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The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction.

Background: Layperson cardiopulmonary resuscitation (CPR) is an important skill with the potential to save millions of lives. However, CPR courses often require commercial, complicated, and expensive manikins. To increase access to CPR training worldwide at very low costs, Do-It-Yourself (DIY) devices may be a suitable tool for practising compressions. Objective: This scoping review is the first step in scoping and mapping the evidence on the effectiveness of DIY devices for laypersons learning adult CPR, along with defining gaps for future research. Method: This inquiry was structured by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search of 14 academic databases and popular media archives, with additional hand searches, identified academic reports and resources describing DIY compression device construction and/or implementation. Research studies were synthesized narratively, and the main characteristics of all resources were presented in a table. Results: Fifteen studies compared learning outcomes of CPR practice either pre-post DIY practice or between DIY and commercial manikins. Studies varied in the intervention (e.g., learning modality, time, manikin) and measurement, which precluded formal meta-analysis. Of the 55 different DIY devices described throughout all resources, 26 (47.3%) used plastic bottles for compression practice. Analysis of the resources revealed gaps in the current evidence base, such as a lack of clear assessment criteria, standardized procedures for comparisons, and sociocultural questions. Conclusion: This scoping review has identified a small number of studies which described different DIY devices for learning basic CPR skills to different extents. While there is a need for a more comprehensive search and full systematic review, the findings serve as a starting point for future investigations and support evidence-based choices regarding DIY manikins for teaching adult CPR.

Context: For many businesses, one of the key indicators in their management is the adaptation of Information Technology in their operations. In Kenya, there has been a phenomenal growth in access to mobile phones, by June 2023, over 66 million mobile phones were connected to various telecommunication operators of which 58.3% were smart phones constituting 67.1% of internet connections. There are many digital technologies which can be adapted to facilitate the processing, dissemination, and access of information. The modern world has become competitive due to the uptake of Information Technology as one of the main business management skill, with the availability of smart phones and many applications that are easily available and easy to use. One of the main beneficiaries of Information Communication Technologies (ICTs) is the Jua Kali artisans who are a key player in the Kenyan economy. Entrepreneurial competencies help the growth of businesses along the dimension of innovation. Kenya intends to entrench the use of Information Technology for public service delivery, business, skills, and innovation. The Jua Kali sector cannot be ignored, it contributes more than 80% of the total employment in Kenya. Approach: This research was carried out in the Eastlands of Nairobi, Kenya. Data were collected using a questionnaire, an interview and observation schedule. The study used an interview schedule to collect data from Jua Kali artisans carrying out their artisan businesses in the Eastlands of Nairobi and a questionnaire survey to collect data from a sample of identified Nairobi residents who had engaged an artisan to work for them six months prior to the research. Findings: The research established that most Jua Kali artisans acquired their skills in the Jua Kali sector by apprenticeship (86.3%) while a small percentage (12.7%) trained in Technical Vocational Education Training (TVET) institutions while a further one percent were trained by their former employers. Most of the artisans had attained the basic formal education qualifications i.e. primary education (27.9%) and secondary education (47.6%). The Chi-square (?²) test was used to test the relationship between use of the basic social media digital platforms in business management and the formal education attained by artisans owning artisan businesses. Conclusion: At 0.05 level of significance (a) the research established that there is a significant relationship between the adaptation of digital platforms in business management and the formal education attained by the artisans.

Recognising that many workers worldwide often face poverty and exploitation, the International Labour Organisation aims to promote decent and productive work opportunities for all. We conducted a scoping review to get an overall view of current academic literature on decent work and precarious work for samples of blue-collar workers. The studies included in this review, focused on empirical research conducted from 2006 onwards, that primarily investigated decent work or precarious work among semi-skilled and unskilled manual workers. The review team used a data-charting form and collected information from thirty-five articles. Most recent studies (2020-2023) were related to the experiences and livelihoods of non-traditional blue-collar workers namely platform drivers and informal waste pickers. Before 2020, the most commonly studied theme related to the experiences of migrant workers. The findings shed light on the experiences of these workers, particularly in South Africa and India and provide valuable insight into their work experiences for further discussion.

