Labour market relevance and outcomes of higher education in four US States. Ohio, Texas, Virginia and Washington.

Institution	OECD
Titel	Labour market relevance and outcomes of higher education in four US States. Ohio, Texas, Virginia and Washington.
Quelle	Paris: OECD Publishing (2020), 434 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Higher education
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-72873-8
DOI	10.1787/38361454-en
Schlagwörter	Vergleich; Akademiker; Arbeitsmarkt; Beschäftigung; Föderalismus; Texas; Virginia; USA; Washington; Hochschulbildung; Vergleich; Föderalismus; Sozioökonomische Lage; Arbeitsmarkt; Berufschance; Beschäftigung; Hochschulbildung; Akademiker; Ohio; Hochschulabsolvent; Ohio; Texas; USA; Virginia; Washington
Abstract	Across OECD countries, higher education graduates enjoy higher employment rates and earnings than workers with only an upper secondary qualification. However, not all graduates find jobs that make full use of their skills and help them launch rewarding careers, and employers in some economic sectors point to a lack of qualified graduates. Policy makers are concerned about the current alignment of higher education systems to labour markets, and are increasingly uneasy about the future of work and the resilience of higher education systems in uncertain economic times. This report, which focuses on four US states - Ohio, Texas, Virginia and Washington - is the third of a series of country-specific reviews conducted as part of the OECD project on the labour market relevance and outcomes of higher education. The report offers a comprehensive review of graduate outcomes and policies supporting alignment between higher education and the labour market in the four participating states in 2018-19, an overview of the US labour market and higher education context, and a range of policy examples from across OECD jurisdictions to help improve the alignment of higher education and the labour market. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1