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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]

Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals. [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]

Vocational education aims at preparing students for their future as professionals; thus, students are often required to undergo a form of on-the-job learning. Assessment of professional performance during on-the-job learning is not based on single observations, but on prolonged participation at the workplace culminating in judgement by a workplace educator. However, little is known about how educators reach a judgement. This paper, therefore, aims at exploring how educators inform their judgements about students' professional performance. We consider the workplace to be a participatory learning environment, which entails that judgement about professional performance should be made in relation to the community students participated in and that the educator from that community has a central role. Our study takes an explorative approach based on interviews and uses template analysis to generate insight. Findings revealed that educators use multiple strategies to gather and process information about students to inform their judgement. Findings also showed that assessment starts at the first meeting, when the educator forms a first impression of the student and judges whether or not the student is suitable for the job. Educators at the workplace also showed that they are aware of the context in which they form their judgement. [ABSTRACT FROM AUTHOR]

Higher education institutions are increasingly expected to demonstrate the relevance of the education provided and establish tighter links with the labour market. The introduction of learning outcomes represents one such development. The article examines the extent to which various intermediary organisations are involved in decisions about learning outcomes and the consequences of this regarding the role of learning outcomes and their potential in linking higher education to the world of work. Intermediary organisations are operationalised as professional associations and trade unions. The empirical material includes data from interviews of 14 intermediary organisations with different ties to higher education. The findings show that organisations have distinctly different approaches to their involvement in learning-outcome development as well as different views on the potentials of learning outcomes as a legitimate instrument to increase the relevance of higher education. Instead of creating new links between higher education and the world of work, the processes of introducing learning outcomes reinforce existing collaboration patterns. [ABSTRACT FROM AUTHOR]

Student-parents compose a significant proportion of the student population at community colleges across the United States and Canada. The conflicting demands they face as they navigate academic, financial, and family responsibilities are considerable. Drawing on interviews with student-parents and administrators at two community colleges, we focus on the extent to which student-parents were able to access campus-based resources that would facilitate their persistence. Our analytical approach illuminates the organizational obstacles that student-parents contended with in light of campus environments that operate in a care-blind manner and the role that institutional agents played in helping a small group of participants navigate these obstacles. [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]

Tutoring and mentoring programs may be a promisingintervention to help at‐risk children who may be in need of a positive influence in their lives. The purpose of the current study was to examine the contribution of tutoring to at‐risk adolescents' self‐efficacy and future career expectations. Ninety‐eight tutees and 147 college student tutors completed the Self‐Efficacy Questionnaire for Children, the Work and Education subscale of the Future Expectations Scale for Adolescents, and a background questionnaire twice: first at the beginning and then toward the end of 8 months of tutoring. Both tutees and tutors reported higher levels of tutees' social and emotional self‐efficacy as well as future expectations toward the end of the year. Tutors also reported higher levels of tutee academic self‐efficacy. Increased self‐efficacy was associated with increased levels of future expectations. Changes in academic and social self‐efficacy predicted changes in tutees' future career expectations. Implications for theory and research are discussed. [ABSTRACT FROM AUTHOR]

Background: Understanding emergency department and healthcare utilisation related to acute recreational drug toxicity (ARDT) generally relies on nationally collated data based on ICD-10 coding. Previous UK studies have shown this poorly captures the true ARDT burden. The aim of this study was to investigate whether this is also the case elsewhere in Europe. Methods: The Euro-DEN Plus database was interrogated for all presentations 1st July to 31st December 2015 to the EDs in (i) St Thomas' Hospital, London, UK; (ii) Universitätsspital Basel, Basel, Switzerland; and (iii) Zealand University Hospital, Roskilde, Denmark. Comparison of the drug(s) involved in the presentation with the ICD-10 codes applied to those presentations was undertaken to determine the proportion of cases where the primary/subsequent ICD-10 code(s) were ARDT related. Results: There were 619 presentations over the 6-month period. Two hundred thirteen (34.4%) of those presentations were coded; 89.7% had a primary/subsequent ARDT-related ICD-10 code. One hundred percent of presentations to Roskilde had a primary ARDT ICD-10 code compared to 9.6% and 18.9% in Basel and London respectively. Overall, only 8.5% of the coded presentations had codes that captured all of the drugs that were involved in that presentation. Conclusions: While the majority of primary and secondary codes applied related to ARDT, often they did not identify the actual drug(s) involved. This was due to both inconsistencies in the ICD‐10 codes applied and lack of ICD‐10 codes for the drugs/NPS. Further work and education is needed to improve consistency of use of current ICD‐10 and future potential ICD‐11 coding systems. [ABSTRACT FROM AUTHOR]

