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The article has the objective of reconstructing the different conceptualizations about the knowledge of work in Argentina, in recent times. The methodological design adopted is of a qualitative-descriptive type that develops a bibliographic and documentary review, aimed at finding relationships and meanings between different conceptual and legislative contributions on the subject, from the 1990s to the present. The conclusions indicate that the idea of knowledge for work is not neutral, rather, it implies understanding it in connection with social, political and economic dimensions, within the framework of certain education models. [ABSTRACT FROM AUTHOR]

This article analyzes the link between education and work in Argentina's automotive industry. It studies the evolution of occupational dynamics, based on the characterization of educational profiles deployed in various labor segments from 2006 to 2019. The article sustains that professional training offers spaces for acquiring and/or updating knowledge in a diversified system, with representative actors involved in the institutional mechanisms of education and work. Based on documentary analysis and the processing of secondary statistical data from official sources, the conclusions support the pertinence of institutional participation and mechanisms for defining the link between education and work, in which the development of professional training is central. [ABSTRACT FROM AUTHOR]

This article analyzes the academic and employment trajectories of Uruguayans with doctoral degrees in the social sciences and humanities, based on information from the First Census of Doctoral Degrees in Uruguay, carried out in 2017. The Uruguayan case combines the delayed development of graduate study with high rates of emigration. The project explores contextual, institutional, and occupational aspects. The results indicate that 90% of the respondents in the areas of interest earned their degree abroad, and that 70% reside in Uruguay. The proportion of females has increased significantly in recent generations. Unemployment is low and most work in academic institutions. In some disciplines, professional performance is more extensive, while the humanities face serious difficulties in the availability of fulltime work in research institutions. The differences are reflected in reported job satisfaction. [ABSTRACT FROM AUTHOR]

El articulo discute la formación e inserción de personas doctorados en ciencias sociales y humanas en América Latina. El articulo también se centra en el escenario social y educativo reconfigurado a partir de la pandemia de la covid-19. e programas doctorales la diversificación de formatos de las ofertas formativas y o espacios pedagógicos de formación en investigación .

The meanings attributed by young people to high school and work have been studied separately by the sociology of education. The article shows a way of analyzing the way in which these meanings are articulated. The research on the significant activity of the students was based on comprehensive sociology and social phenomenology, using the category of "cultural models" -appropriate of cognitive anthropology-as an analytical tool. From a qualitative perspective, the research is based on semi-structured interviews and questionnaires with open questions, to young men and women between 15 and 19 years old, high school students, based in localities of a rural-urban transition in the León-Silao Metropolitan Area, Guanajuato, in central Mexico. As a result, the analysis of two cultural models is exposed, one on work and the other on baccalaureate studies, which organize various meanings in a plot that can be circular: study to achieve a professional job and work to pay the costs of doing a university degree; models that are nuanced by the gender condition of young people. [ABSTRACT FROM AUTHOR]

The work presented here proposes a theoretical and historical reflection of the socio-scientific controversies posed as problematizing situations that have become an effective tool in the teaching of sciences, since they allow the development of argumentative processes, the development of thought critical, conceptions more in line with science and scientific activity and allows use of history and philosophy. In this sense, readers will find a brief historical account of the origin of socio-scientific controversies and a proposal to work on Education in Renewable Energy. [ABSTRACT FROM AUTHOR]

This study quantifies the differences in impact on the job situation of graduates who have a classroom-based college degree in technology versus those who have an onli-ne education degree A questionnaire was applied to a sample of 102 graduates from an institution of hig-her education in Colombia who majored in systems technology (51 for each type of instruction). Impact was measured according to the graduates' conditions for em-ployability, fluctuations in the job quality index (JCI), differences in opportunities for job mobility represented by job promotions, the difference in the impact of online and classroom-based education on salaries earned and the difference in continuity in the graduates'academic and professional training. The analysis shows there were significant differences in impact on the job situation of graduates in favor of classroom-based instruction. [ABSTRACT FROM AUTHOR]

