education and employment

In the training of accounting professionals, the integration of ideological and political education and employment education is an important way to implement the fundamental task of moral education and enhance students' professional competence. However, there are still some outstanding problems in the process of integration, such as the separation of objectives, the disconnection of content and the lack of coordination between subjects, which restrict the training effect of the comprehensive quality of accounting talents. From the four dimensions of system design, concept cognition, resource allocation and operation mechanism, the causes of the problems are analyzed. Finally, the countermeasures and suggestions corresponding to each cause are put forward : improving the integration system and evaluation system, reshaping the concept of collaborative education, optimizing the allocation of teachers and platform resources, and improving the normal linkage operation mechanism. The purpose of this study is to provide an operable practical reference for the accounting profession to construct an educational model of deep integration of ideological and political education and employment education.

Background The first period of life shapes later life chances, but the economic consequences accumulate across later childhood, adolescence and adulthood and fall across several policy sectors. Existing reviews typically address one risk factor at a time, or focus on a restricted outcome domain, leaving the relevant evidence scattered. This umbrella review collates review-level evidence on how early childhood exposures affect later economic outcomes. Methods The review was registered on Open Science Framework (https://osf.io/szpx5/overview). Medline, APA PsycArticles, APA PsycINFO, CINAHL Plus with Full Text, Education Research Complete & Psychology and Behavioural Sciences Collection databases were searched in November 2025. Systematic, rapid, scoping, narrative and umbrella reviews were eligible if they examined early childhood exposures and later outcomes with measurable consequences for education, employment, income, criminal justice involvement, quality of life, wellbeing or service costs. Reviews reporting only health status outcomes, and those focused on low- and middle-income countries, were excluded. Two authors screened and extracted independently, and quality was appraised. Findings were synthesised narratively. Results Seventy-two reviews were included, published between 2001 and 2025 and increasingly since 2021. Adverse childhood experiences and related adversity were the most frequently examined exposures, followed by childhood physical health conditions, birth and perinatal factors, and neurodevelopmental and behavioural difficulties. Early years risk factors were consistently associated with poorer later education and employment, lower income and greater criminal justice involvement. Evidence on quality of life was mixed, and service use and costs were seldom reported. Few reviews addressed publication bias. Conclusion Difficulties experienced in the early years have consequences across several later life domains and public sectors. The evidence is most consistent for education and criminal justice involvement, and thinner for quality of life, service use and costs. Reviews rarely address correlations between risk factors or the pathways connecting them to later outcomes. Modelling these pathways and evaluating interventions to address early years risks are priorities. Limitations of the review were the inclusion of studies that covered a wide range of age groups and the exclusion of health outcomes.

The aim of this study is to determine the views of Vocational School students regarding employment planning and to analyze these views in the context of the education–employment relationship and various demographic variables. Method: The study was conducted using the survey model, and the study population consisted of first- and second-year students studying at the Vocational Schools within Harran University during the 2025–2026 academic year. The sample consisted of a total of 642 students determined through convenience sampling. The data were collected through a questionnaire developed by the researchers and analyzed using descriptive statistical techniques, including percentages, frequencies, and the Chi-square test. Findings: The vast majority of the participating Vocational School students are aware of preparing an employment plan as a prerequisite for finding a suitable job after graduation. However, very few of these students have prepared a CV, which is the most concrete indicator of employment planning. While the employment preferences of the participating students are concentrated on working in the public sector, they remain pessimistic and undecided about employment options other than this. The participating students receive support from workplace internships, their families, field-specific courses, and instructors regarding planning their employment after graduation; they receive partial support from elective courses and their social environment, while they do not receive support from the school's career counseling unit or social media. As a result, it can be predicted that the profile of Vocational School students who insist on working in the public sector, are not open to options other than this, and do not receive the necessary support for employment planning during the educational process carries the risk of hindering their transition from education to employment.

هدف این پژوهش تعیین دیدگاه‌های دانشجویان مدارس فنی و حرفه‌ای درباره برنامه‌ریزی اشتغال و تحلیل این دیدگاه‌ها در زمینه رابطه آموزش و اشتغال و متغیرهای جمعیت‌شناختی مختلف است. روش: این پژوهش با استفاده از مدل پیمایشی انجام شده و جامعه پژوهش شامل دانشجویان سال اول و دوم مدارس فنی و حرفه‌ای دانشگاه Harran در سال تحصیلی ۲۰۲۵–۲۰۲۶ بوده است. نمونه پژوهش شامل ۶۴۲ دانشجو است که به روش نمونه‌گیری در دسترس انتخاب شده‌اند. داده‌ها از طریق پرسشنامه‌ای که توسط پژوهشگران تدوین شده بود جمع‌آوری و با استفاده از تکنیک‌های آماری توصیفی از جمله درصد، فراوانی و آزمون کای‌اسکوئر تحلیل گردید. یافته‌ها: اکثریت قریب به اتفاق دانشجویان مدارس فنی و حرفه‌ای شرکت‌کننده از ضرورت تهیه برنامه اشتغال به عنوان پیش‌نیاز یافتن شغل مناسب پس از فارغ‌التحصیلی آگاه هستند. با این حال، تعداد بسیار کمی از این دانشجویان رزومه (CV) که ملموس‌ترین شاخص برنامه‌ریزی اشتغال است را تهیه کرده‌اند. در حالی که ترجیحات شغلی دانشجویان شرکت‌کننده عمدتاً بر اشتغال در بخش دولتی متمرکز است، نسبت به گزینه‌های اشتغال غیر از این، بدبین و مردد باقی می‌مانند. دانشجویان شرکت‌کننده در زمینه برنامه‌ریزی اشتغال پس از فارغ‌التحصیلی از کارآموزی‌های محیط کار، خانواده، دروس تخصصی و اساتید خود حمایت دریافت می‌کنند؛ از دروس اختیاری و محیط اجتماعی خود حمایت نسبی دریافت می‌کنند، در حالی که از واحد مشاوره شغلی مدرسه یا شبکه‌های اجتماعی حمایتی دریافت نمی‌کنند. در نتیجه، می‌توان پیش‌بینی کرد که پروفایل دانشجویان مدارس فنی و حرفه‌ای که بر اشتغال در بخش دولتی اصرار دارند، به گزینه‌های دیگر تمایل ندارند و حمایت لازم برای برنامه‌ریزی اشتغال را در فرآیند آموزشی دریافت نمی‌کنند، با خطر ایجاد مانع در گذار از آموزش به اشتغال مواجه است.