The article presents the changes in the mathematics curriculum. The place of Combinatorics in new curriculum is considered. An idea for geometric modeling application is proposed for solving combinatory problems. Three different types of models are suggested. The proposed idea is applicable for differentiation on training, for implementation on a project-based approach, and for working in the extracurricular education. [ABSTRACT FROM AUTHOR]

This conceptual paper seeks to show why and in what ways higher education should worry about the precarisation of professional work. Increasing number of higher education institutions recently strive to improve professional relevance of study programmes in relation to skill (mis)matches and the problem of unemployment. In this context the paper examines the key factors of the development of professional workers in higher education and explains the precarisation of professional work as an increasingly relevant social problem. Particular attention is paid to comparing the precarisation of young graduates of higher education with the elements of precarisation of academics. The paper concludes that the precarisation of graduates and the quality of academic employment are related phenomena. [ABSTRACT FROM AUTHOR]

To investigate working alliance and other factors in case managers' perceptions of client improvement, data were collected from 95 case manager-adult client pairs from community-based agencies. Per the multiple regression results, client improvement as perceived by case manager increased with level of working alliance as perceived by case manager, and with manager age and social work education at the bachelor's level and master's level. Such improvement decreased with level of client substance abuse as perceived by manager. No association was found between client improvement as perceived by case manager and four further tested factors: level of working alliance as perceived by client; homogeneous gender and ethnicity of client and case manager; case manager work experience; duration of client working with the current case manager. Implications for practice and education are discussed. [ABSTRACT FROM AUTHOR]

In high-income countries, not completing secondary school often entails a high risk of social exclusion. Using data on young adults born in 1985 who grew up in metropolitan Sweden, we study factors associated with not graduating from upper-secondary school at age 21. Our hypothesis is that if a young person sees examples of people who are not able to earn a living despite having a long education, such negative examples are influential. Results from estimated logistic models are consistent with the hypothesis. [ABSTRACT FROM PUBLISHER]

This paper engages with an extensive body of research by David Raffe to explore what it means to say that a qualifications framework ‘works’, in light of the limited evidence to support the claims made about this popular policy phenomenon. The framework regarded as the most successful, the Scottish Credit and Qualifications Framework, is of limited value in thinking about frameworks in general, as it is deeply embedded in institutions and a series of educational reforms in that country. Typologies of qualifications frameworks provide insights in theorizing and researching qualifications frameworks. An analysis of this literature suggests that attempts to theorize frameworks were useful for an initial range of studies, but have reached the limit of their usefulness. They run the risk of being concept-heavy, when there is almost no empirical data for researchers to analyse. The paper suggests, drawing again on Raffe’s work, that qualifications frameworks could be of interest in studying the changing relationships between knowledge, qualifications, and work in different countries, but only if attention is paid to context and the ways in which the apparent problems of the qualifications derive not from the qualifications themselves but are primarily the products of their context. [ABSTRACT FROM AUTHOR]

Background: The majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes & Successful Transitions for Autism (BOOST-A™) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A™ in enhancing self-determination. Methods: A quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A™ for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents. Results: There were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents. Conclusions: Results provide preliminary evidence that the BOOST-A™ can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A™ related to post-secondary education and employment. Trial registration #ACTRN12615000119594 [ABSTRACT FROM AUTHOR]

