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1
Lai, Yingtong, and Eric Fong. "Work-Related Aggression in Home-Based Working Environment: Experiences of Migrant Domestic Workers in Hong Kong." American Behavioral Scientist 64, no. 6 (March 14, 2020): 722–39. http://dx.doi.org/10.1177/0002764220910227.
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Previous studies on workplace aggression and violence have limited their scope to the conventional formal workplace environment. Few have explored the possibility that an increasing number of people, especially females, who work in more informal settings may also face work-related aggression. Our research on a random sample of 2,017 migrant domestic female workers from the Philippines and Indonesia who work in Hong Kong focuses on a nonconventional workplace, the employer’s home, and examines how conditions specific to the home-based working environment are related to workers’ experiences of abuse. Findings suggest that both the working conditions (e.g., types of people served) and the workplace environment (e.g., the size of the home) are related to experiences of abusive behavior performed by employers in the domestic work setting. The findings extend our understanding of the concept of workplace and highlight new factors contributing to aggression and violence against workers when boundaries between work and home are blurred.
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Smulskienė, Žydronė, and Vincentas Lamanauskas. "INFORMAL ADULT EDUCATION IN KEDAINIAI REGION: EXPLICIT LINKS BETWEEN CAREER AND EDUCATION, CAREER CHANGES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 9–28. http://dx.doi.org/10.48127/spvk-epmq/09.1.09.
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Due to rapid changes in the dynamics of trade market needs, learning and career as life-long pro-cesses have become the burning issues of modern society. Knowledge and skills acquired in comprehensive school, college or university cannot guarantee a strong position in the trade market. An important point is the latest information on the situation in different regions of Lithuania. In October - December 2008, a qualitative research was carried out. 29 respondents participated in the survey based on the structural interview providing a possibility of establishing the main conditions for informal adult education including available information, motivation for learning, evaluation in terms of usefulness and an aspect of career changes. Theoretical analysis puts emphasis on the links between informal adult education and career oppor-tunities. Informal education positively determines a further successful development of a personal career. Learning greatly expands the field of individual opportunities and choices and creates preconditions for making a decision on the development of a personal career. The carried out assessment of the situation on informal education in Kedainiai region disclosed that: • all establishments of informal education in Kedainiai region offer a possibility of and create the re-quired conditions for taking part in the process of life-long learning; • a local database of adult education services (training courses, seminars etc.) and organized pro-grammes provided by different institutions has been established; • the problem of financial support (lack and inadequacy of resources necessary to accomplish the mission established by the institutions of informal education) has been noticed. Obvious positive career changes of the learners who attended the institutions of adult informal educa-tion in Kedainiai region have been established. The majority of the surveyed participants found personal career changes successful and effective. An assessment of positions (opinions and evaluations) taken by the learners reveals that along the factors having impact on motivation such as aspirations, quality-based orien-tation and intentions of learning, other factors increasing students’ motivation for learning exist: • wish for conforming to constantly changing situation; • intention to remain competitive in the labour market; • wish for having means of support; • doubtful future possibilities. An analysis of employer’s positions (opinions and evaluations) indicates a positive attitude towards in-formal employees’ education. In seems to be clear that the prestige of informal adult education is increasing and the importance of understanding this phenomenon is gaining more weight in society. An assessment of the executives (opinions and evaluations) of the organizations arranging the sessions of informal teaching discloses that informal learning helps with increasing personal and professional compe-tencies, offers the possibility of self-realization, assists in retaining work places, determines the rise of new professional competencies and ensures successful changes in personal careers. Key words: career changes, informal adult education, teaching, learning.
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Mansour, Essam A. H. "Information needs of local domestic workers in the Arab Republic of Egypt." Electronic Library 33, no. 4 (August 3, 2015): 643–67. http://dx.doi.org/10.1108/el-01-2014-0012.
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Purpose – The purpose of this study is to provide first-hand information regarding domestic labour/labourers in Egypt. The researcher tries to investigate the information rights and needs of these vulnerable and marginalized groups in Egypt in terms of its thoughts, perceptions, attitudes, motivations, techniques, preferences, ways, tools and problems encountered towards using of and accessing information. The study, therefore, attempts to look at, as possible, the many different characteristics of local domestic workers in Egypt and affecting their use of and access to information. Design/methodology/approach – Methodology used here was an adaptive form of snowball sampling of a heterogeneous demographic group of participants in the local domestic work in Egypt, used to select focus groups to explore a range of relevant issues. Findings – Demographically, this study showed that local domestic labour in Egypt, to a great extent, is occupied and performed by women and children, and the average age of the total interviewed participants was around 31 years. Over half of participants were uneducated, followed by nearly a quarter of them were with no formal education and just a small number had some primary education. This study concluded that a large number of participants were described as illiterate and nonskilled labourers. Participants’ income proved that it was one of barriers to use of and access to information where a large number of participants were labelled as low-income workers. The information-seeking behaviour (ISB) profile of participants indicated a preference for verbal over written, informal over formal and undocumented over documented information channels and sources to solve problems relating to everyday existence using some helping tools and devices especially cell phones. The most popular information sources mentioned and followed by participants were verbal information with friends, peers and colleagues in neighbouring households either via telephones, especially cell phones, or face-to-face meeting. TV and Radio, newspapers and magazines were, respectively, the most famous formal sources participants use. Information related to work, family affairs, security and health issues was most commonly desired and wanted by participants. Participants mentioned that their priorities of accessing information were to help in work-related activities such as cooking cleaning and decorating, to know new kitchen recipes, to assist in the education of the employer’s children. Others added that they were also seeking for information for getting promoted and having some fun especially through audiovisual sources like TV and Radio. They were not commonly using libraries due to the fact that most of them were uneducated, and the education of the some others was limited. However, this study showed that there was a little and accidental use for some libraries like public and children libraries and a small number of them was using the employer’s home library. In terms of using technologies related to the use of information like the Internet, the study found such access was an issue, as a very small number of participants were using it mainly for personal information. Regarding challenges, concerns and problems faced by local domestic workers in Egypt during using of and accessing information, the study found that the most important challenges participants faced in this study were the illiteracy and lack of awareness about the basic rights and perception of information rights and needs. Other challenges like the time, psychological burdens, the social image being domestic worker, lack of accessible information channels, lack of training and skills and also lack of money needed to access information were also an issue. Research limitations/implications – This study comes to respond strongly to the great global concern on the neglected and marginalized sector of work/workers in Egypt. It provides information on invisible forms of domestic labour/labourers, and indicates how their rights, especially towards accessing information, are violated. Any findings of this study may generate interest and create awareness on the needs and conditions of domestic labour/labourers among marginalized labour advocates, policymakers and the civil society. Originality/value – The literature on this topic is scarce and, therefore, this paper gives important and significant insight into how to assist local domestic workers in Egypt with information needs.
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Kaufmann, Katrin. "Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries." International Journal for Research in Vocational Education and Training 2, no. 4 (December 27, 2015): 239–67. http://dx.doi.org/10.13152/ijrvet.2.4.1.
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This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.
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Doman, Sanet, and Gerhard Nienaber. "Tax Education: Current Views And Preferences Of South African Employers." International Business & Economics Research Journal (IBER) 11, no. 8 (August 1, 2012): 951. http://dx.doi.org/10.19030/iber.v11i8.7172.
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Various reasons caused the demand for tax practitioners to increase, creating a need for specialised tax education and training. Since the tax profession is not currently regulated in South Africa, educators receive little input from employers on their expectations regarding formal tax qualifications. This causes uncertainty as to whether or not employers are satisfied with tax education in South Africa. This article reports on the current and preferred composition of tax departments, considering South African employees qualifications. The article also highlights employers current views and preferences regarding theoretical knowledge and practical skills included in these qualifications. Any agreements between the employees current views and preferences are indicated. Data was gathered by using questionnaires and the population on which it was tested comprised partners of the tax departments of certain financial consulting firms. The results show that there is not a fundamental difference between the current and preferred composition of tax departments. There is also evidence that employers preferences regarding theoretical knowledge and practical skills differ from their current views. It is therefore recommended that tax education in South Africa is regulated to ensure that employers can provide input on the curricula included in tax qualifications.
