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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.
Industrial sociology, until recently a crucial research area within the field of sociology of work, examines "the direction and implications of trends in technological change, globalization, labour markets, work organization, managerial practices and employment relations" to "the extent to which these trends are intimately related to changing patterns of inequality in modern societies and to the changing experiences of individuals and families", and " the ways in which workers challenge, resist and make their own contributions to the patterning of work and shaping of work institutions".
Vocational education is education that prepares people for a skilled craft. 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.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
A blue-collar worker is a 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. In social status, blue-collar workers generally belong to the working class.
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. Some examples of general skills are time management, teamwork and leadership, and self-motivation. In contrast, domain-specific skills would be used only for a certain job, e.g. operating a sand blaster. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.
Offshoring is the relocation of a business process from one country to another—typically an operational process, such as manufacturing, or supporting processes, such as accounting. Usually this refers to a company business, although state governments may also employ offshoring. More recently, technical and administrative services have been offshored.
A skilled worker is any worker who has special skill, training, or 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 formally educated skilled labor include engineers, scientists, doctors and teachers, while examples of less formally educated workers include crane operators, CDL truck drivers, machinists, drafters, plumbers, craftsmen, cooks and bookkeepers.
The history of education in Africa can be divided into pre-colonial and post-colonial periods. Since the introduction of formal education by European colonists to Africa, education, particularly in West and Central Africa, has been characterized by both traditional African teachings and European-style schooling systems.
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.
Transferable skills analysis is a set of tests or logic to determine what positions a person may fill if their previous position(s) no longer exists in the local job market, or they can no longer perform their last position(s). An informal transferable skills analysis can be performed with the help of a career counselor, career portfolio or a career planning article or book. Transferable skills are determined by analyzing past accomplishments or experience. For instance, a stay-at-home parent and homemaker might find they have skills in budgeting, child development, food services, property management, and so on.
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 Authority(TESDA). 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.
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.
TVE refers to all forms and levels of education 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, TVE 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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