Studies on the passage from educational institutions to work and adult life have gained momentum in the framework of the employment crisis. Since the 1980s, changes in the situations that affect the life trajectories of contemporary youth have been a topic of discussion. This article addresses such issues by analyzing the educational and work careers of a group of young urban Argentines. The study focuses on a particular moment of their trajectories: that of the transition from high school graduation to higher education and/or work. In this way we attempt to reach a substantive discussion on those discretionary and/or determining factors that can be identified in the configuration of these transitions as well as on the points of tension that were encountered. The research is based on a reconstruction of the experiences of a group of youth (Cohort-2003) from different public and private high schools in townships in the cities of Buenos Aires and La Plata, Argentina, and involves the description given by these young people and their perception of the various scenarios that comprise their traveled paths. [ABSTRACT FROM AUTHOR]

The present essay intends to reflect upon the relationship between education and work, and their effect on the processes of preparation and training, paying special attention to secondary vocational education. Through a bibliographic revision, this essay gives an account of the different views approaching the connection between education and work, either from the conception of building human capital, or from the conception of a competence acquisition model under lifelong learning theoretical principles. We conclude that there is a need to research vocational education designs and programs in relation with their results especially in high school, in order to safeguard curricular learning outcomes in contrast with the learning achieved by students, and in order to favor effective teaching quality. [ABSTRACT FROM AUTHOR]

The presentation of this paper has two fundamental purposes: First, to develop and discuss a series of theoretical-conceptual problems that are present at the moment of understanding and delimiting different pedagogic spaces directly linked to work training in rural social spaces (Cragnolino, 2008); second, to share some of the progress made on research refering to the understanding of this pedagogic spaces, to the literacy trajectories within them; and to the identities/laboral distinctions that resulted from that process, in three generations of farming workers from two rural towns in the province of San Juan. Regarding the first part of the paper, it's worth pointing out that theoretical reflection comes from an interdisciplinary dialog that has its origin and foundation in the diverse training of its authors. In this way, a series of categories that come from ethnographic education with a heavy socio-anthropological influence (epistemologically founded in genetic structuralism) i.e.: rural social space, identity/distinction, cultural discontinuities, etc; are complemented with notions and theoretical propositions mostly linked to Education History and, within this field the theory of school form particularly. In the second part of the paper a series of finds and results from the research are presented. They refer to processes inside the rural social space of identification/laboral distinction, that are anchored in a diversity of pedagogic spaces (linked to the work training) constituted inside the rural education field. [ABSTRACT FROM AUTHOR]

The text is organized in accordance with 7 questions which statements come from a mix of knowledge, beliefs and general "common sense" doubts about the relation between education and work. The answers provided come from an exhaustive analysis of the research done in Mexico since the 80's, taking also in consideration research conducted in other countries that help to clarify the answers that are currently offered. 1. More schooling, better jobs? Better income? Bigger economic development? 2. Is it true that the schooling system doesn't measure up, both in quantity and quality, to the needs of the labour market? 3. Who plans the country's process of work training? 4. How are Mexico's schooling growth and diversification related to the labour market's heterogeneous growth and transformations? 5. How equitable and how good is the process of work training? 6. How do different population groups live the process of work training? 7. Where's the better place to learn how to work? Is it school? The workplace? Some points are stressed: the emphasis given in the educational policy to the causal role of education in the country's economic development and improvement in the population's life conditions; the dominant idea of education circumscribed to the school system and to quantitative indicators; the fact that educational research has shown this relation in a linear way and it opens up a complex space for relations and multiple significance between two autonomous fields, education and work. [ABSTRACT FROM AUTHOR]

People are concerned about young people's insertion in the work environment because of the important individual and social implications that work has nowadays. Experts in education as well as social, political and economic agents, are more and more conscious about the fact that the training and incorporation of new generations into work and productive environments in society is relevant for social and economic stability. On the other hand, qualities and sociopersonal factors as well as autonomy, responsibility, creativity, cooperation and support for the good of the community, empathy, motivation, etc., are getting more and more important every day, within the complex process in labour insertion. For this reason we have created a test to identify and evaluate these aspects found in people's personality; this is a step previous to the design, planning and practice of educational actions that will improve young people's labour insertion if these sociopersonal factors are considered. [ABSTRACT FROM AUTHOR]

