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1.
Ellu Saar 《Journal of Education & Work》2017,30(5):531-551
Ageing populations and accelerating economic change make it increasingly important to update the skill levels of populations over the whole life course. Adult education is believed to allow adults’ skills to adapt continuously to constantly changing economic requirements. Both research into adult education, and discussions on lifelong learning policies have been dominated by a supply side view of the labour market (the human capital approach), which has tended to underplay the role of the demand side of the labour market. This paper aims to extend previous analyses by examining how both labour supply and demand characteristics influence participation in non-formal job-related education in countries with different skill formation systems. The paper emphasises skill use at work. The purpose is to understand better the relationship between participation in adult education and workers’ skills profiles as well as the extent to which those skills are used in jobs and how this relationship differs in different countries. We used data from the Programme for the International Assessment of Adult Competencies and applied logistic regression analysis. 相似文献
2.
Employability skills in mainstream education: Innovations in schooling and institutional isomorphism
In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter-school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo-institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway. 相似文献
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4.
《Journal of Education & Work》2012,25(3):54-74
Abstract Unemployment in Poland rose throughout 1990, 1991, 1992 and 1993 but the proportion of school‐leavers among the unemployed peaked in 1990. Unlike in most western market economies, the best‐ educated young people in Poland did not prove the least vulnerable to unemployment. This paper uses evidence from studies of young people in Gdansk, Katowice and Suwalki to argue that one reason why young people from professional and vocational secondary schools have not borne a heavier share of Poland's unemployment since 1990 has been the flexibility and responsiveness of these schools to Poland's new labour market conditions. Since the reforms many of these schools have contracted drastically. Some have closed. But others have thrived The latter have often benefited from favourable local labour market conditions, but their success has usually been at least equally due to their own resourcefulness in introducing new courses which teach skills that are in demand, and securing various kinds of sponsorship from employers. Three reasons are offered to explain the responsiveness of education in Poland to the changing labour market conditions: general support for ‘the reforms’, the schools’ experience of making informal deals with employers under communism, and the post‐communist authorities’ willingness to force unsuccessful schools to close and to see teachers made redundant. 相似文献
5.
Abstract This paper reviews and recommends strategies for restructuring Egypt's extension policy, organization and delivery. Egypt's extension system is examined with a view to suggesting ways to strengthen its development to meet the accelerating challenges of the global market, high-intensive skill technologies, and the growing demand for organizational efficiencies. The paper is organized into eight sections: strategies for strengthening agricultural extension in Egypt; a critical assessment of the current situation, and a review and recommendations regarding; policy; organizational management; extension linkages; farmer participation in extension program development; the promotion of farmer association, and provides a detailed schema for advancing extension's; field methodology. 相似文献
6.
《Journal of Further & Higher Education》2012,36(4):427-441
This paper attempts to contextualise the issue of skills and particularly writing for public relations as a business discipline within a broader debate about the key graduate skills. The paper raises themes for discussion on professionalisation and professionalism, which link to course structure and curriculum content. The paper considers writing skills as a key graduate (and public relations vocational) skill, debates surrounding theory and practice within the curriculum and aligning the curriculum to the work setting as proposed by Dearing. The paper analyses literature and reports from three stakeholder perspectives to evaluate their contribution to the skills debate, with particular focus on communication and writing as a core skill within public relations education and practise. The paper focuses on ideological and political issues that influence the skills debate in the post-Dearing era and assesses the impact of stakeholders on the presentation of evidence, argument and recommendations for higher education. 相似文献
7.
杨虹 《佳木斯教育学院学报》2012,(6):240+242
高职教育以培养市场需要的一线技能型人才为重要目标。技能的形成和发展离不开知识的支持。高职院校图书馆作为知识存储的重要机构,本应在推动学生专业技能发展方面发挥重要的作用。但在实际工作中,高职院校图书馆的利用率普遍不高,产生这种问题的根本原因是图书馆的办馆理念脱离高职教育的特色需求。因此高职院校图书馆应当转变办馆理念,调整工作方式,变被动为主动,拓展功能定位,主动融入人才培养的大局当中。 相似文献
8.