In this article, we investigate how the national imperative to increase opportunities for young women of color in science, technology, engineering, and mathematics (STEM) and to broaden their participation was taken up locally at two high schools in one school district. Using ethnographic and longitudinal data, we focus on four young women of color (two at each school) as they negotiated STEM-related identities in the discursive and practice contexts of their lives at school. Using Holland and Lave’s concept of history in person, we view the young women as fighting for particular versions of a future self while entangled in discursive and social relations that threatened to position them differently than they wished to be. We find that their fight for future selves was not—for them—with the national narrative about women of color in STEM but with local school narratives that negatively positioned students of color more broadly and remained silent on issues of gender, the intersection of gender and race, and the implications for STEM. High school success in STEM came as a hopeful but potentially fragile byproduct of struggles to differentiate themselves from people like them (other Blacks, Latinas, the poor). Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Occupational mismatch has been a hot topic in the economics literature in recent decades; however, no consensus has been reached on how to conceptualise and measure this phenomenon. We explore the unique opportunity offered by the PIAAC survey to measure occupational mismatch at the individual level based on both education- (overeducation) and skill-based (overskilling) variables by using both objective and subjective measures. For this purpose, we use data on 17 European countries and compute up to 20 different indicators of occupational mismatch. We find that the conceptualisation and measurement of occupational mismatch are indeed important and that education and skill mismatch do not measure the same phenomenon. In fact, only a small percentage of mismatched individuals are mismatched with respect to both education and skill, whereas the majority are mismatched with respect to either education or skill only. At the country level, we find a negative correlation between the incidence of education and skill mismatch, which has important implications for policies aiming to address this labour market inefficiency. [ABSTRACT FROM AUTHOR]

This study explores the impact of adolescent part-time work experience on problem behaviors in the South Korean context. To achieve this, propensity score matching ( PSM) analyses were employed based on data from the Korean Education Employment Panel ( KEEP). Results indicate that adolescents' part-time employment during their secondary school years had significantly undesirable effects on drinking and smoking, even after preexisting differences between the two groups (i.e., those adolescents who participated in part-time work and those who did not) were controlled by PSM. However, an insignificant difference was detected in the likelihood of running away from home. Implications of the results are discussed in terms of changes in the meanings of adolescence and of participating in part-time work in South Korea. [ABSTRACT FROM AUTHOR]

The autonomy of schools is often considered to be improving school performance. However, there is some evidence that there could be conditional factors for such a relationship. This article analyzes the effect of social capital on the relationship between school autonomy and its performance. The study is based upon a new public management approach and uses PISA test data across more than 1,500 schools and multi-level modelling to answer the question. The results suggest that performance of schools is dependent on the level of social capital in the country. Autonomy of schools in countries with more social capital has a positive effect on performance, while autonomy of schools in countries with less social capital brings a negative effect for school performance. The results invite policy-makers for a more customized approach to educational reforms. [ABSTRACT FROM AUTHOR]

Academic entitlement, a term that defines students' expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual's entry into the workforce. [ABSTRACT FROM AUTHOR]

Background: Sweden has a public and easily accessible sickness insurance. Research shows, however, downsides to taking sick leave. Both short and longer periods of sick leave have been seen to increase the risk for subsequent work absence. The aim of this study was to investigate whether there was an association between sick leave claimed in 1993 and work absence in the subsequent 15 years, i.e. up to 2008. A further aim was to explore differences in this relation with regard to gender, origin and educational level at baseline.Methods: Our cohort consisted of all immigrants aged 21-25 years in Sweden in 1993 and a control group of native Swedes in the same age group.Results: Subsequent work absence increased from 313 days among persons with no days of claimed sick leave in 1993 to 567 days among persons with 1-7 days of claimed sick leave in 1993. Thereafter there was a lower, but steady increase in days of future work absence, to 611 days among persons with 8-14 days of sick leave claimed in 1993. There was an interaction between sick leave and gender, education and origin respectively regarding later work absence.Conclusion: Periods of sick leave claimed were associated with subsequent work absence. Immigrants, women and persons with low education had the most risk of future work absence after a period of sick leave. [ABSTRACT FROM AUTHOR]