In this article there are presented some results on the subject of how the dramatic increase in schooling in Mexico is expressed in the employment destination of the country's non-agricultural, economically-active population (EAP), age 24 to 60. The distribution of this population is analyzed by categories of education attained, income/schedule and employer for five different industrial sectors in the country: two informal (self-employed and micro-entrepreneurs) and three formal (government sector, companies of the industrial sector, and service sector companies). Data from 1992 to 2004 is compared. The results derive from a database developed for Mexico, as part of several national studies conducted by the Information System on Educational Trends in Latin America (SITEAL for its acronym in Spanish), based on the National Survey of Income-Expenditure. [ABSTRACT FROM AUTHOR]

This paper analyzes the effects of the relation between young people's education and employment in the labor market. We started by assuming that a difference exists between individuals who are working in the occupation for which they were educated, and individuals who were not educated for their work. The hypothesis is that a high degree of correspondence between education and occupation implies better performance and earnings. The methodology was based on empirical ex-post observation at a given moment in time. To measure the effects of the relation between education and employment and to observe young people's performance in the labor market, use was made of Gini indexes and a wage model. [ABSTRACT FROM AUTHOR]

El Estudio Internacional de Tendencias en Matemáticas y Ciencias de 2003 revela que el trabajo del estudiante merma más su rendimiento escolar en unos países que en otros. Es probable que las diferencias se deban a las circunstancias nacionales en cuanto a necesidades y posibilidades de trabajo. Los autores, basándose en una encuesta estadounidense de 2004, confirman que el trabajo influye en el rendimiento en matemáticas: trabajar hasta diez horas por semana tiene consecuencias positivas ligeras, mientras que hacerlo de veinte horas en adelante tiene un efecto negativo considerable. Después someten aprueba la posible endogeneidad de la decisión de trabajar. [ABSTRACT FROM AUTHOR]

This work studies the income of Tijuana and Mexicali industrial manufacturing workers as a function of education level and work experience through a human capital econometric model. Information from the National Survey of Urban Employment (ENEU) was used in a representative database with a sample of 184 observations for Tijuana between 1994 and 2001 (8 years and 23 industrial branches) and 112 observations for Mexicali between 1998 and 2001 (4 years and 28 industrial branches). Education was more important than work experience in determining the income of Tijuana and Mexicali industrial workers. This means that, in the local labor market, education level is a key factor in wage negotiation. [ABSTRACT FROM AUTHOR]

This paper examines the impact of educational level on income wages in Mexico, for the period 1987-2004. For this reason, we assess the historical evolution of educational returns using data from the National Survey of Urban Employment (ENEU). Also, we estimate three alternative models: first, taking years of study as a major explanatory variable; secondly, incorporating dummy variables for kinship and marital status; and, thirdly, considering educational levels. The results obtained show that the highest marginal returns correspond to individuals with higher educational levels. On the other hand, when getting the yields by gender, it seems that those of women surpass men's. Finally, a sharp decline in returns during periods of economic crisis can be observed. [ABSTRACT FROM AUTHOR]

This article shows the results of an investigation carried out in public university in Cali (Colombia), using about 30 different- careers-students' representations and actions on employability. It was based on a similar study performed in Brazil. A questionnaire was applied and the content analysis technique was used to interpret data. It was found that students' actions are closely connected to modality of employment. At the same time, they investigate about environment and organizational demands. The subjects emphasized the network establishment and work experience before being graduated as fundamental; the learning of a second language and aesthetic aspects such as the personal presentation remain in the background. They related the fact of being employable with capacities, abilities and knowledge allowing a person to accede to a job. Finally, there are differences among careers and network establishment, the execution of practices before graduation, and expanding the field of action by complementary studies, among others. [ABSTRACT FROM AUTHOR]

This article invites us to reflect on the meaning of labor as a human activity and its educational implications. It stems from the idea of work as a means of development and growth. Through work man puts in practice capacities and abilities developed mostly during professional formation. In the first placed a brief analysis is made of the difference between work and a job, since these concepts are usually used with the same meaning, and their importance and reach is very different. In second place a reflection is made on the educational value of work as a means of development and self fulfillment. This will give way to the analysis of the requirements and demands of professional exercise. Basically, the idea is to emphasize, from a pedagogical point of view, the importance of family and school as the most valuable educational agents in the development of the human person and how this contributes to a better professional training and work performance. [ABSTRACT FROM AUTHOR]

