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This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0( license statement/permission ). Text taken from Rethinking Education: Towards a global common good? , 41, Box 5, UNESCO. UNESCO.
Skill is a measure of the amount of worker's expertise, specialization, wages, and supervisory capacity. Skilled workers are generally more trained, higher paid, and have more responsibilities than unskilled workers. [1]
Skilled workers have long had historical import (see division of labour) as masons, carpenters, blacksmiths, bakers, brewers, coopers, printers and other occupations that are economically productive. Skilled workers were often politically active through their craft guilds.
One of the factors that increases the relative demand for skilled labor is the introduction of computers. In order to operate computers, workers must build up their human capital in order to learn how such a piece of machinery works. Thus, there is an increase in the demand for skilled labor. In addition to the technological change of computers, the introduction of electricity also replaces man power (unskilled labor) which alters the demand for labor skills.
Technology, however, is not the only factor. Trade and the effects of globalization also play roles in affecting the relative demand for skilled labor. For example, a developed country purchasing imports from a developing country, which then replaces products made with domestic, low-skills labor. This, in turn, decreases the demand for low-skills workers in the developed country. Both of these factors may increase the wages of highly skilled workers in the developed country.
The EFA Global Monitoring Report 2012, proposes a useful approach to different types of skills in relation to the world of work. It identifies three main types of skills that all young people need – foundation, transferable, and technical and vocational skills – and the contexts in which they may be acquired. [2]
At their most elemental, foundation skills are the literacy and numeracy skills necessary for getting work that pays enough to meet daily needs. These foundations are also a prerequisite for engaging in further education and training, and for acquiring transferable skills and technical and vocational skills. [3] [2]
Finding and keeping work require a broad range of skills that can be transferred and adapted to different work needs and environments. Transferable skills include analysing problems and reaching appropriate solutions, communicating ideas and information effectively, being creative, showing leadership and conscientiousness, and demonstrating entrepreneurial capabilities. Such skills are nurtured to some extent outside the school environment. They can, however, be further developed through education and training. [2] [3]
Many jobs require specific technical know-how, whether related to growing vegetables, using a sewing machine, engaging in bricklaying or carpentry, or working on a computer in an office. Technical and vocational skills can be acquired through work placement programs linked to secondary schooling and formal technical and vocational education, or through work-based training, including traditional apprenticeships and agricultural cooperatives. [2] [3]
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0( license statement/permission ). Text taken from Rethinking Education: Towards a global common good? , 41, Box 5, UNESCO. UNESCO.
Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE.
The knowledge economy, or knowledge-based economy, is an economic system in which the production of goods and services is based principally on knowledge-intensive activities that contribute to advancement in technical and scientific innovation. The key element of value is the greater dependence on human capital and intellectual property as the source of innovative ideas, information and practices. Organisations are required to capitalise on this "knowledge" in their production to stimulate and deepen the business development process. There is less reliance on physical input and natural resources. A knowledge-based economy relies on the crucial role of intangible assets within the organisations' settings in facilitating modern economic growth.
A tradesperson is a skilled worker that specialises in a particular trade. Tradespeople (tradesmen) usually gain their skills through work experience, on-the-job training, an apprenticeship programme or formal education.
A blue-collar worker is a working class person who performs manual labor or skilled trades. Blue-collar work may involve skilled or unskilled labor. The type of work may involve manufacturing, warehousing, mining, excavation, carpentry, electricity generation and power plant operations, electrical construction and maintenance, custodial work, farming, commercial fishing, logging, landscaping, pest control, food processing, oil field work, waste collection and disposal, recycling, construction, maintenance, shipping, driving, trucking, and many other types of physical work. Blue-collar work often involves something being physically built or maintained.
A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be used only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.
A skilled worker is any worker who has special skill, training, knowledge which they can then apply to their work. A skilled worker may have learned their skills through work experience, on-the-job training, an apprenticeship program or formal education. These skills often lead to better outcomes economically. The definition of a skilled worker has seen change throughout the 20th century, largely due to the industrial impact of the Great Depression and World War II. Further changes in globalisation have seen this definition shift further in Western countries, with many jobs moving from manufacturing based sectors to more advanced technical and service based roles. Examples of formal educated skilled labor include engineers, scientists, doctors and teachers, while examples of informal educated workers include crane operators, CDL truck drivers, machinists, drafters, plumbers, craftsmen, cooks and bookkeepers.