The author of this article examines data collected from focus-group discussions about the impact of a social justice education module on human trafficking and low-skilled labor migration in South and Southeast Asia. Employing cognitive developmental theory as an analytical framework, this article shows how the structural complexity of the issue caused cognitive dissonance and motivated further inquiry among students. Furthermore, the presence of diverse scholarly accounts enabled students to form their own judgment about how to respond. While students differed on what solution they judged most appropriate, most students thought that workers deserved fairer treatment. Some students even put their beliefs into action.

In Canada, various studies investigating literacy learning have contributed to our understanding of the lives of the adult student. Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations of the important life changes that have resulted from their participation in literacy education. This portrait highlights the significance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition, with an emphasis on the relevance of such outcomes for different types of literacy learners, in various settings, and along three diverse learning pathways. International implications are highlighted in the discussion.

This research aimed to describe and formulate the models of early childhood parenting in families whose mothers were factory workers. In this case study an explorative descriptive qualitative research method was used. The participants of the study, who were selected using random sampling and snowball methods, were composed of 1230 families having 0-4 years old children, and 123 children whose mothers were workers in wig and fake eyelashes factory in Padamara, Purbalingga District. The data were collected via interview, observation, and documentation techniques, and were analyzed through content analysis and comparative analysis techniques. The results showed that there were two types of early childhood parenting models, first, family-based parenting model, and second, parenting model by alternative caregivers. The family-based parenting model consisted of two subtypes of parenting models, namely (1) parenting by the nuclear family; in this model, the child was raised by the father; (2) parenting by extended family; in this model, there were two models of parenting being the model of parenting by the grandmother, and that by the relatives (aunt). As for the model of parenting by alternative caregivers, children were taken care of by babysitters who were living around the children's residence. Each parenting model represented different parenting styles. The model of parenting by the grandmother represented permissive parenting style; the model of parenting by babysitters represents semi permissive-semi authoritative parenting style; the model of parenting by the relatives (aunt) represented semi authoritative parenting style; the model of parenting by fathers represented authoritative with tendencies semi-authoritarian parenting style.

The objectives of this study were to literate the workshop workers through the literacy project "Workshop Workers' Literacy School", and find out the appropriate teaching strategy to literate the workshop workers via workshop workers' literacy school. All the illiterate WWs of Bahawalpur city were the target population. A sample of 60 illiterate WWs was selected through purposive sampling technique. It was a quasi-experimental research design. Two experimental groups I, II were formed and each group consist of 30 WWs. Group I was taught for five days a week with 40 minutes of session while group II was treated twice a week with 100 minutes of a session. Teacher-made test was used as pre-test and post-test instrument. One sample t-test was used to compare the mean score of post-test with its pre-test mean score (tested value). After analysis, the results reveal that post-test mean score of group one was higher than mean score of group two. So, it was concluded that group I perform better in literacy skills in comparison of group II. On the basis of results, the study suggests that government may implement the literacy project "WWLS" to overcome the issue of literacy rate and to accomplish their literacy commitment goals.

Criteria lists of academic skills are widely used to assess the work readiness of people who are looking to enter or re-enter the apprenticeship market. These instruments represent a particular hurdle in the path to vocational training for low-skilled would-be trainees. We investigate the validity of one such list used in Germany. As different workplaces have diverse requirements, we question whether the same criteria hold for various professions. The study surveyed 538 trainees enrolled in vocational training programmes in eight different professions. Participants were asked about the requirements of their professions with respect to the minimum standards (as specified in the German Catalogue of Criteria for Apprenticeship Readiness) for work readiness. The results showed that the trainees consider the requirements during training to be lower than the minimum standards specified in the German Catalogue of Criteria for Apprenticeship Readiness and that substantial heterogeneity in requirements exists both between and within professions. We argue that criteria lists, which are also used in other countries in similar ways, should be treated with caution, as they might not be able to predict would-be trainees' readiness to successfully complete an apprenticeship programme due to enormous variability in job requirements.