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PREWYSZ-KWINTO, Piotr, and Grażyna VOSS. "KURSY I SZKOLENIA JAKO ELEMENT KSZTAŁCENIA POZAFORMALNEGO WEDŁUG OCENY PRACODAWCÓW Z WOJEWÓDZTW POMORSKIEGO I KUJAWSKO-POMORSKIEGO." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 327, no. 83 (December 1, 2016): 233–40. http://dx.doi.org/10.21005/oe.2016.83.2.23.
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Williams, Colin C., and Ioana Alexandra Horodnic. "Explaining and tackling envelope wages in the Baltic Sea region." Baltic Journal of Management 10, no. 3 (July 6, 2015): 295–312. http://dx.doi.org/10.1108/bjm-10-2014-0153.
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Purpose – The purpose of this paper is to advance a new way of explaining and tackling the illegitimate wage practice where employers pay their employees an undeclared (envelope) wage in addition to their formal salary. Drawing upon institutional theory, it is here proposed that envelope wages result from the lack of alignment of a society’s formal institutions (i.e. the codified laws and regulations) with its informal institutions (i.e. the socially shared unwritten understandings which reflect citizens’ norms, values and beliefs). Design/methodology/approach – To evaluate this, data are reported from a 2013 Eurobarometer survey involving 1,738 face-to-face interviews with formal employees in four Baltic countries, namely, Estonia, Latvia, Lithuania and Poland. Findings – The finding is that the greater is the asymmetry between the formal and informal institutions (i.e. the level of disagreement of citizens with the codified laws and regulations of formal institutions), the higher is the propensity to pay envelope wages. This is the case at both the individual- and country levels. Practical implications – To reduce the prevalence of envelope wages, the resultant argument is that the values of employers and employees need to be aligned with the formal institutions. This requires alterations not only in the informal institutions, using measures such as tax education, awareness raising campaigns and normative appeals, but also changes in formal institutions so as to improve trust in government by fostering greater procedural justice, procedural fairness and redistributive justice. Originality/value – This is the first paper to apply institutional theory to explaining and tackling envelope wages in the Baltic Sea region.
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Tibajev, Andrey, and Carina Hellgren. "The Effects of Recognition of Foreign Education for Newly Arrived Immigrants." European Sociological Review 35, no. 4 (March 18, 2019): 506–21. http://dx.doi.org/10.1093/esr/jcz011.
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Abstract We analyze the effects of formal recognition of foreign higher education on employment probabilities and earnings for newly arrived immigrants in Sweden. Prior research has found that immigrants have lower returns on education if it was acquired in the country of origin than if it was acquired in the host country. One reason for this is that foreign credentials work poorly as productivity signals and risk-averse employers avoid employees with credentials they do not fully understand. A formal recognition statement can help overcome this problem by providing credible information about the foreign education, thus reducing uncertainty. Data consists of immigrants who, within the first ten years of residence in Sweden, had their foreign degree formally recognized during 2007–2011. Using fixed effects regressions, we estimate the treatment effect of official recognition to be 4.4 percentage points higher probability of being employed, and 13.9 log points higher wage for those with employment. We also find considerable treatment effect heterogeneity across subcategories of immigrants from different regions of origin, with different reasons for immigration and who obtained recognition during different economic conditions. Our conclusions are that the mechanism of employer uncertainty is real, and that recognition does reduce it. But as the signal of foreign education becomes better, other mechanisms such as human capital transferability problems and quality differences, and the ability to use foreign human capital, become more salient, leading to heterogeneous effects.
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Van Praag, Mirjam, Arjen van Witteloostuijn, and Justin van der Sluis. "The higher returns to formal education for entrepreneurs versus employees." Small Business Economics 40, no. 2 (August 14, 2012): 375–96. http://dx.doi.org/10.1007/s11187-012-9443-y.
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Pikturnaitė, Ilvija, Judita Jonuševičienė, and Robertas Kavolius. "Adult non-formal learning motives and future needs: Klaipėda city's case." Management Theory and Studies for Rural Business and Infrastructure Development 39, no. 1 (March 21, 2017): 69–85. http://dx.doi.org/10.15544/mts.2017.06.
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The lack of learning motivation is often presented as one of the reasons that interfere adults to learn. Therefore the purpose of research is to reveal Klaipėda city residents’, employers’ and other social partners’ motives and future needs of participation in non-formal education. The questionnaire survey of Klaipėda city residents, employers and other social partners was implemen-ted by using pre-made standardized questionnaires, which were composed with consideration of the Lithuanian Republic Non-formal Adult Education Law. Klaipėda city residents link non-formal learning more closely to gratification of individual interests. Employers and social partners expressed positive attitude towards learning.
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Мазин and Alyeksandr Mazin. "Problems of protection of participants in labor relations." Economics 1, no. 6 (December 25, 2013): 13–23. http://dx.doi.org/10.12737/1946.
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All economic entities require protection. The problem of insufficient protection
of Russian employees and employers is particularly relevant. The employee is
protected from dismissal and bullying, first of all, by his/her usefulness to the
employer and competitiveness on the labour market. The security of the
employee is enhanced by such components of his human capital as education,
skill, work experience, reputation, potential of mobility, etc.
Formal institutions called to protect employees in Russia are not sufficiently
effective. Informal institutions (traditions, customs, habits), being deeply
authoritarian, suppose a high degree of personal dependence of the employee.
As a result, in the new private sector, especially in small business, the majority
of employees have almost no rights. The people working in the public sector
enjoy greater social protection, but less security against poverty. Particularly
poorly protected on the labour market are older people and disabled persons.
The employer also requires protection against bad workmen who can cheat him
at hiring and during work, abuse position, steal, blackmail, sell important
information to competitors. The risks of investing in the improvement of
employees’ professional skills is great. This article lists the factors allowing to
reduce the risk of good workers being enticed away by competitors. Some
conclusions are confirmed by the results of the sociological research conducted
by the author in 2003, 2010 and 2011.
The main reason for vulnerability of the subjects of labour relations, in addition
to their possible lack of competitiveness, lies in the shortcomings of the
institutional environment which governs these relations.
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Pebrianti, Ni Ketut Piska, and Trianasari Trianasari. "Pengaruh Tingkat Pendidikan Formal dan Pengalaman Kerja Terhadap Kompensasi Pegawai Pada kantor Camat Mendoyo." Bisma: Jurnal Manajemen 7, no. 1 (April 1, 2021): 81. http://dx.doi.org/10.23887/bjm.v7i1.29443.
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This study aimed to examine the effects of (1) the level of formal education on work experience, (2) the level of formal education on employee compensation, (3) work experience on employee compensation, (4) the mediating role of work experience on the inflence of the level of formal education on employee compensation. This research was a causal quantitative study in wich data were analyzed using path analysis. The subjects in this study were all employees of the Kantor Camat Mendoyo. The objects of this study were the level of formal education, work experience, andcompensation. The population of this study were30 employees as respondents. The results obtained in this study indicate that the level of formal education has a positive and significant effect on work experience; the level of formal education has a positive and significant effect on compensation; work experience has a positive and significant effect on compensation and work experience mediates the effect of the level of formal education on compensation.
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Boiarska-Khomenko, Anna. "Regulatory support of adult education in EU countries." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 105–10. http://dx.doi.org/10.28925/1609-8595.2018.3-4.105110.