Mukti Mishra 《Prospects》2014,44(2):297-316
At present, India’s education system turns out millions of young people who are ready to think, but not enough people with entrepreneurial or employment skills. As India faces increasing limits on its resources, both economic and natural, the competency and capability of human resources play a pivotal role in developing and sustaining the economy. The sector of skill development and vocational education requires a paradigm shift, from a static framework to one that is dynamic and constantly adapting to meet industry and social demands. Centurion University of Technology and Management has evolved to provide relevant and inclusive education to young people at every level, from school dropouts to graduates. Through its social entrepreneurship initiative, Gram Tarang Employability Training Services, Centurion partners with industries and the government to develop the capacity for employment and entrepreneurship in all its students and trainees. This article describes Centurion’s vision, operational approach, and the underlying beliefs that guide its innovative thinking, based on its years of working in some of India’s most marginalised and underdeveloped regions. 相似文献
9.
Shibao Guo 《Studies in Continuing Education》2015,37(3):236-250
This article contests a racialised skills regime in Canada. Canadian studies of the labour market transitions of skilled immigrants are analysed through the lens of critical race theory. The analysis shows that knowledge and skills of recent immigrants in Canada are racialised and materialised on the basis of ethnic and national origins. Skin colour is a central basis of social marking. Through processes of de-skilling and re-skilling, a racialised regime of skill has become a social engineering project for manufacturing normative, white, docile corporate subjects who conform to Canadian norms and workplace cultures. The study demonstrates that skill is not colour-blind; it is coloured. Skill is not only gendered and classed, but it is also racialised. The findings move us beyond the traditional colour-blind, gender- and class-based analyses of skill that fail to account for racial differences in the social construction of skill. 相似文献
10.
Carlo Raffo 《教育政策杂志》2013,28(1):75-94
The aim of the paper is to examine current and evolving supply side transition policy initiatives in the light of (a) particular demand side needs of urban young people classified as those most disadvantaged and potentially marginalized; and (b) the emerging realities of accessing and operating within particular examples of high value‐added knowledge work arenas of the new urban economies in the UK. The paper is a synthesis of qualitative research undertaken by the author over the last five years that has examined notions of transition, development and learning for both young people and adults as they attempt to navigate their pathways in, and through, the new economies of the post‐industrial urban context. The paper communicates the importance of a number of sociocultural theoretical concepts as a way of illuminating transition choices, actions and opportunities for disadvantaged young people. These concepts also enable a broader set of critical questions to be asked about current 14–19 transition policy and practice, particularly with regards to Connexions and the Careers Education and Guidance in England 11–19 National Framework. 相似文献
11.
ABSTRACTMeaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum. 相似文献
12.
秦峰 《漯河职业技术学院学报》2011,10(5):117-118
根据十二五教育规划纲要,大力发展职业教育是推动经济发展、促进就业、改善民生、解决＂三农＂问题的重要途径,是缓解劳动力供求结构矛盾的关键环节。职业教育要面向人人、面向社会,着力培养学生的职业道德、职业技能和就业创业能力。为了解决日益突出的培养目标、培养方式与毕业生就业的矛盾,高职院校室内设计专业必须进行课程改革,以适应社会发展的需要。 相似文献
13.
技能形成是劳动者获得技术、技巧和能力的过程,成就这个过程的是一个复杂的制度安排,涉及到政府、行业企业、劳动力市场、劳动者等多个利益相关者,且有着较强的路径依赖。技能形成的路径有内部技能形成、外部技能形成和内外融合技能形成三种。回溯历史,在手工劳动阶段,学徒制占主导,是典型的内部技能形成路径;在大工业生产阶段和现代大生产下,正规职业教育作为外部技能形成路径满足了经济体量扩张的需求;随着外部技能形成中劳动力习得技能与生产脱节的劣势凸显,内外融合技能形成路径因兼具双重优势而成为未来的演进趋势。生产力发展水平和技术进步、经济体制和劳动力市场制度是技能形成路径演进的前因变量。 相似文献
14.
Jane Bryson 《Journal of Education & Work》2015,28(5):551-570
This article argues that a focus on human capability and its development can be used to rethink the high skills policy visions favoured over recent decades. The article briefly summarises the increasing concerns with government policy formulas which have adopted a narrow focus such that skill and its accreditation is regarded as the outcome rather than as an input to the utilisation of skill or the achievement of a civil society. It is argued that human capability conceptions encourage a more holistic appreciation and systemic analysis of the impact of social arrangements and economic structures on people’s opportunity to flourish at work, and in life. The article reports research with workers and managers which operationalises these conceptions in the form of a list of capabilities expected through work. The implications for the place of skill in rethinking policy are discussed. 相似文献
15.
