Bücher zum Thema „Employer’s formal education“

The textbook considers the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for undergraduates studying in the field of training 39.04.02 Social work". It can be used for training in such areas of training as "State and municipal administration", "Management", "Law", "Sociology", "Political science", etc. It will also be useful for graduate students, teachers and practitioners, as well as anyone interested in the problems of the social state and social legislation.

Currently, the problem of combating corruption is in the center of attention of Russian society and the state. The legal and organizational framework for combating corruption has been formed. Anti-corruption legislation is constantly being improved, becoming more holistic and systematic, so further classification of its concepts is required. The Glossary contains more than 500 terms of Russian and foreign language origin, which are basic in the practice of combating corruption and are used in criminal, administrative and financial law of Russia; it guides the reader in a complex system of modern legal categories related to anti-corruption topics; uses the tools of international agreements ratified by the Russian Federation; it will help clarify the conceptual apparatus of normative legal acts and eliminate contradictions in existing documents. The publication is intended to be used in the educational process in the framework of scientific and educational support for combating corruption. For employees of scientific institutions and government agencies, teachers, students, postgraduates of higher educational institutions and practicing lawyers.

The wage of an individual is observed only when he/she is employed. However, getting employment requires two decisions. First, an individual has to decide to participate in the labour market, and second, an employer must decide to hire that individual. Since female labour market participation often differs from that of men, and employers’ decisions to hire may also be influenced by gender, it is appropriate to account for this double selection process. This study uses the latest household survey in Ghana to estimate gender wage gaps by correcting for this double selection process. We find that the average total gender wage gap is positive and significant irrespective of the sample selection correction method used. Our results indicate that women on average receive lower wages than men. Irrespective of the type of selection method used, our findings suggest that almost all the wage gap is a result of differences in returns, with only a small part coming from differences in observables. We find that the gender wage gap is smaller among formal wage employees and the gap decreases as education level increases. Although our findings indicate a similar trend in the wage gap across all specifications, the magnitude of the gap is sensitive to the choice of the model. This points to the need to be cautious about the choice of sample selection correction used to analyse gender wage gaps.

This paper studies the incidence and heterogeneity of labour informality in six Latin American countries—Argentina, Brazil, Ecuador, Mexico, Paraguay, and Peru. We divide workers into five work statuses: formal wage-employed, formal self-employed, upper-tier informal wage-employed, lower-tier informal wage-employed, and informal self-employed. We evaluate the patterns of the occupational turnover between these work statuses and assess their impact on wage dynamics. In all the countries, wages are highest for formal workers and lowest for lower-tier informal jobs. The proportion of formal workers who maintain their work status of origin or move up the job ladder is significantly higher than those who transition into lower-paying work statuses. However, despite the high labour turnover experienced by lower-tier informal wage employees, most failed to move up the wage ladder. Education plays an important role, as it increases the probability of transitioning into a better job and, within informality, the chance of better wages.

This Issue begins with a paper by Kirchmayer, Remišová and Lašáková on ethical leadership in public and private organisations in Slovakia. Authentic leadership and interpersonal conflicts in Poland are further taken up by Sypniewska and Gigol. Perceptions of the ethical climate in Serbian tourism industry are explored by Dragin, Jovanović, Mijatov, Majstorović and Dragin. Prus takes us to the promotion of sustainable agriculture through the focused higher education on agriculture in Poland. Saveanu, Abrudan, Saveanu and Matei call for finding out predictors of CSR in small and medium enterprises operating in Romania. Potocan, Mulej and Nedelko at-tempt empirical investigation of employees’ attitudes towards natural, social and economic aspects of CSR in Slovenian organisations during two periods – economic crisis and recovery for a post-transition context. Rybnikova and Toleikienė turn to formal and informal elements of ethics management infrastructure in Lithuanian local government. This Issue concludes with a research note on the development towards corporate sustainability (morality and responsibility) in Estonian business by Kooskora and Cundiff.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.