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In the article, the analysis of the European Parliament's normative legal documents on adult education has been carried out. The role and significance of lifelong learning at the present stage have been determined by the help of normative acts. Trends and vectors of adult education development are: popularization of education among the adult population, the use of the latest educational technologies, improvement of teaching methods, involving different target groups in education, formal recognition of non-formal and informal education, provision of qualified pedagogical personnel to the adult education system. The tasks of adult education are: increasing access to adult education; development of new approaches to adult education; promotion of adult education among the public; encouraging the development of new adult education systems; comprehensive provision of high-quality non-formal and informal education for adults; promoting employers' awareness of the benefits of adult learning: adult education contributes to increasing workers’ productivity, competitiveness, creativity, introduction of innovations and entrepreneurship is an important factor of increasing the mobility of employees in the labor market encouraging adults to enter higher education institutions; promoting a balanced distribution of learning and educational resources throughout the lifecycle of a person; creation of well-developed educational provision for the elderly. The ways of realization of the set tasks are: to identify priority target groups for education at the national level; to educate adults in accordance with the stages; to offer adults an opportunity to take tests; to provide proposals for education for migrants; to carry out a periodic check of non-formal and informal education; to implement motivational and informational and advocacy measures. In the article, the main proposals of the European Parliament on further prospects for improving the adult education system have been highlighted.
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Robinson, Andrew M. "The Workplace Relevance of the Liberal Arts Political Science BA and How It Might Be Enhanced: Reflections on an Exploratory Survey of the NGO Sector." PS: Political Science & Politics 46, no. 01 (January 2013): 147–53. http://dx.doi.org/10.1017/s1049096512001308.
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AbstractReflecting on a survey of employees of NGOs based in Ontario, Canada, the article considers two questions: How well are our BA programs preparing students for the workplace? Can we enhance workplace relevance without sacrificing our commitment to liberal education? Key findings are presented, including the BA continues to be a desired and employable degree and skills associated with it are valued; employers are not convinced that graduates with BAs necessarily possess these skills; and respondents associate their formal education with individual skills and extracurricular activities with interpersonal skills. Three strategies to enhance the workplace relevance of BA programs without sacrificing liberal education are suggested, and faculty are encouraged to think more holistically about their BA programs and what students need from them.
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Hečko, Štefan, Radim Řihák, and Vojtěch Malátek. "Lifelong Learning as Form of Human Resources Development." Kwartalnik Ekonomistów i Menedżerów 33, no. 3 (December 1, 2014): 36–51. http://dx.doi.org/10.5604/01.3001.0009.4594.
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The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.
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Kowalska, Iwona. "Sources of financing knowledge-based economy: the case of formal, non-formal and informal education in Poland." Oeconomia Copernicana 7, no. 1 (March 31, 2016): 75. http://dx.doi.org/10.12775/oec.2016.006.
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Globalization, negative demographic trends, new sources of knowledge and volatile job market are the determining factors behind the change in approach to the education system in Poland. Formal, non-formal and informal education is the sine qua non of the implementation of a knowledge-based economy in Poland. This process, however, requires an in-depth analysis of the funding of education. So far there have been no Polish publications analyzing the funding of the three aforementioned forms of education. Therefore, the aim of this paper is to assess the possibilities to implement knowledge-based economy with regard to the current funding of formal, non-formal and informal education in Poland. The study involved the analysis of national and EU documents on subject and object oriented funding of educational tasks and procedures for determining the amount of funding allocated to these tasks. The analysis showed that the barrier inhibiting the implementation of knowledge-based economy is the lack of legal regulations enabling the implementation of new solutions for financing education in Poland. These solutions involve the effective joint funding from the state budget, local government budgets and private funds (provided by employers and learners). This requires urgent conceptual work and initiating implementation projects in the area of public finance in Poland.
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Sydorenko, Viktoriia, Inna Shorobura, Anna Ponomarenko, Maryna Dei, and Oksana Dzhus. "Application of technologies of formal and non-formal education for continuous professional development of the modern specialist." Revista Tempos e Espaços em Educação 13, no. 32 (November 11, 2020): 1–24. http://dx.doi.org/10.20952/revtee.v13i32.14729.
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The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.
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Hessels, Jolanda, Cornelius A. Rietveld, A. Roy Thurik, and Peter van der Zwan. "The higher returns to formal education for entrepreneurs versus employees in Australia." Journal of Business Venturing Insights 13 (June 2020): e00148. http://dx.doi.org/10.1016/j.jbvi.2019.e00148.
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Suebnusorn, Wanwisa. "Non-Formal Vocational Education for Pineapple Farmers: Promoting ‘Relevance’ of Education to Rural Economy." Journal of Education and Research 6, no. 2 (December 30, 2018): 26–40. http://dx.doi.org/10.3126/jer.v6i2.22147.
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Canned-pineapple is one of the most important exports of Thailand. Unfortunately, the more pineapples the farmers cultivate, the more they are likely to fall into debt and become poorer. Therefore, in 2011, the Phetchaburi College of Agriculture and Technology in collaboration with Kuiburi Fruit Canning Company Limited initiated a non-formal vocational education program tailored to the pineapple farmers who were normally in the age between 40 and 60. The primary aims of the program were to build trust between the farmers and the factories and to equip the farmers with necessary skills for pineapple planting as per the demands of the pineapple-processing factories. Through field visits, semi-structured interviews, and a focus-group interview with the stakeholders, this study sheds lights on the relevance of education to the demands of rural economy which transcends the traditional preparation of employees for rural economic sectors. The well-educated farmers who understand their roles in the farming stage of the food industry’s value chain are as important as formal workers or employees in the breeding, the post-harvest, the production process, as well as the marketing and logistics stages of the value chain. Therefore, non-formal vocational education for the rural labour market should by no means be confined to formal workers in the downstream of the value chain. Informal workers or farmers in the upstream of the value chain have crucial impact on its subsequent stages. Above all, being empowered by relevant non-formal vocational education, the roles of farmers in advancement of rural economy should be extended beyond farming.
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Denkowska, Sabina, Kamil Fijorek, and Grazyna Wegrzyn. "Formal and Non-Formal Education and Training As an Instrument Fostering Innovation and Competitiveness in EU Member Countries." Journal of Competitiveness 12, no. 3 (September 30, 2020): 82–98. http://dx.doi.org/10.7441/joc.2020.03.05.
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An important role in economic development and competitiveness is played by human capital, that is believed to lead to the growth of innovation. The innovative activities of companies, with a well-educated workforce as an essential component, are a necessary condition for any economy to achieve a competitive advantage in the international arena. The study objective was to investigate the relationship between the type of education (formal or non-formal) of individuals aged 25-64 and the level of innovation in the European Union member countries. The study uses data provided by Eurostat from three international surveys: The Labor Force Survey (LFS), Adult Education Survey (AES) and Community Innovation Surveys (CIS). The econometric analysis was carried out using tobit regression models. The study shows that innovation levels of EU countries, as measured by the synthetic SII index strongly depend on 1) the share of people with tertiary education undertaking additional formal or non-formal education, 2) the share of employees undertaking additional formal education, and 3) the share of persons undertaking additional formal or non-formal education. Among the variables studied, the smallest impact on the innovativeness of economies was that of the share of persons undertaking additional formal education. The results indicate a significant and positive role of additional education in increasing the level of innovation and competitiveness in the EU economies.
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Volosnikova, N. M., I. V. Ugrimova, and N. N. Gybanova. "Dissemination of Conspiracy Theories as an Institutional Factor in the Dynamics of Formal Rules." Business Inform 12, no. 515 (2020): 25–31. http://dx.doi.org/10.32983/2222-4459-2020-12-25-31.