The purpose of this study was to investigate non-formal vocational training program in fostering self employment in small scale industries in Oromia Regional State. In the regional state, unskilled man power is one of the major problems at lower level despite the growth of small business. The small business usually requires people trained in short-term program. The short-term practice-based vocational training is given without taking feedbacks on the outcome and its contribution to the livelihood of people in the regional state. The study was conducted in five cities and five towns which have access to institutions offering practice-based vocational training. The study involved 1280 (640 males and 640 females) people organized in small scale enterprises. The data were collected using questionnaire with acceptable level of validity (CVR>0.55) and reliability (r>0.70). The descriptive survey data were analyzed in quantitative methods (frequency, percentage, reliability, t-test, and ANOVA). The result generally revealed that the program has created self-employment for thousands of unemployed adults seeking jobs although there is a difference in terms of gender, location, and fields of training. In conclusion, the non-formal training program in the region has to be given priority to reduce poverty, so as to enhance self-employment in vocational fields to support the government plan on agricultural lead industrialization program.

This article draws from narratives of 14 slum dwellers of Christian Colony, Islamabad, Pakistan, to explore their struggle through a web of barriers and enablers to participate in higher education. Using the qualitative approach, primary data was collected through in-depth interviews. The respondents were mostly from the families where males worked as sanitary workers or unskilled laborers while the females worked as sanitary workers or housemaids. The interview data was transcribed, labelled and thematically analyzed. As a result, various themes around the barriers and enablers to participation in higher education emerged. For the most recurrent themes that emerged from the data, a second round of interviews was conducted and four illustrative examples were chosen that richly provide contextual information about their respective themes. Thus, the study used narrative storytelling technique under Systems Theory Framework to depict the struggle of individual slum dwellers within multiple intrapersonal and social systems. The study concluded that lack of guidance and dearth of financial resources were the key barriers that the slum dwellers faced to participate in higher education. Also, the study concluded that the coping strategy for the key barriers could be affirmative interventions of career counselling and financial assistance to support egalitarian participation of the slum dwellers in higher education.

The student workforce plays a substantial part in several low-paying industries such as retail and hospitality, and this has grown over time. However, there has been little recent research. The usual assumption is that students compete successfully with the local labour force for low-skill, part-time jobs, but there is little evidence for this. Using results from twelve employer interviews located in two cities in the United Kingdom (Bristol and Cardiff), we reconsider employers' perspectives on taking on students. We find that, rather than seeing the labour market as an undistinguished mass of 'arms and legs', employers are well aware of the pros and cons of employing students, and use this information to build flexible workforces which complement the local non-student labour supply. This fits into the well documented model of the 'core' and 'periphery' workforces. We do find evidence of indirect competition, through changes in the way jobs are advertised and filled. We also note the growth in managers who have themselves worked as students may be changing the 'frame of reference' of those managers, further shifting the demand for student workers in the long term.

Language learning and the development of language proficiency are central concerns in the study of immigrant adaptation. This paper analyzes the social construction of language proficiency among Indigenous Guatemalan Maya youth in the United States--specifically, undocumented young adults who migrated to Los Angeles, California as unaccompanied minors and who grew up as low-wage workers. Our analysis shows that youth used "percentage talk"-- i.e., construing current proficiency as apercentage of idealized full proficiency-- as a discursive strategy to assess their language ability and level of social adaptación (adaptation) relative to native English and Spanish speakers, other Indigenous language speakers, and their past selves. Through percentage talk, youth wrestled with social stratification and inequality in the U.S. and Guatemala and imagined themselves as future members of Spanish- and English-oriented discourse communities. While outwardly individualistic, percentage talk also allowed youth to gauge their ability to support the language socialization and social incorporation of other L1 Maya speakers in diaspora. Youth's tricultural adaptation and contestation of an all-or-nothing ideology of proficiency shows their nuanced understanding of the role of language in immigrant socialization.

The High Impact Tourism Training (HITT) was a Technical and Vocational Education and Training (TVET) programme implemented by the Netherlands Development Organisation (SNV). It targeted informal workers from the tourism sector, notably women and youth, unskilled and semi-skilled workers in seven countries in Sub-Saharan Africa and Asia: among them, Nepal. Through innovative solutions, the programme aimed to provide vocational training in tourism related activities to workers from the informal sector, women and youths - who usually had limited access to formal education - in order to increase their employability and income. After drawing the contours of the TVET sector and listing the main challenges to education in Nepal, the article shows how the HITT initiative chose to address them. Based on quantitative and qualitative evidence, we show that the strategy of intervention rests principally on two pillars: the introduction of active learning methods, and close collaboration with the private sector at every stage of the process, from the analysis of the sector and needs, to the design of the training, to the implementation. The article further dwells on the potentialities, limits and replicability of the HITT programme in Nepal.

