Abstract
This chapter proposes a general approach of the ways for school-to-work transition systems to take advantage of the diversity of the public for addressing organisations’ needs and promoting successful transition from education to work. School-to-work transition is defined in terms of process, system and subsystems – that is, the family, education, guidance and employment subsystems. Using the Thomas (World class diversity management – a strategic approach. Berrett-Koehler Publishers, San Francisco, 2010) ‘world class diversity management’ framework, demand for diversity is approached through the lens of representativeness, relationships and empowerment. Based on a review of the research and practice literature in the field of multicultural education and management, it is suggested that the education and employment subsystems are particularly well-placed for action. Ongoing programmes could be improved and new initiatives taken in the areas of equal educational opportunities, multicultural and intercultural education, higher education access and employment placement in the specific sector of diversity recruitment.
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Notes
- 1.
Maule and Svenson define these terms as follows: ‘In static situations, the focus is on one decision made on the basis of the information about acts, outcomes and contingencies available at the moment of choice. In sequential situations, there is a series of decisions, each changing the situation for future decisions. In dynamic situations, each decision represents an input to a system that is continuously changing according to its own dynamics even when the decision maker does nothing’ (Maule and Svenson 1993).
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Tchibozo, G. (2012). Leveraging Diversity to Promote Successful Transition from Education to Work. In: Tchibozo, G. (eds) Cultural and Social Diversity and the Transition from Education to Work. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5107-1_1
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