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The article is aimed at determining the consequences of manipulation with conspiracy theories for the dynamics of the current formal rules and measures to prevent such manipulation. It is identified that four groups of factors can be allocated to determine the suitability of conspiracy theories common in society for exploitation by manipulator players in their own interests, namely: number of group members that believe in the appropriate conspiracy theory; dependence of the degree of concern of supporters of conspiracy theories on the norms of the current legislation; non-contradiction of the institutional changes, desired for supporters of conspiracy theories, to the interests of influential interested groups; opportunity to accuse a political opponent of participating in a conspiracy. It is specified that the only group of manipulator players, which always has the opportunity to take advantage of common conspiracy theories in society, are the opportunist players. It is concluded that the most effective of the mentioned in the article are the measures to increase the education of society. Due to the improvement of the quality of the overall component of education and the formation of a broad outlook of members of society, critical attitude to dubious assertions and baseless accusations of opponents produced by numerous opportunist players is formed, and thus less favorable conditions for the spread of conspiracy theories are created. However, these measures are also characterized by a significant disadvantage, which significantly limits the prospects for their application – a high level of costs associated with the implementation, and the reluctance of employers to pay for «unnecessary» education of employees.
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Leiper, Jean Mckenzie. "Gender, Education and Socioeconomic Status: Economic Theories, Credentialism and Beyond." Canadian Journal of Higher Education 23, no. 1 (April 30, 1993): 19–36. http://dx.doi.org/10.47678/cjhe.v23i1.183149.
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Human capital theory, market signalling theory and credentialism are explored as ways of explaining the relationship between formal education and socioeconomic status. For both men and women, years of schooling and diplomas or degrees help to ensure access to high-skill jobs which carry high socioeconomic status. The market signalling approach is relevant for men because skills, are positively associated with socioeconomic status: employers value diplomas and degrees if they indicate that employees bring high skill levels to the labour market. The market signalling approach is not confirmed for women in this study. Some economists suggest that human capital theory is limited because it assumes women make voluntary choices to limit their education and job experience in favour of family responsibilities. Credentialism, by discounting the importance of skills acquired in school, ignores the issue of gender-based power differences that are related to skills. New theories are needed to address the issues of work and family commitments for both women and men.
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Capasso, Marco, and Michael Spjelkavik Mark. "The Evolving Economic Employment of ICT Education: The Case of Norway." Sustainability 13, no. 15 (July 29, 2021): 8476. http://dx.doi.org/10.3390/su13158476.
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Digitisation breaks down traditional industry and sector boundaries and fuels new work structures and networks. By using linked employer–employee data for Norway (years 2013–2017), we address two research questions: whether some parts of the economy increasingly need people who are “specialised” in ICT, in the sense that the main focus of their formal education is ICT, and whether the ongoing digitisation processes in the Norwegian economy have altered the complementarities between ICT education and other types of formal education. By means of a shift-share analysis, we disentangle the contributions to employment deriving from variation in the education mix within the sectors. We also observe the recent labour flows of ICT-educated workers across sectors of the Norwegian economy. Then, an establishment-level analysis sheds light on possible evolutions of the complementarity of ICT education with other types of education. Public administration and health are revealed to be increasingly important attractors for ICT-educated people. Nonetheless, the ICT industries still employ many ICT-educated individuals and they are becoming more specialised, possibly as outsourcees of services to other industries. Finally, flows of ICT-educated employees from and to the sales sector and the publishing and audiovisual industries suggest an evolving knowledge content in these areas of the economy.
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Et. al., M. Subramanyiam Reddy,. "Performance Evaluation: A Glimpse of Its Prominence in This Modern Globalised Economy." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 1107–9. http://dx.doi.org/10.17762/turcomat.v12i2.1127.
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Nowadays, performance evaluation has become an inevitable factor in the field of all sectors. It has become a formal procedure in measuring the progress of employee’s work scales. It is an important procedure in measuring the growth of work progress and it promotes the promotion of the employees. Performance evaluation helps in grading the employees annually and aids in salary raises. Further, it also enhances the quality of work progress, provides useful feedback regarding the work performed. This paper tries to investigate the importance of performance evaluation and its importance in the organisatinal sector. Further, this paper tries to underline the need for a performance evaluation system in the field of work in this present globalized technological world.
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Stephenson, Jennifer, and Mark Carter. "What Do Employers Ask for in Advertisements for Special Education Positions?" Australasian Journal of Special Education 38, no. 1 (April 15, 2014): 51–62. http://dx.doi.org/10.1017/jse.2014.3.
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Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.
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Valka, Kristine, Catarina Roseira, and Pedro Campos. "Determinants of university employee intrapreneurial behavior: The case of Latvian universities." Industry and Higher Education 34, no. 3 (January 14, 2020): 190–202. http://dx.doi.org/10.1177/0950422219897817.
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As the ongoing evolution in the higher education sector changes the roles of universities, entrepreneurial practices become more prominent in their agendas. The literature on academic entrepreneurship focuses predominantly on the commercialization of research and less on other intrapreneurial activities—namely those performed by non-academic employees. To fill this gap, this study aims to provide a comprehensive understanding of the factors that influence universities’ faculty members and non-academic staff to engage in intrapreneurial activities. The article analyzes Latvian university employees’ perceptions of 13 organizational, individual, and environmental factors and how they influence intrapreneurial behavior. Regarding the organizational factors, the results show that higher trust in managers, more available resources for innovative ideas, less formal rules and procedures, and greater freedom in decision-making can lead to higher levels of intrapreneurial behavior. With regard to individual factors, intrapreneurial behavior is associated with an employee’s initiative, but is not correlated with risk-taking and personal initiative. As to external factors, while environmental munificence is positively correlated with innovativeness, dynamism and unfavorable change influence employees’ engagement in intrapreneurial activities.
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Ansari, Abdollah. "Investigating the Effects of Different Levels of Formal Education on Iran’s Economic Growth." Modern Applied Science 10, no. 9 (July 16, 2016): 205. http://dx.doi.org/10.5539/mas.v10n9p205.
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Human capital accumulation affects economic growth and education is one of the main elements of human capital. Different levels of formal education can leave different effects on economic growth. I used data from the time period of 1981-2013 and vector auto regression method to study the effects of different levels of formal education on Iran’s economic growth. The results showed that increasing schooling at elementary, secondary and higher education levels have a significant effect on growth and in the long run, employees with university degrees, those with secondary and primary school qualifications had the greatest impact on GDP growth, respectively.
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Vintere, Anna. "Implementation of education for sustainable development strategy in mathematics education through stakeholder cooperation." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 90–100. http://dx.doi.org/10.18844/prosoc.v4i9.3047.
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The author has identified different stakeholder cooperation opportunities to implement the strategy for education for sustainable development (ESD) in mathematics education. Particular attention should be paid to mathematics education. Measurement for the implementation of the ESD strategy in mathematics education at Latvia University of Agriculture made by four input indicators as determined by the objectives of the UNECE Strategy for ESD are promoting sustainable development through formal, non-formal and informal education, equipping educators with the competence to include ESD in their teaching, and teaching tools and materials and research on ESD. The measures have been described based on the experience in different cooperation networks: Baltic Network in AGROMETRICS, Latvia-Lithuania cross-border network for adapting mathematical competences for socio-economic development (MATNET) and cross-border network for raising competencies in data analysis technologies (LV-LT-BY DATA ANALYSIS), as well as in cooperation with study programme directors, professional associations, employers and authorities. Keywords: Sustainable development, education for sustainable development, mathematics education, competencies, stakeholder cooperation.
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Caves, Katherine M., Andrea Ghisletta, Johanna Mirka Kemper, Patrick McDonald, and Ursula Renold. "Meeting in the Middle: TVET Programs’ Education–Employment Linkage at Different Stages of Development." Social Sciences 10, no. 6 (June 9, 2021): 220. http://dx.doi.org/10.3390/socsci10060220.
