Theme issue: Education and the labor market

2007

The article analyses the relationship between the education degree of the working force and employment. The recent studies show that the major causes of the contemporary unemployment constitute the absence of knowledge, aptitudes, qualifications supposed by the dynamics of the modern economic system. The work demonstrates that the education gathers a more and more important economic value because of the increase in the complexity of the productive process imposed by the necessity to provide an increasing volume of goods and services. In the pages below, it is shown that the weakly qualified workers are the worst victims of unemployment since the owners have a relatively high preference for the working force with general education and high technique.

1988

Changes in the American economy and in the nature and organization of work fundamentally challenge the educational system and have implications for the Fee' al Government's role. Case studies of the insurance, banking, and textile industries demonstrate the following changes in the nature and structure of work: (1) both service and manufacturing industries are moving from a production orientation to a product and customer orientation, from mass production to flexible production; and (2) computerization usually increases skill demands. The following disconnections between education and the economy are discussed: (1) mismatches between school and non-school settings in the structure of knowledge used and the social structure of its use; (2) differences between employers' and educators' perceptions of problems; (3) problems with the signalling systems between school and work settings; and (4) organizational differences between schools and industries. The following economic changes chat affect post-secondary education and training are discussed: (1) conflict between labor demand and supply; (2) employers' training investment patterns and their consequences; and (3) changing patterns of employer training investment. The following recommendations for the federal role in education are discussed: (1) reconceptualize the federal role in education; (2) lead efforts to revitalize education; (3) invest in educational research and development; (4) eliminate narrow job-specific vocational education at the secondary level, integrate academic and PREFACE

2022

This paper analyses the relationship between education and employment by examining various indicators related to education and labor market mismatch. It explores the education levels of the working-age population and their distribution among the employed and unemployed individuals. Additionally, it analyzes the extent of educational mismatch in terms of the status in employment and identifies the prevalence of informal employment among different educational groups. Furthermore, the paper sheds light on the skills needed on the labor market, highlighting the demand for specific skill sets. By examining these indicators, we can assess the alignment between education and employment opportunities and identify potential areas of concern or improvement.

1987

The National Center on Education and Employment has taken on the task of challenging and rethinking the premises that underlie traditions of human capital development in this country. This task is summarized in the question, "Who should teach which work-related skills to whom, when, and how?" Its first priority is that the Center's primary audience is educational policymakers. Second, the Center concentrates on two of the most powerful human capital pressures on the economy-the need for worker adaptability or flexibility and the quality of the labor supply. Third, its primary objective is to spearhead a major restructuring of K-12 education. Fourth, in rethinking K-12 education, the Center challenges distinctions between work-related and general learning. Fifth, the Center questions distinctions made between at-risk and not-at-risk learners. Finally, the Center challenges the assumption that the nation's educational and training delivery systems-for example, schools, the military, the corporate training system, and public training programs-differ substantially in their pedagogic strategies. (YLB)

2020

Despite their determination to work and build their careers, school graduates are not sufficiently prepared to look for work and the opportunities to search a job. In most cases they are well prepared in theory and language and are literate in modern technologies. Their biggest handicap is the lack of practical skills and work experience. At the same time, graduates have to face the challenges of accelerated globalization and digitization. It is necessary to find answers to questions about what professional knowledge, practical skills, attitudes and values will be shaped by today's graduates and how education systems can develop the required knowledge and skills. The ambition of our contribution is to identify the main disparities that must be overcome in order to achieve the goal of the country's economic development strategy, in which the education system must inevitably correspond to the labour market requirements.

Globally education serves as the fountain for active labor force and a predeterminant for future employment. In the modern world, education serves as a tool for measuring intelligence and the capacity of ones performance if given chance to serve at a given facility. In Uganda, education is highly linked to individual’s productivity, work performance and individual enterprise. In order to unveil the linkage between education, labor markets and employment, this paper looks at how education exhibits its self in determining employability in the labor markets.

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At the end of the 20th century, knowledge production has been radically transformed. As knew knowledge economies and US were becoming an increasing threat for EU, the Lisbon Strategy was set to treat the economic problems that EU is facing. This article discusses and evaluates the potential of the Lisbon Agenda and presents the ways how growth in GDP per capita and employability could be increased by synchronized education and employment policies. It is widely believed that jobs are becoming more and more demanding of skills and as a result workers need to upgrade their skills or risk loosing out in the competition for jobs in the new economy. The research confirms that the reason why many of these unemployed workers might be considered "unemployable in a modern economy" is their comparatively low level of education. Employment rates rise with educational attainment and higher educated individuals also face a more stable labour market than lower educated individuals. The research concludes that in situation of stable higher unemployment rates and higher demand for specific labour skills it is obvious that the coordination between employment and education policies is needed. To ensure employability, policies for promoting education and lifelong learning have to be adjusted to changes in the economy and society.

2002

Executive summary The link between educational outcomes or human capital accumulation and employment has received relatively little attention in South African policy and applied research and our paper tries to address this lacuna. Our starting point is to locate the problem within the context of employment and labour force shifts that took place between 1995 and 1999. These shifts are tabulated further along other axes and social categories.

1979

Mar 79 255p.