In the United States, policy makers refer to young people, between the ages of 16 and 24, who are disconnected from school or work as "opportunity youth."Although researchers have documented demographic characteristics of this population, few empirical studies examine features of context that explain how youth become disconnected from education and employment. In this chapter, I present the voices of young people as they examine the phenomenon of "disconnection" in their rural community. I draw on qualitative data to describe how features of policy, practice, and place make it difficult for youth to experience feelings of belonging, develop valued social networks, and establish identities as productive community members. The chapter includes recommendations for sustaining youth engagement and interrupting pathways to disconnection. [ABSTRACT FROM AUTHOR]

This article compares the nature of academia-business collaboration in the two most innovative Czech regions, where the respective regional decision-makers and universities' representatives differ sharply in their approaches towards the commercialization of academic knowledge. An analysis of the nature of collaboration between life-science researchers in two leading Czech universities and private companies has been performed to identify whether targeted support provided at the regional and university levels can make a real difference and can overcome hindrances from the national level. In particular, the article investigates the motivation and approaches of leaders of life-science research teams to cooperation with private companies, the perceived barriers impeding such cooperation, including the strength of demand for innovation in both analyzed regions. The research identified significant differences in the perception of barriers between life scientists in Prague and South Moravia, vindicating the positive role of the South Moravian innovation strategy. Thus, researchers in South Moravia no longer face barriers preventing the emergence of cooperation with the business sector, and instead they are concerned about obstacles that stand in the way of its more intensive development [ABSTRACT FROM AUTHOR]

This text aims to present contributions of labor as an educational principle for the organization of educational work at school. We understand that the organization of educational work should be considered from dialectical relations between the school - as a privileged space for education - and the capitalist mode of production. Accordingly, we list considerations about the relationship between labor and education, which makes sense only if placed within the Marxist critique, namely: 1. The social division of labor expressed in the organization of pedagogical work and the maintenance of the society of classes; 2. The socialist educational proposal with regard to the integration between labor and instruction. In conclusion, we note that Marx's work can be understood as a reaction to human immobility in face of the capitalist society and of the division of labor into intellectual and manual. In view of the overcoming of the society of classes and the consequent social division of labor, said author stands for the socialization of knowledge to all men so that the working class can possess knowledge as well. Education is seen as an important constitutive element for the revolutionary process that would be undertaken by workers. [ABSTRACT FROM AUTHOR]

The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means of a questionnaire. Invariant from time of measurement, confirmatory factor analysis yielded one factor with child-related competences and one factor with environment-related competences. Latent difference scores analyses yielded a significant increase in both competence factors towards the end of teacher education and a decrease in child-related competences when teachers started to work in a kindergarten after graduation. The decrease in perceived child-related competences could be predicted by the teachers’ ratings of the teacher education’s practice orientation. The level of teacher education (university vs. vocational school) had no effect. However, the decrease in child-related competences also occurred regarding teachers who did not start to work in a kindergarten, indicating that there is no evidence for a severe ‘practice shock’ after graduation. Results are discussed regarding professional development of early childhood teachers. [ABSTRACT FROM PUBLISHER]