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Technical and vocational education and training (TVET) programs are most successful at supporting youth labor markets when they combine education and employment. Education–employment linkage theory describes this combination in terms of power-sharing between actors from the education system and their counterparts in the employment system over key processes in the curriculum value chain of curriculum design, curriculum application (program delivery), and curriculum updating. The Education–Employment Linkage Index measures linkage for every function in a TVET program where actors from the two systems interact, aggregating those into processes and phases and eventually an index score. We apply this index to the largest upper-secondary TVET programs in Benin, Chile, Costa Rica, and Nepal. We find that Benin has relatively high education–employment linkage, while the other three countries score very low. Benin’s situation is unique because its TVET program is moving from employer-led to linked, rather than the typical employer integration into an education-based program. Other countries with large informal economies, low formal education and training rates, and existing non-formal employer-led training may be able to implement similar approaches.
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Vintere, Anna. "Implementation of the education for sustainable development strategy in mathematics education through stakeholder cooperation." Contemporary Educational Researches Journal 7, no. 4 (December 3, 2017): 174–85. http://dx.doi.org/10.18844/cerj.v7i4.2720.
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The author has identified different stakeholder cooperation opportunities to implement strategy for Education for Sustainable Development (ESD) in mathematics education. Measurement for the implementation of the ESD strategy in the mathematics education at Latvia University of Agriculture made by four input indicators determined by the objectives of the UNECE Strategy for ESD: promoting sustainable development through formal, non-formal and informal education, equipping educators with the competence to include ESD in their teaching, teaching tools and materials and research on ESD. The measures have been described based on the experience in different cooperation networks: Baltic Network in AGROMETRICS, Latvia–Lithuania cross-border network for adapting mathematical competences in the socio-economical development (MATNET) and cross-border network for raising competencies in data analysis technologies (LV-LT-BY DATA ANALYSIS), as well as in cooperation with study program directors, professional associations, employers, authorities, etc.
Keywords: Sustainable development, education for sustainable development, mathematics education, competencies, stakeholder cooperation.
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Boguslavsky, M. V., N. S. Ladyzhets, O. V. Sannikova, and E. V. Neborsky. "Regional University's Role and Place in Personnel Training System in Assessments of Employers." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 45–56. http://dx.doi.org/10.31992/0869-3617-2020-29-12-45-56.
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The article was prepared on the basis of a field study conducted at Udmurt State University within the “Transitive University in the Context of Global, National and Regional Challenges” Project. The article presents the results of a survey of employers on assessment the quality of training of graduates. The study focused on identifying criteria and channels for staff selection, as well as existing forms of cooperation between organizations of Udmurtia and educational institutions. The aim of the study was to clarify the role and place of Udmurt State University in the personnel training in the region. The research method was online questioning, the sample was spontaneous, the number of organizations was 192. The results of the study revealed a rather mixed picture. On the one hand, it is obvious that in general in Udmurtia organizations, rather low assessments of the quality of specialist training at Udmurt State University prevail, since most of the average grades are below 4 points. On the other hand, methods of cooperation with universities are formal and confined to organizing diploma / undergraduate practice and hiring young specialists. The low interest of employers in financing the development of new technologies and training of personnel is also obvious. In the vast majority of cases, enterprises want to get ready-made employees for their current needs without an agreed resource-consuming and long-term cooperation. Channels of communication and coordinated interaction on a long-term basis between the university and employers are most common either absent or are assessed as formal and episodic. Here, several significant reasons can be singled out such as insufficient financial resources of small organizations for working with universities; lack of time or desire on the part of organizations; lack of resources at the university for the implementation of the order; focus on “traditional industries” in the Udmurt Republic while neglecting the needs of the innovative potential development in the region. This results in the persistence of the employers' practice of “self-education in the workplace.”
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Özer, Mahmut, and Matjaz Perc. "Impact of Social Networks on the Labor Market Inequalities and School-to-Work Transitions." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 38–50. http://dx.doi.org/10.2399/yod.21.868353.
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Countries invest in education systems in order to increase the quality of their human capital. In this context, it is seen that especially after the expansion of the higher education systems, countries try to increase higher education graduation rates in order to improve the quality of human resources in the labor market. The ultimate goal of these efforts is to facilitate the transitions from school-to-work, and to increase social welfare by meeting the human resources needs of the labor market. The facilitation of school-to-work transitions has a direct impact on youth unemployment. School-to-work transitions are influenced not only by the quality of education from primary to higher education but also by the dynamics of the labor market. Social network analysis can provide important insights into this dynamics, and in doing so reveal that there are indeed many factors that play a key role in determining who gets a job and why, including, first and foremost, social contacts. An analysis of job search channels reveals that partners, friends, and relatives are those social contacts that are most decisive for employment outcomes. Research reveals that employers use social-contact-based reference channels much more frequently than formal channels for recruitment. Thus, employers frequently use such reference channels in recruitment. It has also been shown that the use of social-contact channels reduces employers' costs of finding suitable employees and increases productivity since employees hired through these channels also stay longer in their firms. We here explore the full potential of social network analysis to better our understanding of school-to-work transitions, to reveal in no uncertain terms the importance of social contacts, and to show how these insights can be leveraged to level the labor market for all involved. An important take-home message is that the labor market dynamics is strongly affected by the Matthew effect, such that the inequalities and the gaps between opportunities only grow and widen as the underlying social networks evolve. It is therefore important to mitigate these effects well before school-to-work transitions come into play, namely during the education. In particular, we assert that minimizing the inequalities during education should effectively mitigate the uneven impact of social networks on school-to-work transitions.
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Taylor, Maurice, and Karen Evans. "Formal and Informal Training for Workers with Low Literacy: Building an International Dialogue." Journal of Adult and Continuing Education 15, no. 1 (May 2009): 37–54. http://dx.doi.org/10.1177/147797140901500105.
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The purpose of this exploratory study was to investigate some of the kinds of formal and informal workplace training activities that workers with low literacy engage in from different parts of Canada and the United Kingdom. The study employed a multi-site case study research design with 31 employees and 18 instructors from seven different types of workplace literacy programmes in various regions of Canada and 42 employees and six supervisors/tutors from four workplace basic skills programmes in the north and south of Greater London, England. Data sources from each country were developed and were used for comparable purposes following a within case and cross case analysis. The findings are described under three main themes. The first theme depicts the range of formal workplace programmes in both countries that employees with low literacy have participated in. The second pattern highlights the main types of informal learning activities that emerged from the data which included: observing from knowledgeables; practicing without supervision; searching independently for information; focused workplace discussions and mentoring and coaching. The third theme describes some of the determining factors of the informal learning process. Implications of the study suggest that company sponsored workplace and essential skills programmes act as catalysts for further learning at work. As well, findings also seem to indicate that various forms of self-directed learning and the organisational context may play an important role as these workers engage in and shape everyday workplace practices. Suggestions for continuing the cross nation studies are also discussed.
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Lynch, Lisa M., and Sandra E. Black. "Beyond the Incidence of Employer-Provided Training." ILR Review 52, no. 1 (October 1998): 64–81. http://dx.doi.org/10.1177/001979399805200104.
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Using data from a 1994 survey of U.S. establishments, the authors investigate how the incidence, content, and extent of employer-provided training were linked to workplace practices and characteristics, physical capital investments, and workers' education. Formal training programs were positively associated with establishment size, the presence of high-performance work systems (such as Total Quality Management), capital-intensive production, and workers' education level. “General” types of training programs in computing and basic education were most likely in establishments that were large, were part of a multi-establishment firm, had low employee turnover, or had high-performance work systems. The percentage of workers given training was highest in establishments that had made large investments in physical capital or had adopted new forms of work organization, especially in the manufacturing sector. These results suggest that employer-provided training complements rather than substitutes for investments in physical capital and education.
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Nurmoldayev, S., B. Nussipzhanova, and G. Begembetova. "Marketing and its application in music in professional training in the higher education system." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 93–100. http://dx.doi.org/10.51889/2021-1.2077-6861.12.
