Together, we can develop a strong evidence base.
CCDF believes that who you directly involve in the research has a lot to do with how well the findings are implemented into practice. CCDF’s research projects are conducted in partnership with front-line practitioners working with real clients and/or directly with people who are the subject of the research. Our research protocols have been consistently guided by the following principles:
- New interventions/programs/service delivery models must reflect front-line realities and practices or they will never be adopted into longer-term practice, regardless of results;
- Full engagement and buy in of research partners is essential. This includes front-line practitioners, their clients, their supervisors and management in career service settings. In education settings, this includes students and those that have left school prior to graduation, teachers, guidance counsellors, principals, government officials, employers, and community members. We are mindful in any research project to actively seek out and include under-represented voices;
- Involvement in a research project is a professional and organizational development opportunity that benefits clients, professionals, educators and management and supervisors.
Working with those on the front-lines results in outcomes that are grounded in reality and informs practice moving forward.
Transitioning Graduates to Work: Improving the Labour Market Success of Poorly Integrated New Entrants (PINEs) in Canada
This research report focuses on a growing group of un- and underemployed youth, Poorly Integrated New Entrants (PINEs). PINEs are young people who often have qualifications (diplomas or degrees); but who frequently go back and forth between temporary jobs, unemployment and/or inactivity, even during periods of strong economic growth (OECD, 2010). The report examines what the literature says about them and their barriers to labour market attachment from a global and Canadian perspective. It investigates what works in terms of policies and programs to mitigate their growth, includes a preliminary inventory of national and international programs and policies that target those who are or who are at-risk of becoming PINEs and, finally, provides an analysis of the inventory leading to the development of policy and program recommendations to stem the growth of PINEs in Canada.
Making Bridges Visible: An Inventory of Innovative, Effective or Promising Canadian School-to-Work Transitions Practices, Programs and Policies
This report highlights an initial inventory of current Canadian practices, programs and policies aimed at improving school-to-work transitions for school-leavers (both from secondary and post-secondary groups). The report provides a situational analysis of Canadian youth in transition and highlights the elements that make up successful school-to-work initiatives. It also points to the need for a more consolidated and collective school-to-work strategy endorsed by all levels of government and makes 12 recommendations for further action.
The purpose of this paper is to summarize the results of background research conducted by CCDF, consolidating and extrapolating key themes from this research to the development of the Future to Discover Grade 12 curriculum. A secondary purpose of this paper is to open the door to further exploration of the potential application of the construct of resilience to career theory and practice.