Although optimal labour market allocation of school leavers benefits individuals, employers and societies, a substantial part of European school leavers do not find a job that matches their field or level of education. This paper explores the extent to which horizontal and vertical education-to-job matches of European school leavers from secondary education is associated with the level of stratification, standardization, and the level of vocational orientation and institutional linkages of education systems. We combine notions of signalling theory, human capital theory and job matching theory to formulate hypotheses about how education systems affect horizontal and vertical education-to-job matches. We use micro-data on 30,805 school leavers in 20 European countries from the 2009 Ad Hoc Module of the European Labour Force Survey and data on system characteristics. Using multi-level logistic regression, we show that the level of stratification of secondary education is associated with better vertical job matches. We also find that the positive relation between being vocationally trained and education-to-job matches is stronger in systems with stronger institutional linkages. The positive relation between being vocationally trained and vertical job matches is less strong in more vocational oriented systems. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to investigate the effects of training activity on labor productivity in a panel of Italian firms. Design/methodology/approach -- The use of a large panel data of individual firms allows the author to properly account for the possible endogeneity of training activity and avoid aggregation biases typical in industry-level data. Findings -- The paper finds that training has a positive and significant impact on productivity. While unobserved heterogeneity leads to overestimate the impact of training, failing to account for the endogeneity of training leads to underestimate its effects on productivity. Within occupational groups, training has large and significant effects for blue-collar workers, while the effects for executives and clerks are relatively small. Finally, using a measure of effective training intensity the paper finds that failing to account for training duration may lead to underestimate the effect of training on productivity. Originality/value -- Our data set is unique in terms of size and coverage and overcomes several limitations of previous research using firm-level data. Moreover, besides estimating the overall effect of training on productivity, the paper allows to address some more specific questions. Does the effect of training depend on the type of worker being trained? What is the relevance of effective participation to training activity? [ABSTRACT FROM AUTHOR]

Purpose -- There is plenty of individual-level evidence, based on the estimation of Mincerian equations, showing that better-educated individuals earn more. This is usually interpreted as a proof that education raises labour productivity. Some macroeconomists, analysing cross-country time series, also support the idea that the continuous expansion of education has contributed positively to growth. Surprisingly, most economists with an interest in human capital have neglected the level of the firm to study the education-productivity-wage nexus. And the few published works considering firm-level evidence are lacking a proper strategy to cope with the endogeneity problem inherent to the estimation production and wage functions. The purpose of this paper is to aim at providing estimates of the causal effect of education on productivity and wage labour costs. Design/methodology/approach -- This paper taps into a rich, firm-level, Belgian panel database that contains information on productivity, labour cost and the workforce's educational attainment to deliver estimates of the causal effect of education on productivity and wage/labour costs. Therefore, it exclusively resorts to within firm changes to deal with time-invariant heterogeneity bias. What is more, it addresses the risk of simultaneity bias (endogeneity of firms' education-mix choices in the short run) using the structural approach suggested by Ackerberg et al. (2006), alongside more traditional system-GMM methods (Blundell and Bond, 1998) where lagged values of labour inputs are used as instruments. Findings -- Results suggest that human capital, in particular larger shares of university-educated workers inside firms, translate into significantly higher firm-level labour productivity, and that labour costs are relatively well aligned on education-driven labour productivity differences. In other words, the authors find evidence that the Mincerian relationship between education and individual wages is driven by a strong positive link between education and firm-level productivity. Originality/value -- Surprisingly, most economists with an interest in human capital have neglected the level of the firm to study the education-productivity-pay nexus. Other characteristics of the workforce, like gender or age have been much more investigated at the level of the firm by industrial or labour economists (Hellerstein et al., 1999; Aubert and Crépon, 2003; Hellerstein and Neumark, 2007; Vandenberghe, 2011a, b, 2012; Rigo et al., 2012; Dostie, 2011; van Ours and Stoeldraijer, 2011). At present, the small literature based on firm-level evidence provides some suggestive evidence of the link between education, productivity and pay at the level of firms. Examples are Hægeland and Klette (1999); Haltiwanger et al. (1999). Other notable papers examining a similar question are Galindo-Rueda and Haskel (2005), Prskawetz et al. (2007) and Turcotte and Whewell Rennison (2004). But, despite offering plausible and intuitive results, many of the above studies essentially rely on cross-sectional evidence and most of them do not tackle the two crucial aspects of the endogeneity problem affecting the estimation of production and wage functions (Griliches and Mairesse, 1995): first, heterogeneity bias (unobserved timeinvariant determinants of firms' productivity that may be correlated to the workforce structure) and second, simultaneity bias (endogeneity in input choice, in the short-run, that includes the workforce mix of the firm). While the authors know that labour productivity is highly heterogeneous across firms (Syverson, 2011), only Haltiwanger et al. (1999) control for firm level-unobservables using firm-fixed effects. The problem of simultaneity has also generally been overlooked. Certain short-term productivity shocks affecting the choice of labour inputs, can be anticipated by the firms and influence their employment decision and thus the workforce mix. Yet these shocks and the resulting decisions by firms' manager are unobservable by the econometrician. Hægeland and Klette (1999) try to solve this problem by proxying productivity shocks with intermediate goods, but their methodology inspired by Levinsohn and Petrin (2003) suffers from serious identification issues due to collinearity between labour and intermediate goods (Ackerberg et al., 2006). [ABSTRACT FROM AUTHOR]