Pungpond Rukumnuaykit 《Journal of Education & Work》2016,29(8):922-955
Human capital investment is a necessary condition for improving labour market outcomes in most countries. Empirical studies to investigate human capital and its linkages on the labour demand side are, however, relatively scarce due to limitations of firm-level data-sets. Using firm-level data from the Thai manufacturing sector, this paper aims to investigate the effects of skill and human capital on labour productivity. Costs and benefits of human capital improvement are compared indicating that hiring workers who have higher education as well as providing them with in-service training has a statistically and significantly positive impact on an increase in labour productivity. However, hiring workers who have higher education yields less benefit than costs which come from higher average wage expenditures. However, providing training should contribute more benefit than cost. Besides education and training measures, we also measure workers’ skill levels into cognitive skills and non-cognitive skills and find that skill in information technology is found to be the most important cognitive skill for increasing labour productivity among Thai manufacturers. Non-cognitive skills such as those in leadership, time-management and communication are also important and seem to have positive relationship to labour productivity among Thai manufacturers. 相似文献
16.
《Journal of Education & Work》2012,25(2):29-40
Abstract This paper considers the likely impact of the FE and HE Act (1992) in conferring corporate status on Further Education. It takes a critical look at the present pre‐occupation with market forces as the means of improving Post 16 participation, raising skill levels and meeting national training targets. Its principal argument is that the FE and HE Act has more to do with politically and administratively repositioning FE in the market, than with establishing a coherent curricular framework to secure its future. It also argues that the current national obsession with qualifications has confused the relationship between qualifications and curriculum and, as a consequence, has restricted new thinking about Post 16 Education and Training practice. Lost in all this is any serious consideration of what remains the most pressing issue, namely the further education of young people, and what constitutes effective teaching, learning and curriculum change. The paper maintains that legislation, competition and quality assurance alone determine neither the content, quality or delivery of Post 16 curriculum. In the wider policy vacuum now characterising Post 16 provision there is, the paper concludes, a need to go beyond markets, and to give more thought to the qualitative determinants of FE practice. First, background issues to the recent debate are considered. 相似文献
17.
The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood. 相似文献
18.
Building on Lazear's skill weights approach, we study the effect of having more or less heterogeneity in the training curriculum on the demand for and supply of apprentices. Modernizations of training curricula provide us with a quasi-experimental setting as these modernizations can be seen as a relatively exogenous shock. We argue that firms will train more apprentices when they have more choice options in the training curriculum because of (1) the higher productivity of graduates who have acquired more skills that are relevant for the firm, and (2) firms’ higher market power in the wage bargaining process with graduates. We test this hypothesis on data on the demand for apprentices in Germany in all occupations from 2004 to 2014. We find that a more heterogeneous curriculum increases both firms’ demand for and the supply of apprentices. 相似文献
19.
George Psacharopoulos 《Higher Education》1973,2(4):461-474
The purpose of this essay is to suggest an analytical framework for estimating manpower requirements by skill categories for the purpose of educational planning. In what follows, we first summarise the classic manpower requirements approach and modify it, through the use of an inter-industry model, in order to take into account second order effects in the generation of the demand for skills. Next, the model is applied to actual data to illustrate the techniques used. Although planning applies to future actions, the model is applied within a known period in the past to permit a more realistic testing of its performance and sensitivity. Special attention is given to the question of the relative sensitivity of results to the technical coefficients of a Leontief inter-sectoral input-output matrix and the intrasectoral occupation coefficients, with the distinctive aspects of substitution and productivity change that these structures reflect. 相似文献
20.
In this paper, we study the evolution of cognitive and noncognitive skills gaps for children of immigrants between kindergarten and 5th grade using two cohorts of elementary school students. We find some evidence that children of immigrants begin school with lower math scores than children of natives, but this gap disappears in later elementary school. For noncognitive skills, children of immigrants and children of natives score similarly in early elementary school, but a positive gap opens up in 2nd grade. We find that the growth in noncognitive skills is driven by disadvantaged immigrant students. We discuss potential explanations for the observed patterns of skill development as well as the implications of our results for the labor market prospects of children of immigrants. 相似文献