A national qualifications framework (NQF) is a formal system describing qualifications. 47 countries participating in the Bologna Process are committed to producing a national qualifications framework. Other countries not part of this process also have national qualifications frameworks.
The Senegalese education system is based on its French equivalent. The state is responsible for the creation of an educational system that enables every citizen access to education. Articles 21 and 22 of the Constitution adopted in January 2001 guarantee access to education for all children. However, due to limited resources and low demand for secular education in areas where Islamic education is more prevalent, the law is not fully enforced.
The Habakkuk thesis, proposed and named after British economist Sir John Habakkuk, is a theory that land abundance and labor scarcity in antebellum America led to high wages, which resulted in effective searches for labor-saving technological innovations. This stimulated the growth of machinery and the development of the American system of manufacturing. Initially published in Habakkuk's 1962 work, American and British Technology in the Nineteenth Century: The Search for Labor-Saving Inventions, the thesis garnered attention as the classical interpretation and explanation of American industrialization. The thesis has been criticized for leaving out high interest rates, lack of machinery as capital and scarce and expensive factors.
In international economics, international factor movements are movements of labor, capital, and other factors of production between countries. International factor movements occur in three ways: immigration/emigration, capital transfers through international borrowing and lending, and foreign direct investment. International factor movements also raise political and social issues not present in trade in goods and services. Nations frequently restrict immigration, capital flows, and foreign direct investment.
The Technical Education and Skills Development Authority serves as the Philippines' Technical Vocational Education and Training (TVET) authority. As a government agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education and Skills Development (TESD). Its goals are to develop the Filipino workforce with "world-class competence and positive work values" and to provide quality technical-educational and skills development through its direction, policies, and programs.
In economics, deskilling is the process by which skilled labor within an industry or economy is eliminated by the introduction of technologies operated by semi- or unskilled workers. This results in cost savings due to lower investment in human capital, and reduces barriers to entry, weakening the bargaining power of the human capital. Deskilling is the decline in working positions through the machinery or technology introduced to separate workers from the production process.
Circular migration or repeat migration is the temporary and usually repetitive movement of a migrant worker between home and host areas, typically for the purpose of employment. It represents an established pattern of population mobility, whether cross-country or rural-urban. There are several benefits associated with this migration pattern, including gains in financial capital, human capital, and social capital. There are also costs associated with circular migration, such as brain drain, poor working conditions, forced labor, and the inability to transfer acquired skills to home economies. Socially, there are strong connections to gender, health outcomes, development, poverty, and global immigration policy.
The Technical and Vocational Training Corporation (TVTC) is a training institute in Saudi Arabia. In existence since 23 June 1980, it has branches in all major Saudi cities.
"Dirty, dangerous and demeaning", also known as the 3Ds, is an American neologism derived from the Asian concept, and refers to certain kinds of labor often performed by unionized blue-collar workers.
Vocational education in the United States varies from state to state. Vocational schools or tech schools are post-secondary schools that teach the skills necessary to help students acquire jobs in specific industries. The majority of postsecondary career education is provided by proprietary (privately-owned) career institutions. About 30 percent of all credentials in teaching are provided by two-year community colleges, which also offer courses transferable to four-year universities. Other programs are offered through military teaching or government-operated adult education centers.
In the United States, despite the efforts of equality proponents, income inequality persists among races and ethnicities. Asian Americans have the highest median income, followed by White Americans, Hispanic Americans, African Americans, and Native Americans. A variety of explanations for these differences have been proposed—such as differing access to education, two parent home family structure, high school dropout rates and experience of discrimination and deep-seated and systemic anti-Black racism—and the topic is highly controversial.
Youth unemployment is a special case of unemployment; youth, here, meaning those between the ages of 15 and 24.
Vocational education is that form of instruction designed to prepare people for industrial or commercial employment. It can be acquired either formally in trade schools, technical secondary schools, or in on-the-job training programs or, more informally, by picking up the necessary skills on the job.
TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
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