Learning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them and understandings of how to organize, promote and evaluate that learning. When advancing this account, it is necessary to avoid being constrained by the discourse of schooling and orthodoxies of schooled societies, which can distort considerations of learning through practice on its own terms. When reviewed, anthropological and historical literature on learning occupational practices outside of educational provisions offers fresh suggestions including that such an account likely comprise elements of practice curriculum and pedagogies and personal epistemologies, albeit set within particular complexes of cultural, societal and situational factors. A key distinction arising from such a review is the emphasis on individuals’ active processes of learning and how these are enacted in the circumstances of practice, rather than on teaching or instruction. Such a distinction runs deep in this literature and has consequences for conceptions of understandings and efforts to promote and improve learning through practice. [ABSTRACT FROM PUBLISHER]

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]

This paper presents the results of a research-action project conducted from 2009 to 2011 along with the Unemployed Workers' Movement (MTD, acronym in Portuguese), in five districts of Pelotas city, in the state of Rio Grande do Sul, Brazil. It aims to contribute to this organization so that it continues the educational process and the organization aiming at more effective solutions to the issue of unemployment. To achieve this goal, the theoretical framework of this paper involves authors who have debated the relationship between work and education, such as Marx, Fernandes, Frigotto, Antunes and Saviani. Its theoretical contribution comprises the following: (a) the categories of dependent capitalism and unequal and combined development; (b) the relationship between work and education. At the end of the analysis of the categories that emerged throughout this study, it is concluded that the Movement should strengthen an educational process via work and organization, taking into consideration the public sphere at its three levels, in order to change the space and site conditions: housing, sanitation and health, and ultimately the relationship between work and education. This line of action should be strong and permanent. The workers' organization in cooperatives, associations and production groups is essential for them to resist the widespread problem of unemployment in Brazil. [ABSTRACT FROM AUTHOR]

This article deals with the relation between education and work on the basis of an empirical inquiry performed among university students. The data were obtained through a questionnaire applied to undergraduate students of selected courses of a public university in Paraná State. The results present the characterization of these students in terms of employment from the moment they begin their studies until graduation, as well as the prospects in the areas of work and education. They also discuss the students' perceptions of the labor market and its relation with school education. The use of theoretical references in the area and the comparison of the empirical data with other similar studies and official statistics show that in spite of the social pressure for young people to pursue a university degree, this in itself does not guarantee their insertion in the labor market or better work and salary conditions. [ABSTRACT FROM AUTHOR]

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following 'tidy' pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live. [ABSTRACT FROM AUTHOR]

The article presents information on services for student servicemembers, veterans, and active-duty members of the military. The authors look at challenges facing higher education for adult students, such as a balance of school, life, and work, geographic mobility, and financial concerns. The article also discusses services and support that higher education institutions can provide for students in the military.