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This article discusses the issues of the essence of marketing and marketing activities, their features in the non-profit service sector, namely in a higher musical educational institution. The marketing activity of modern institutions of music education has been studied. The experience of marketing activities in musical education institutions is summarized. The necessary and sufficient formal and substantial characteristics of marketing activities have been identified. In addition, the authors made a bias towards the features of educational services that form the features of music marketing in this area - the main emphasis here is on the quality of interaction between an educational institution, on the one hand, as well as consumers and customers - students, future potential employers, government governing structures, on the other hand. In the field of music education, marketing is becoming a vehicle through which music or art educational institutions communicate and promote their goals, values and products to students, their employees and society at large. Marketing is closely related to managing the relationship between producers and consumers of services. In education, marketing is concerned with managing the relationship between teachers and students.
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Zaikov, Konstantin S., Aleksandr A. Saburov, Aleksandr M. Tamitskiy, and Aleksey S. Nikiforov. "Online Education in the Russian Arctic: Employers’ Confidence and Educational Institutions’ Readiness." Sustainability 13, no. 12 (June 16, 2021): 6798. http://dx.doi.org/10.3390/su13126798.
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The rapid spread of online learning demonstrates that it is becoming one of the trends in the development of vocational education in the modern world. Along with the obvious advantages of online learning such as cost reduction, cross-border opportunities for receiving it, and adaptability for students, educational institutions encounter specific difficulties: a lack of optimal teaching methods, inflexibility of the institutional environment to the use of new teaching technologies, the transformation of communication between teachers and students, and technological unpreparedness for the development of online learning. At the same time, the need to solve the problem of accessibility of education and fill the shortage of labor resources in Russia, in particular its Arctic zone (AZRF), will contribute to the spread of online learning practices. To consider developing online education, this article, on the one hand, presents the results of a study of the regional employers’ confidence in education in a non-traditional format and, on the other hand, shows the readiness of vocational educational institutions to implement training programs in a distance format. The main research method was a questionnaire survey, in which 2240 organizations and 344 professional educational institutions located in the Russian Arctic took part. The survey results indicate that more than half of employers (58%) declared the applicability of online learning in the Russian Arctic, but about 40.6% of companies do not consider applicants with a diploma from online education. At the same time, employers’ confidence in distance learning in higher education is lower than in vocational secondary education. Additionally, the majority of institutions of higher education (62.5%) believe in the possibility of using distance education in the Russian Arctic, while organizations of vocational secondary education (64.98%) have the opposite opinion. Based on the results of the study, recommendations for federal and regional authorities were prepared.
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Popova, N. A. "PROJECT LEARNING TECHNOLOGY AT HIGHER SCHOOL AS A PRACTICAL TRAINING FORMAT." Современная высшая школа инновационный аспект, no. 4 (2020): 85–91. http://dx.doi.org/10.7442/2071-9620-2020-12-4-85-91.
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The necessity to introduce project learning technology at higher school is updated as, firstly, it is a new education format in practical training introduction at a legal level, secondly, it allows to form student’s professional competences and, thirdly, to meet the employers’ requirements to the quality of professional training of specialists. Concrete practical experiences of introducing project learning technology within project weeks at a private educational institution of higher education “International Institute of Design and Service” is described.
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McIlveen, Heather A., Marie Y. Savundranayagam, J. B. Orange, and Marita Kloseck. "EMPOWERMENT AMONG FORMAL CAREGIVERS WORKING WITH PERSONS WITH DEMENTIA IN HOME CARE." Innovation in Aging 3, Supplement_1 (November 2019): S466—S467. http://dx.doi.org/10.1093/geroni/igz038.1742.
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Abstract There is significant literature on workplace empowerment that focuses on individuals in positions of power rather than those who lack it. However, there is limited research on empowerment of home care workers, such as personal support workers (PSW) who work in dementia care. Empowerment is an active process based on a multifaceted model consisting of four components: meaning, self-determination, impact and competence. This study explored the roles of education and employer support in empowering PSWs to care for persons with dementia who live at home. Empowerment was investigated using semi-structured interviews with PSWs (N=15). A phenomenological approach was to understand the lived experiences of home-care based PSWs who work with persons with dementia. Components of empowerment were reflected through five emerging themes: “providing best care”, “autonomy”, “employer support”, “career long learning”, and “experiential learning”. The theme “providing best care possible” support the component of meaning, which included the motivation for training among PSWs and their value of aging in place. The theme “autonomy” supported the component of self-determination, which focused on PSW workload and feelings regarding their control working in home care versus long term care. The theme “employer support” supported the component impact, which included both PSW compensation and their perceived lack of emotional support. Finally, the themes “career-long learning” and “experiential learning”, were linked with impact and competence components, respectively. Overall, these findings support relationships between education and employer support in empowering PSWs who care for persons with dementia who live at home.
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Ademi, Visar. "THE ROLE OF HUMAN CAPITAL IN GAINING AND SUSTAINING COMPETETIVE ADVANTAGE OF COMPANIES." Knowledge International Journal 28, no. 5 (December 10, 2018): 1557–62. http://dx.doi.org/10.35120/kij28051557v.
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In today’s global competitive arena the term “knowledge economy” is no mere slogan. It points to the very real fact that economic activities are increasingly knowledge intensive and that in this globalized world, success will come to those that are able to generate and harness knowledge in order to stay ahead of the pack. Research shows that in economies that do not have sufficient infrastructure, natural resources or may be designed as high cost base locations, comparative advantage has shifted to knowledge-based activities that cannot be transferred around the world without a significant cost. High knowledge and skills based economies will most likely be able to attract and retain investments in industries with a strong future. It is no secret that good education lies at the heart of economic growth and development. At the same time, improving the quality and relevance of education is enormously difficult not least because there is no one single policy measure that will do so effectively.Macedonia is not exclusion to this fact. The Macedonia’s employers and employees face a huge talent management dilemma. Analyses by all relevant institutions (World Bank, NGOs) and interviews with multiple representatives from the private sector companies indicate that while the labor pool is growing (supply side), it does not provide the skills needed by employers (demand side) so, that they could be competitive and further grow in today’s market. Employers are nearly unified in their criticism of an education system that produces graduates with limited practical experience and no soft skills transferable to the workplace. This is largely due to a lack of experiential education, competency based curricula, pragmatic guidance, which fails to meet the needs of the business community. The burden falls most often on employers to provide practical training, usually on the job. While in-company training is good practice, the scale of the skill gap requires a cost and internal training capability that many enterprises cannot afford, creating a disincentive for businesses to hire new employees.The dilemma has impacted job seekers (official unemployment in Macedonia is around 28% as of December 2017) and contributes to lower overall economic growth. It is especially problematic for micro and small enterprises (MSEs), which make up a large proportion of employment in Macedonia. MSE size and limited capacity makes their employees skills, experience and multitasking capabilities that much more critical for growth. Additionally, MSEs often lack the resources necessary to effectively train and maximize the productivity of their staff. As a result, sustained employment growth within Macedonia must include the development of a pipeline of skilled employees for microenterprises, including bolstering the capacity of small businesses to organize and train their workers. On the other side, the formal education institution dislike they way the private sector manages their employees. According to many of them, this is due to the fact that companies believe that their performance in the market is not directly linked with the human capital performance. In addition, education holds to the belief that private sector companies are not engaged enough in creating the next pool of talents in Macedonia. When they are invited to participate in the classrooms as expert of guest speaker, hire or engage students they show little interest. To conclude, the education institution believes that private sector companies in Macedonia consider the investment in human capital as a cost and not an investment.
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Singh, Prakash, and Thembinkosi Twalo. "The Impact Of Internal Organizational Factors On The Inappropriate Job Performance And Behaviour Of Employees: A Case Study." International Business & Economics Research Journal (IBER) 13, no. 5 (August 23, 2014): 939. http://dx.doi.org/10.19030/iber.v13i5.8763.
