Studies have persistently justified high employment among youths as being created by skills disparity (Yiga, 2022). Skill mismatches have been constantly cited as a significant barrier to achieving better employment (Namuliira et al., 2025). Therefore, this study conducted a comparative analysis of the average differences between employed and unemployed TVET graduates. This study is part of the main study conducted to investigate the determinants of employment prospects of TVET graduates in Uganda’s job market with a focus on skills acquisition, programme structure, and graduate characteristics. The data collection was done in three government-aided TVET institutions in central Uganda. While the study targeted about 7000 TVET graduates who had graduated between 2019 and 2024, the Morgan (1970) sample size formula allowed 365 respondents (TVET graduates) using a P of 0.5, a margin of error of 5%, and a chi-square value of 3.841 for a 95% confidence level. Eventually, simple random sampling was employed to ensure a more representative sample and an equal likelihood of participation in the study. TVET graduates who had graduated outside the considered range (2019- 2024) were excluded from participation in the study. These were believed to be affected by other factors outside the control of the study. A survey questionnaire was designed in Ms. Word and later digitized in the Kobo Collect online data collection platform to aid in data collection and faster data processing. Using an independent t-test, the mean skills acquired at various TVET institutions were compared between the employed and non-employed TVET graduates. Socioeconomic factors such as sex, residence type, TVET institutions attended, field of study, internship, main type of work, training funding, mode, and qualifications obtained were captured as essential covariates. Significant differences were seen in social skills, practical technical skills, use of tools, and equipment skills. Likewise, soft skills seemed to differ between the two groups. This ranged from communication, teamwork, and collaboration, as well as work discipline. The findings revealed that TVET graduates who had a good combination of these skills found it easy to penetrate the job market and find employment.
This study examines the structural and socioeconomic factors shaping the educational experiences of Black students in Texas, with particular emphasis on disparities in K–12 education and transitions to higher education. Drawing on statewide administrative data from the Texas Education Agency, the Integrated Postsecondary Education Data System, and related national datasets, the analysis evaluates patterns in enrollment, special education participation, gifted program representation, disciplinary actions, graduation outcomes, and college enrollment trends. Findings indicate that while Black students constitute approximately 12–13% of Texas public school enrollment, they are disproportionately represented in special education programs and disciplinary actions and underrepresented in gifted and advanced academic programs. The study also highlights the persistent influence of poverty, as more than three-quarters of Black students in Texas public schools are classified as economically disadvantaged. These structural inequalities contribute to lower college readiness rates and declining enrollment in higher education institutions over the past decade. The paper further examines the roles of teacher diversity, culturally responsive pedagogy, and career and technical education (CTE) as potential pathways to improve educational outcomes. The findings underscore the need for coordinated policy reforms addressing both systemic socioeconomic barriers and institutional practices within schools to promote equitable educational opportunities for Black students in Texas.
The paper profiles the characteristics of 2,800 college student users of brief psychological counseling. Student Assistance Program (SAP) external provider AllOne Health made available their archival data during 2020 to 2024 for the study. The sample had 36 institutions of higher education located across the United States. About half of cases attended large, for-profit, private universities. Median school size was 10,264 enrolled students (range 200 to 37,921). The average case was 30 years old (range 18 to 75; only 27% in traditional undergraduate age range of 18-24). Results identified mental health issues as the most common issue (61%: subtypes of anxiety 23%, depression/grief 16% and other emotional 22%), followed by personal relationships (19%), personal life stress (17%), 2% family, 1% academic and <1% substance. The typical case used 3.5 counseling sessions (range 1 to 9) over 47 days (median 24). Almost all cases received treatment via remote access (89% online video; 10% phone). Also, 11% of cases had a short call with a counselor during intake (“in-the-moment” care) and 7% used life coaching. Age was correlated with some issues but other factors were unrelated to why students used the counseling for different issues (year, during vs after pandemic, school characteristics). Comparisons to national norms from on-campus mental health centers and employee users of employee assistance program (EAP) counseling are presented with age being a difference factor. Limitations and clinical implications are discussed.
The paper profiles the characteristics of 5,604 users of work/life services from a Student Assistance Program provided by AllOne Health during 2020 to 2024. Archival real-world data was analyzed retrospectively. The sample featured students who attended 29 institutions of higher education located in the United States. Most of the sample (95%) attended large, private, for-profit universities and 98% were at schools featuring either a fully online or a hybrid model of instruction. The average case was 36 years old (range 18-75) with only 8% in 18-24 year age group. Results identified concierge type support for personal life needs was used most (44%), followed by referrals to a financial advisor for credit and money problems (36%), referrals to lawyers for personal legal issues (12%), help finding childcare (4%) and other services (4%). 15 case examples are provided. Just 6 of 32 tests exploratory tests examining correlates of service use yielded results and all were only small size effects. Younger age students used childcare support more while older age students used legal support more. Service use was similar during the COVID-19 pandemic compared to afterwards. School characteristics had few meaningful associations with service use. Compared to a normative profile of work/life services use over 59,000 among employees, the SAP use profile had relatively more users of personal life and financial supports but fewer users of legal support. Study limitations and implications are discussed.
The study explored the dynamic and shifting nature of swearing within Filipino culture. Through a qualitative-descriptive methodology, the researchers investigated the perceptions, contexts, and societal impacts of swear words, utilizing written interviews and convenience sampling to gather insights from participants. Findings revealed that swear words, once taboo, are increasingly normalized due to their representation in media such as television, movies, and social media platforms. Participants emphasized the duality of swear words, which can either foster camaraderie or provoke conflict, depending on the context and relationships between speakers. Media's role in shaping perceptions was evident, with respondents expressing concern over the desensitization caused by constant exposure to profanity. Emphasizing the need for media literacy programs to educate individuals, especially the youth, the study implicated the use of swear words and the importance of context in communication. It also recommended stricter regulations on the use of profanity in the media targeting younger audiences.