This article is aimed to show differences in quality of life regarding education and employment in a given area. The research hypothesis assumes the presence of the difference in quality of life across Poland and of interrelation between the quality of life and the living standards. The studies were conducted on a group of respondents selected intentionally from three provinces. The provinces were selected using a multidimensional analysis and the criterion for selection was the living standards of Polish residents. The studies were conducted as part of the individual Research Grant launched in 2011 under the title: "Living standards and quality of life among Polish residents" 1708/B/H03/2011/40 from the Ministry of Science and Higher Education. [ABSTRACT FROM AUTHOR]

The situation in the labor market of higher degree holders is, presently, a matter of public and academic debate. The growing difficulties that cover the transition from the education system to the economic one have contributed to increase the visibility of this matter. In this article, and using the degree holders of a Portuguese polytechnic educational institution as a base, we focus on a few aspects that show their transition to the labor market, as well as their assessment of the education conditions and the completed degree, their satisfaction in the current job and professional expectations. [ABSTRACT FROM AUTHOR]

This paper investigates the duration of over qualification in Canada, the time-varying probability of leaving overqualification, and the wage consequences associated with the transition. The paper also applies a survival analysis approach to examine the impact of key driving factors on the probability of transitioning from overqualification to a job match using a proportional hazard (Cox) model. The analysis shows that within a 5-year period, an overqualified worker has a 22 percent probability of transitioning to an occupation that matches the education level. The probability of transition also decreases quickly over time, thus lowering the chances of finding a job match after 12 months. Regression analyses also provide evidence that overqualified workers with short tenure are more likely to transition than workers with medium to long tenure. Finally, job-related training nearly doubles the chance of transitioning out of overqualification. [ABSTRACT FROM AUTHOR]

Industrial design is a discipline that combines multiple professional fields. Enterprise demands for industrial design competencies also change over time; thus, the curriculum of industrial design education should be compatible with the current demands of the industry. However, scientific approaches have not been previously employed to plan industrial design curriculums. Therefore, a gap exists between the expectations of enterprises and the professional competencies of numerous graduates in the industrial design discipline. To solve this problem, we first identified the professional competencies required of industrial design professionals in industry and academia, and then ranked these competencies based on their degree of importance using the analytic hierarchy process (AHP). Subsequently, we planned an industrial design curriculum that meets practical workplace needs by applying quality function deployment (QFD), and proposed items that require special attention for the industrial design curriculum. The results of this study are as follows (1) we obtained a ranking of various items of the professional competencies in industrial design based on their degree of importance to determine which professional competencies should be specifically cultivated; (2) we planned an industrial design curriculum that addresses the needs of enterprises according to industrial design ability index (IDAI); and (3) we recommend the courses and subjects that should be emphasized and enhanced in the existing industrial design curriculum. [ABSTRACT FROM AUTHOR]

Graduation day often includes an oration by a Vice-Chancellor or President reminding the newest cohort of alumni to ‘keep in touch’ with their alma mater.Often, graduates dismiss this invitation instead of embracing this lifelong opportunity. As the only constant – and constantly growing – stakeholder group of higher education institutions (HEIs), this research analyses the wide range of interactive opportunities offered to alumni over their lifetime. This research probes the common ‘student as customer’ rhetoric through the lens of a supposition of interactive participation in public systems: in this case graduates and their universities. These interactive opportunities are organised using an alumni relationship building cycle, allowing the alumni–university connection to evolve under the themesaffiliation,affinity,engagementandsupport.A case study of an Irish university demonstrates some concrete examples of the interactions, and thus opportunities, available to alumni. [ABSTRACT FROM AUTHOR]

Highlights: [•] We decompose ethnic schooling and employment gaps in endowment and pure ethnic parts. [•] We take schooling delay into account and identify when pure ethnic gaps arise. [•] The pure ethnic gap in schooling outcomes if delays are neglected is small. [•] The pure ethnic gap in schooling outcomes if delays are taken into account is substantial. [•] The pure ethnic gap in the school-to-work transition is substantial. [ABSTRACT FROM AUTHOR]