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The focus of this paper is on the impact of internal organizational factors on the inappropriate job performance and behaviour of employees. The Buffalo City Metropolitan Municipality (BCMM) in South Africa has been experiencing inappropriate job behaviour and performance of some of its workers. They include misappropriation of resources, maladministration, mismanagement, lack of service delivery, fraud, and corruption. Since many BCMM workers have various levels of formal education, such practices are not expected, because the structural-functionalist assumption is that formal education is a solution to societal challenges. Since inappropriate job behaviour and performance continue to be reported in spite of the formal education of BCMM workers, this study seeks to investigate how the two phenomena co-exist. It thus seeks to put into perspective the paradoxical co-existence of formal education with inappropriate job behaviour and performance, by focusing on the BCMM as a case-study. For data collection, this study used the mixed method approach; that is, a combination of qualitative and quantitative methods. The findings revealed structural, systemic, and human impediments to labour productivity in the BCMM. By and large, the unquestioning acceptance of the assumption that the skills shortage is responsible for inappropriate workers job performance and behaviour is discredited by the evidence of skilled personnel who exercise their responsibilities in a manner that undermines their occupational requirements. Therefore, this exploratory study affirms that the narrow conception of skills, that privileges job-specific capabilities, is not enough for cultivating a workforce with appropriate job behaviour and performance practices.
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Shcherbina, V. V., and E. P. Popova. "University outside the system of professional training as a result of many years of reforms in the Russian higher education." RUDN Journal of Sociology 20, no. 3 (December 15, 2020): 622–35. http://dx.doi.org/10.22363/2313-2272-2020-20-3-622-635.
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The article considers radical changes in the Russian universities activity in the last 30-35 years. The authors believe that such changes were determined by: a) destruction of the Soviet system of higher education; b) its transfer to the Western models of the education organization; c) unification of different university models; d) transfer to the two-level system (bachelor-master); e) universities right to change education programs and earn money by admitting poorly prepared students. These features of the contemporary education led to a significant increase in the number of universities that do not take into account objective social needs in various types of training. Therefore, the university is no longer a final point in the system of professional training, whose previous customers were either the state or employer. The university has turned into an organization providing educational services to the student and his parents. Such a higher-education system does not fulfill its social functions and is wasteful for it contributes to potential conflicts due to the excess of formal holders of higher-education diplomas, for whom there is no place in the real economy. The authors believe that the Russian higher education can change the trend of development by selecting and differentiating a small group of universities according to the future types of their graduates activities (research, technology, education, etc.), and by reliable forecasting of the employers needs.
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Garcia-Zubia, Javier, Ignacio Angulo, Olga Dziabenko, and Pablo Orduna. "Open Learning Approach with Remote Experiments: OLAREX Project." International Journal of Engineering Pedagogy (iJEP) 3, no. 4 (October 11, 2013): 15. http://dx.doi.org/10.3991/ijep.v3i4.2871.
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The project�??s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
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Vivatsurakit, Tanthaka, and Jessica Vechbanyongratana. "Education–Occupation Mismatch and Its Wage Penalties in Informal Employment in Thailand." Asian Development Review 38, no. 1 (March 22, 2021): 119–41. http://dx.doi.org/10.1162/adev_a_00160.
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This study examines the incidence of vertical mismatch among formal and informal workers in Thailand. Using the 2011, 2013, and 2015 Thailand Household Socio-economic Surveys, the study analyzes the relationship between vertical mismatch and wage penalties and premiums across four types of workers: formal government, formal private firm, informal private firm, and informal own-account workers. The incidence of overeducation is modest among the oldest cohort (8.7%) but prevalent among the youngest cohort (29.3%). Government employees face the highest overeducation wage penalties (28.2%) compared to matched workers, while in private firms, informal workers have consistently higher overeducation wage penalties than formal workers. Educated young workers are increasingly absorbed into low-skill informal work in private firms and face large overeducation wage penalties. The inability of many young workers to capitalize on their educational investments in Thailand's formal labor market is a concern for future education and employment policy development in Thailand.
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Okhlupina, O. V. "Transformation of Education: Threat or Limitless Opportunities?" Prepodavatel XXI vek, no. 3, 2020 (2020): 22–31. http://dx.doi.org/10.31862//2073-9613-2020-3-22-31.
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In recent decades there have been many disputes about the viability of Russian education. Supporters of radical changes argue that it is ineffective in the new conditions of the global transition to digital. Schools and universities are intimidated by a generation of “zetas” who “do not succumb” to standard approaches, spending most of their free time online, with clip thinking, inability to concentrate for a long time, and other difficulties and peculiarities. Opponents of digitalization are trying to protect teenagers from unlimited use of gadgets. There are discussions about how to use digital devices wisely and without harming their health. In the spring of 2020 the situation develops in such a way that the “harm” from the long-term communication of young people with gadgets becomes incomparable with the possibility of stopping the learning process. Educational institutions are urgently moving to work in a remote format. In the course of this situation, this is the only way out. The transition reveals many problems that, if possible, are solved during the process. It becomes obvious that it is impossible to use distance learning as the only possible format of work. What the future will be like depends on many factors. Will it remain universal with a sign of quality of traditional Russian education or will it undergo a radical transformation? Employers rely on creative employees who are efficient in multitasking and capable of continuous self-education throughout their lives. The concept of life-long learning continues to be a trend, without giving up its positions. The purpose of this article is to find out whether the new generation of young people is so different that all approaches of the traditional education system are broken down about their “armor”. Or under the flag of Generation Z the idea of a radical transition to a completely new education is being promoted.
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Burnet, Deirdre, and Kevyn Smith. "Lifelong Learning: Bridging the Gap between Higher Education and Employers' Needs." Industry and Higher Education 14, no. 5 (October 2000): 347–50. http://dx.doi.org/10.5367/000000000101295255.
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Promoting the lifelong learning agenda is a clear aspiration within many higher education establishments. But can this aspiration be achieved without rethinking the way in which learning is approached and delivered? The UK government's agenda is targeted at increasing skill levels within business and industry through the delivery of lifelong learning activities, thus enhancing the competitiveness of UK companies. However, to encourage people to participate when they have not engaged in formal learning for some time may be problematic if the benefits of participation are not evidently relevant to them. This paper outlines an approach to lifelong learning that has provided a bridge between the needs of small and medium-sized firms in the North East of England and the University of Northumbria. The learners were Armed Forces personnel who had either left the services with no job to go to, or who were in the process of resettlement, with little idea of employment opportunities open to them in the future. Part of the challenge was to ‘match’ the existing skills of participants to the needs of local employers and to encourage new learning to help make the transition from service to civilian life as smooth as possible.
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Usha, V., and L. R. S. Kalanithi. "Campus Interviews – Gateway to Future." Shanlax International Journal of Arts, Science and Humanities 7, no. 2 (October 1, 2019): 65–69. http://dx.doi.org/10.34293/sijash.v7i2.648.
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Education paves way to sustain human life. Its chief focus is to teach the human values, develop Education paves way to sustain human life. Its chief focus is to teach the human values, developintellect, emotions, empathy, extricate opportunities to rise to the occasion and contribute to theoverall growth of the society. Ultimately this should provide an individual, an all-round developmentt o observe, understand and to be a part of the larger community. This education is obtained formally, non-formally and informally. Informal learning occursin a variety ofplaces, such as athome, work and through daily interactions and shared relationships among members of society. For many learners, this includes language acquisition, cultural medians and manners. Formal learningis commonly divided into different stages such as Pre-School, Elementary School, High School, Higher Secondary School and then College/University orApprenticeship through various industries.The School Education systemin India has 4 distinct levels such as Lower Primary (ages 6-10) Upper Primary (age 11 & 12) High (13 – 15) and Higher Secondary (17 &18). Then we have the Tertiary Education which is the threshold to employment. This Tertiary level includes 3 years of Under Graduation and 2 years of Post-Graduation and then Research Activities which are optional.
