Young people experience different trajectories in their transition from school to work.

They face

a range of challenges as they leave school. It can be challenging to transition from being a

student to working professional for recent graduates. It's not easy to get a job in today's

economy. Forbes reports the millennial unemployment rate rests at about 13 percent while the

national average sits at approximaUNESCO (2014) describes youth as 'a period of transition

from the dependence of

childhood to adulthood’s independence and awareness of our interdependence as members of

a community'. Since this period of transition has many elements, the OECD's phrase 'transition

from initial education to working life' is useful in sharpening the focus of concern (OECD 1997).

tely 5 percent.

Education is clearly linked to these employment processes. In high school, youths learn mainly

general skills. These include not only hard skills such as literacy and numeracy, but sof

skillsbsuch as punctuality, dependability, and following directions. Because of their youth, those

seeking jobs just afer high school may know less aboutbthe world of work and be less

committed to a particular occupation. Likewise, employers of these youths have less

information about their skills. Both employer and employee may look at entry-level jobs as a

learning process by which each can evaluate the long-term potential of their “match.” College

graduates, on the other hand, invest more in specific skills and may acquire a greater knowledge

of the job market within their field. They can match their interests to skills and reject potential
career paths before entering the labor market. Employers of new college graduates have

potentially greater knowledge of the particular skills of their new hires, and, because of the

higher wages they must pay, more incentive to find a good match. For these reasons, matches

between new college graduates and their employers may be expected to last longer than those

between new high school graduates and employers. Youths who have lef school without a high

school degree are doubly disadvantaged;they lack both general and job-specific skills, and they

face employers who have low expectations and little incentive to invest in their

matches.Consequently, schooling choices may dictate the speed and ease of the school-to-work

transition.

In a survey of around 3,000 students, Millward et al (2006) found that the young people in their

study knew very little about the details of particular jobs that they aspired to and that personal

experience or discussions with family and friends were the primary sources of knowledge

accessed. Parental advice on jobs was found to be the most used source. Similarly, Bynner et al

(2002) note that parents are usually the first adults who young people turn to for advice about

jobs.

As youths acquire different work experiences, they are able to move into jobs that better match

their skills and interests, ofen with higher wages. In this light, the job-shopping phase can be

beneficial for both workers and their employers.

Problem

As young people enter the labour market for the first time, employers may be reluctant to hire

them on permanent contracts or on a full-time basis and entry wages are likely to be lower to

account for time spent on training in the first job. In addition, as young people lack previous

experience, employers who cannot fully observe their productivity and skills may hire them on

jobs that require less than their qualifications

It is generally accepted that the move from education to work has extended and become more

uncertain (Cuervo & Wyn 2011). This period is ofen referred to as the transition from school to

work or simply as 'youth transitions'. Over time this term has lost its explanatory power, and its

uncritical use obscures the structural changes that have extended the period between leaving

school and securing satisfactory employment.Some youths jump from job to job and do not

develop a steady employment relationship until many years afer leaving school, if at all.

There is growing concern regarding the situation of youth in the labour market. Despite the fact

that today’s young cohorts are smaller in number and better educated than their older

counterparts, highyouth unemployment remains a serious problem in many countries. In

addition, it is sometimes claimed that job instability has tended to increase among those youths

that do have a job.

Solutions

There are some school activities where student were being taught how to make resumes,

academic writing but then it was'nt enough to make student ready in entering the world of

business. Vocational education and training can ensure that young people gain relevant skills

matched to the labour market and has the potential to lead to employment. However, it needs

to be embedded in the education and training system, and offer apprenticeship opportunities

(Eurofound 2012a)

Many employers have noted that, without a strong training program, there is ofen a mismatch

between what a new supervisor is expecting of a young person and what that young person is

capable of. This it the reason why a young people need to experience a real job scenario for

them to cope up wit the job that they will be entering. Internship is also way or a training or

young pople to be ready. An independent internship where the young person is expected to

work in dependently, manage their own time and priorities, and deliver value to the company or

organization.

Cuervo, H & Wyn, J 2011, Rethinking youth transitions in Australia: a historical and

multidimensional approach, The University of Melbourne.

Eurofound 2012a, Effectiveness of policy measures to increase the employment participation of

young people, European Foundation for the Improvement of Living and Working Conditions,

Dublin, viewed 9 September 201

<http://www.eurofound.europa.eu/publications/htmlfiles/ef1260.htm>.