career can be daunting. What to expect, how to behave and whether the job will be enjoyable are typical reservations, all of which can be mitigated by undertaking some form of work experience. The fallout from [Coronavirus Disease 2019] COVID-19 and the impact of social distancing and lockdown have decimated the availability of work experience opportunities and consequently young people's ability to be work ready. However, young people have been creative and resilient in their approach to finding work, demonstrating that valuable experiences that smooth the transition into working life aren't just about undertaking formal internships in person.

Over this last year there have been many inspiring stories of young people helping out in local community groups, starting blogs or YouTube channels and volunteering online. These experiences can all help to develop the necessary skills and attributes to make the right career choices, impress a potential employer and get off to a flying start in the workplace. This is the first in a series of reports by Prospects that will provide valuable insight to the student voice and early careers. This issue focuses on how work experience has been undertaken during the last 12 months of the crisis.

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[The authors'] model explains the observed gender-specific patterns of career and child care choices through endogenous social norms. [The authors] study how these norms interact with the gender wage gap. [They] show that via the social norm a couple's child care and career choices impose an externality on other couples, so that the laissez-faire is inefficient. [The authors use their] model to study the design and effectiveness of three commonly used policies. [They] find that child care subsidies and women quotas can be effective tools to mitigate or eliminate the externality. Parental leave, however, may even intensify the externality and decrease welfare.

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Education, training, and labour market systems are increasingly challenged by global developments such as digital transformation, globalization, demographic change, climate change and global disruptions such as the [Coronavirus Disease 2019] COVID-19 pandemic. A fast-evolving world and a changing labour market require individuals to become real lifelong learners, to acquire new competences to cope with change and to adapt and further develop existing competences. And, secondly, there is a growing demand for valid information on the changing labour markets and future prospects. This goes along with a growing need for supporting people to manage their more frequent and complex transitions within and between education and work. In this context, there is a greater need than ever for career development support. At the same time, career development support, i.e. lifelong career guidance, and in particular career education, and career development support for workers, itself faces challenges in adapting to the new circumstances.

Against this background, the European Training Foundation (ETF) engaged in reviewing the state of national career development support systems in Armenia, Azerbaijan, Georgia, and Ukraine. The objective is to describe existing capacities and development potentials of career development support systems, not just services or policies, to inform policy and practice enhancement in a system approach, to support the selection of country priorities for further system development and future planning, and to inform ongoing and future EU and ETF activities, like the EU4Youth. The review process was led by local experts under the coordination of ETF and included (a) desk research and individual consultation interviews, (b) a national consultation meeting that involved all relevant stakeholders, (c) report distribution, and (d) discussion of findings with national authorities to identify priority areas for further system development.

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The rise of the platform economy during the last decade is one of the main disrupting forces for European labour markets. While standard employment remains the norm, platforms are expanding their reach and diversifying into novel business models. In doing so, they are also attracting an increasing number of women. This policy brief investigates why women are joining the platform economy and how the motivations to perform work on platforms differ between genders. It shows that while women join platforms to gain an additional income and because it allows them the flexibility to combine work with household chores or family commitments, men are driven by the opportunities provided by platforms to work globally and to expand their client base. At the same time, findings suggest that online platforms seem to provide women with a link to the labour market that can potentially prevent their withdrawal from the labour force during different life stages. These findings suggest that policy action should focus on extending working hours regulations and work-life balance measures to all platform workers, irrespective of employment status, and promote equal sharing of care responsibilities between women and men.

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