All these lay foundation to one’s career for sustenance or “Survival of the Fittest” as told by theAll these lay foundation to one’s career for sustenance or “Survival of the Fittest” as told by the English Naturalist Charles Darwin (1809-1882) in his Origin of Species Theory. The college-level focused education in due course determines the career prospects of the young graduates.
After 1990s there is a paradigmatic shift in the employment in India, that instead of the candidates running helter-skelter for employment, the employers knock at the door of Higher Institutions. Campus Interviews bridge the gap between the Employers and the prospective Employees. In ourcontext, the final year UG/PG students are the Prospective Employees who are eligible for Campus Interviews. Campus Interviews offer final year UG/PG students a great opportunity to get a suit-able job during the course of their academic pursuits and provide them a secure future before the completion of their course itself. This process includes the various stages such as: Pre-Placement Talk, Aptitude Test, Technical Test, Group Discussion, HR Interview and Personal Interviews.
This paper purports the role of various Employing Agencies who consistently contact the colleges/Universities through Campus Interviews to select their prospective employees. Also it brings tolimelight the various top notch companies in Chennai which absorb the creamy layer among theeligible students.
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Boguslavsky, M. V., N. S. Ladyzhets, O. V. Sannikova, and E. V. Neborsky. "Regional University's Role and Place in Personnel Training System in Assessments of Employers." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 45–56. http://dx.doi.org/10.31992/0869-3617-2020-29-12-45-56.
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The article was prepared on the basis of a field study conducted at Udmurt State University within the “Transitive University in the Context of Global, National and Regional Challenges” Project. The article presents the results of a survey of employers on assessment the quality of training of graduates. The study focused on identifying criteria and channels for staff selection, as well as existing forms of cooperation between organizations of Udmurtia and educational institutions. The aim of the study was to clarify the role and place of Udmurt State University in the personnel training in the region. The research method was online questioning, the sample was spontaneous, the number of organizations was 192. The results of the study revealed a rather mixed picture. On the one hand, it is obvious that in general in Udmurtia organizations, rather low assessments of the quality of specialist training at Udmurt State University prevail, since most of the average grades are below 4 points. On the other hand, methods of cooperation with universities are formal and confined to organizing diploma / undergraduate practice and hiring young specialists. The low interest of employers in financing the development of new technologies and training of personnel is also obvious. In the vast majority of cases, enterprises want to get ready-made employees for their current needs without an agreed resource-consuming and long-term cooperation. Channels of communication and coordinated interaction on a long-term basis between the university and employers are most common either absent or are assessed as formal and episodic. Here, several significant reasons can be singled out such as insufficient financial resources of small organizations for working with universities; lack of time or desire on the part of organizations; lack of resources at the university for the implementation of the order; focus on “traditional industries” in the Udmurt Republic while neglecting the needs of the innovative potential development in the region. This results in the persistence of the employers' practice of “self-education in the workplace.”
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Brizga, Dace. "IMPLEMENTATION OF PEDAGOGICAL ACTIVITY OF LABOUR PROTECTION SPECIALISTS IN WORK ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 24. http://dx.doi.org/10.17770/sie2016vol4.1542.
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Human health and wellness are significantly affected by the observance of labour and civil protection rules both in the work environment and in social life. They are also affected by adequate training which is organised according to the age group and situation in order to reduce the formal attitude to the observance of all types of safety rules. Labour protection specialists themselves will be those who will respect and ensure the observance of the labour and civil protection rules. The aim of this study was to research the implementation of pedagogical activities of labour safety specialists in the work environment. The methodologies used in the research were semi-structured interviews, questionnaires and the analysis of the qualitative data and comments, submitted by labour protection specialists electronically, to clarify the implementation of pedagogical activities in the context of the UNESCO concept of sustainable development of education with the aim to reduce formal attitude towards the observance of labour and civil protection rules, using the model of ecological approach - Process–Person–Context–Time. The text analysis was carried out using the software programme Weft QDA. By improving labour protection specialists’ pedagogical competence, the staff’s (employers’, employees’) expertise also improves or partially improves.
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Kicherova, M. N., M. Yu Semenov, and E. V. Zyuban. "Qalification assessment practices: new possibilities and constraints." Education and science journal 23, no. 7 (September 17, 2021): 71–98. http://dx.doi.org/10.17853/1994-5639-2021-7-71-98.
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Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research.Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obtained in both formal and non-formal education in Russia.Methodology and research methods. The methodological framework of the research is based on the principles of the activity approach and the concept of structuration, in which the practice of qualifications assessment is viewed as a combination of social relations between individual and collective actors in the space of social and labour relations. Data collection and analysis was carried out using a qualitative methodology of the sociological approach. A semi-formal interview was selected as the method of expert survey. Twenty-four experts from various sectors of the economy (Moscow, Ekaterinburg and Tyumen) took part in the interviews.Results and scientific novelty. The possibilities and constraints of existing practices for qualifications assessment were identified: assessment centres, qualification assessment centres, internal certification, professional evaluation of working professions within the framework of the “WorldSkills” programme in Russia. The analysis of international experience is presented. Based on expert assessments, it was established that practices specific to the industrial model of the economy prevail in Russia. Thus, the infrastructure and regulatory field were established for the development of new practices of independent qualification assessment. However, the main participants of the process are not involved enough in mutual interaction. The primary sector of the economy hinders the development of the high-technology manufacturing industry and the employers who are interested in creating a competency framework. According to experts, the importance of non-formal education in the development of relevant competencies is increasing, and new mechanisms for qualifications assessment obtained in both formal and informal training are required. The authors presented the cases, which illustrate new configurations of participants’ relationships, when independent assessment of qualifications is integrated with the formal educational system at the stage of state final certification, ensuring the interrelated procedures. The article reveals the contradictions, which are manifested in the interaction between applicants/employees, employers and the state. It is concluded that such contradictions affect the institutional mechanisms for the formation of a national system of independent qualification assessment.Practical significance. The analysis of alternative models for qualifications assessment revealed the interests of different stakeholders involved in this process, the possibility of using “hybrid” forms of qualifications assessment, as well as a number of contradictions related to regulatory, functional and institutional features. The results of the study can be useful for managers of educational institutions and employers to synchronise the processes for mutual assessment of qualifications. As a result, recommendations for the development of an independent qualification assessment system in Russia are proposed, and the prospects for further research are outlined.
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Colmenares, Evan W., Jacqueline E. McLaughlin, Kathryn A. Morbitzer, and Stephen F. Eckel. "Development and perceived value of a master’s degree in health-system pharmacy administration training." American Journal of Health-System Pharmacy 78, no. 1 (October 22, 2020): 74–79. http://dx.doi.org/10.1093/ajhp/zxaa338.
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Abstract Purpose To describe the development, format, and alumni and employer perceptions of a program combining a master of science (MS) degree with a residency in health-system pharmacy administration and leadership (HSPAL). Summary A multisite combined MS and HSPAL residency program was developed within the University of North Carolina at Chapel Hill Eshelman School of Pharmacy to increase leadership and management education. The program balances clinical and administrative experiences with didactic courses over 2 years. The program format and perceived value of MS degree training for HSPAL residents had not been previously described in the literature. In an online survey, alumni of the program, as well as their first supervisors after completion of HSPAL training, indicated perceived attainment of the program core competencies and outcomes. Supervisors also indicated that they were more likely to hire MS degree–trained pharmacists for administrative positions. Conclusion Didactic training in the form of an MS degree as a part of comprehensive HSPAL residency training is perceived as beneficial by alumni and employers for promoting the development of core leadership and management skills and knowledge.