Switzerland. Job opportunities and school-to-work transitions in occupational labour markets. Are occupational change and unskilled employment after vocational education interrelated?
We investigate: (i) whether occupational change and unskilled entry level employment are two related transition outcomes among graduates from initial vocational education and training (IVET) in the occupational labour market of Switzerland. Our analysis further focuses on (ii) the impact of a low number of occupation-specific job opportunities on the risk of such a combined horizontal and vertical job-education mismatch, and (iii) the extent to which overall labour demand facilitates occupational changes to skilled employment.
Tags : Paper 2016; School-to-work transition; Source: Empirical Research in Vocational Education and Training; Switzerland; VET - vocational education and training;
Africa. Developing skills for industrialization in Africa’s extractive industries
This article highlights the set of government interventions that are crucial for developing Africa’s skill-based economy in the oil, gas and mining industries, and also illustrate how these skills are relevant to other sectors of the economy.
Tags : Africa; Article 2017; Development - skills; Mining industry; Oil and gas field; Skills - development; Source: AFDB - African Development Bank;
Latin America. Education, vocational training and life skills: three ingredients of inclusive growth in Latin America
To drive inclusive growth, Latin America must provide all its citizens with the opportunity to master the 21st-century skills they need to succeed in the rapidly evolving global digital economy.
Tags : Article; Employment trend 21st century; Latin America and the Caribbean; Source: World Economic Forum;
People, machines, robots and skills
Technological unemployment is a recurring theme, but joblessness in the digital age will depend on human, not artificial, intelligence.
En français. Humains, machines, robots et compétences
Tags : Automation; Briefing note 2017; Employment trend; Mismatch training/workforce - skills; Skills - mismatch training/workplace; Source: Cedefop - European Centre for the Development of Vocational Training; Trend - employment;
Gender and Skilled Immigration: Challenges and Recommendations
With population ageing occurring in all advanced industrial nations, immigration policy is one key way to augment the skill base of domestic labour forces. Though the economic benefit of skilled immigration for receiving states has been a central policy focus globally, the equity considerations of such policies have attracted less attention. Yet, in the global race for human capital, gender equality matters.
Tags : Article 2017; Immigration; Skills; Source: Development Matters; Women;
Want a job? It’s still about education
During the 20th century, there was nothing that could help you achieve labor market success more than a good education
. Yet, the rules have changed. A high school diploma in 1950 (and maybe into the 1980s) could get you a solid, middle-class job. But a diploma today is a minimum requirement to get nearly any job – and, for most, it’s not enough to get you into the middle class.
Tags : Article 2017; Éducation; Source: The Conversation;
Rethinking the skills gap
Evidence suggests that productivity would be much higher and unemployment much lower if the supply of and demand for skills were better matched. As a result, skills mismatch between workers (supply) and jobs (demand) commands the ongoing attention of policymakers in many countries. Policies intended to address the persistence of skills mismatch focus on the supply side of the issue by emphasizing worker education and training. However, the role of the demand side, that is, employers’ wage-setting practices, garners comparatively little policy attention.
Tags : Analysis; Article; Gap - skills; Skills - gap; Source: IZA - Institute for the Study of Labor;
Vocational vs. General Education and Employment over the Life-Cycle: New Evidence from PIAAC
It has been argued that vocational education facilitates the school-to-work transition but reduces later adaptability to changing environments. Using the recent international PIAAC data, we confirm such a trade-off over the life-cycle in a difference-in-differences model that compares employment rates across education type and age. An initial employment advantage of individuals with vocational compared to general education turns into a disadvantage later in life. Results are strongest in apprenticeship countries that provide the highest intensity of industry-based vocational education.
Tags : Analysis - comparative; Apprenticeship; Comparative analysis; Paper 2016; PIAAC - Programme for the International Assessment of Adult Competencies; Programme for the International Assessment of Adult Competencies - PIAAC; School-to-work transition; Source: IZA - Institute for the Study of Labor; VET - vocational education and training;
How to Improve the Efficiency of your Training and Development Strategy
In order to encourage employee engagement, retain the best talent and remain competitive on the market, you have decided to rely on training and development of competencies (among other things). Bravo! The most competitive businesses know that they need to develop a culture of learning and innovation. Then again, you must be wondering how to make sure you truly reap all the benefits from your investments. So here are 6 suggestions to consider at the time of evaluating needs and devising a plan for training your employees.
Tags : Article; Source: AtmanCo; Strategy - workplace training; Training - strategy in the workplace; Training - workplace; Workplace - training;
How to get an entry level job in human rights
One of the biggest challenges for students and recent graduates looking to get into the human rights field is getting the experience to be able to get that first entry-level job. Employers want to see that you have skills and experience that will be worth their time and efforts, to invest in you and make you a part of their team. Career counselors and professors will encourage you to apply for jobs, even if you don’t have the full amount of experience; and it’s true that employers are often willing to look past that 2 or 3 years’ experience qualification if you have substantial skills and credentials on your resume.
Tags : Article; Human rights; School-to-work transition; Source: Human Rights Carreers;