The labour and income gap among those who possess different education levels has been growing steadily. The new productive pattern promoted since the 80's seems reluctant to absorb a work force that is not highly qualified. The traditional fordist worker has been replaced by employees who must have more autonomy, responsibility, functional variety and a continuous labour qualification, implying an increasing education for work, as a result of their formal education, their non-formal training and the knowledge obtained during their working career. In situations of high unemployment and poverty, as it happens in Argentina, the characteristics described face a reality where workers expelled by the productive transformations need to acquire more qualifications and to find new employments; young people who look for their first job, can't find it; or, women in precarious labour condition and with lower salaries than their male partners, even with the same job, combine their own situations with their belonging to a layer of vulnerability or social exclusion. Therefore, those classes, coming from households that suffer from structural scarcities or low incomes, or both, feel unable to gain a suitable education and also endure the mechanisms of social selectivity with which the labour market operates. [ABSTRACT FROM AUTHOR]

The article focuses on training in education and in business, and finding a balance between the two in the factories of Tijuana, Mexico. The articulation between school and work is discussed, as is the idea of the role of educational institutions in career preparation training. It is said that educational institutions have an important, but limited role in the transmission of work-related knowledge. The growth of industry in Tijuana and its reliance on productivity is explored, as well as its effect on the educational offerings and the labor market.

The article focuses on Competency-Based Education (CBE). The principal characteristics of CBE are analyzed, and its controversial points are highlighted. The conceptualization of CBE is discussed, as well as two positions on the issue--educational competency and professional and work-related competencies. A chart illustrates the three levels of competency. The determination of educational content and teacher quality and effectiveness are considered the controversial areas in CBE. The flexible economy system is looked at, as well as how it affects the labor market.

The article offers an analysis of the experience of school as an expression of the interdependence between the individual and his or her social participation. The question about how individuals interpret collective cultural models about the value of school is explored. The relationship between the collective culture and the subjective, personal experience is examined using the concepts of cultural models and personal agency. Through the stories of ten "railway" families, the narrative constructions that express a change among generations in the role of family in education, and the role of education in relation to the labor market, are studied. The stories of children about their school experiences are analyzed, as well as their choices to leave school or continue with their studies.

For a long time, both psychology and the management sciences have ignored the intellectual dimension of work-related activities. On the one hand, psychology promoted a one-dimensional and static notion of intelligence that did not take into account the contextual and practical aspects of work—related human skills. On the other hand, management science championed a distinction between those units in charge of intellectual planning and those others related to practical implementation. By reviewing different conceptions and applications of the construct of practical intelligence to work-related activities, this article calls attention to both the intellectual dimension of working practices and the ways they can be studied by the psychological sciences. [ABSTRACT FROM AUTHOR]

This study focuses on the effects of the significance that people place on work in their lives, and of the importance of their career development. on internal and external causal attribution while facing obstacles perceived during the process of job searching. The sample was composed of 422 participants of a competencies assessment process. The results show that people locate work at a relative level, and that they are mainly concerned with activities related to exploring (choosing a professional career, elaborating projects, etc.). Sex, academic level and professional experience should be taken into consideration in order to understand the attributions made by people. However, the relationship that people establish with their work situation and their career has little effect on how they think they can control their insertion into the world of work. On the contrary, more focus placed on aspects related to vocational election and more psychological distance from the professional sphere contribute to the development of more intense perceptions related to difficulties susceptible of counteracting job search. [ABSTRACT FROM AUTHOR]

Se presenta una convocatoria para artículos que tratan de la educación y trabajo, para el número 25 (abril-junio de 2005) de la revista.

Se presenta información sobre los temas examinados en los números de la revista que fueron publicados en 2004 y 2005. Temas en 2004 fueron "Gestión de la educación superior" y "Evaluación de la educación". Temas en 2005 fueron "Educación y valores", "Educación y trabajo" y "Tecnologías de información y comunicación en las escuelas".

Se presenta una convocatoria para artículos que tratan de la educación y trabajo, para el número 25 (abril-junio de 2005) de la revista.

Se presenta información sobre los temas examinados en los números de la revista que fueron publicados en 2004 y 2005. Temas en 2004 fueron "Gestión de la educación básica", "Gestión de la educación superior" y "Evaluación de la educación". Temas en 2005 fueron "Educación y valores" y "Educación y trabajo".