Social competences are crucial parts of vocational education and training (VET) competences. As part of a development project preparing unskilled young people for VET, an action research project was conducted with the aim of developing a schema for assessing and grading social competences. The development included defining the social competences as well as three levels for assessing these competences. The schema was developed in cooperation with the assessors, i.e., representatives from workplaces, municipal youth guidance centres, and VET colleges. There were two main findings. First, the definitions of the competences and the levels for assessing the competences are related to the context in which the competences should be developed. Second, even though the definitions should be related to the specific contexts, to be manageable they should not be too elaborate. The aim of the project being to develop a schema that practitioners in general can use for assessing young peoples' social competences in relation to work-based training, the study concludes that further research is needed to clarify whether the schema can be used without instruction or training.

The purpose of this research on working young adults who are without formal education is to explore how they experience work, their career adaptability and if they view their work as decent. Participants were 154 young working adults, aged 18-29, and unqualified. It was found that participants worked mainly in low-skilled jobs, but many aspired to become professionals or technicians. Participants were significantly lower on concern and control sub-scales of the Career Adapt-Ability Scale (CAAS), compared to peers. Results support a proposition in Psychology of Working Theory that individuals with lower levels of career adaptability are less likely to engage in decent work. Results indicate that self-determination is not met at work, whereas work fulfills financial and social needs.

Occupational prestige, the hierarchical perception of occupations, is a neglected issue in studies on vocational education and training, although the attractiveness of apprenticeship programs is strongly affected by their prestige. Based on a qualitative study, this article examines the identity strategies of apprentices whose training programs lack prestige. It understands not only identity but also prestige as dynamically and relationally constructed in everyday life and thus empirically contributes to contemporary theoretical debates about occupational prestige. It compares two occupations -- bricklaying, which requires lower/medium skills, and automation technology, which requires higher skills -- and shows that both are faced with a lack of prestige, although unequally, thus leading the apprentices to employ different strategies to valorize and engage with the training. These strategies draw on the meaning that the apprentices find in their work, the advanced skills the training requires, the variety of work tasks involved and the career possibilities the occupations provide. The results demonstrate that the apprentices are confronted with a vocational-academic divide that exists in many countries. This divide poses a threat to apprentices' identities, and their strategies aim to either maintain or reverse it. Although the prestige of apprenticeships is related to objective differences between both educational tracks and occupations, social actors can negotiate superiority and inferiority. Thus, the article also provides some practical recommendations for how apprentices confronted with a lack of social recognition can be encouraged to continue engaging with their training.

Accelerated aging trend has become a serious issue in meeting workforce demand in many developing and developed countries. Various workplace interventions have been sought to address this issue. The purpose of this study is to examine the extent that there is a typology of older workers whose skill proficiency and skill utilization are influenced by their perceived degree of readiness to learn and informal learning, and participation in non-formal learning in South Korea. Using the PIAAC data, this study conducted Latent Class Analysis to identify the types of older workers who achieved significantly different levels of basic skill proficiencies and skill utilization in organizational settings. From the data analysis, three types of older workers are identified: The Dormant Workers with Low Skills, The Educated Workers in the Public Sector, and The Educated Workers in Flexible Working Conditions. From the findings, practical and research implications are discussed.

This article investigates the role of 'voice', technology, innovation (of products, services, or processes) and labor shortages in the training participation of low skilled workers in German companies. By building on the key findings of previous research, hypotheses on drivers of training participation are derived from filter theory and the concept of social embeddedness. Regression and cluster analysis based on the German IAB Establishment Panel (wave 2011) show evidence that training participation is shaped by 'voice'-related institutional company characteristics such as employee representation or formalized HR practices. Both characteristics often cluster together. Regression analyses confirm that companies in this cluster train a higher share of their low-skilled workforce. The share is particularly high when companies in this cluster face labor shortages. Apart from that, advanced technology and recent innovations at the company level are not related to higher rates of training participation among low skilled workers.

This study examines the effects of changes in unemployment rates on job search duration based on education level and gender in Turkey. Using monthly data obtained from the Turkish Statistical Institute for the period January 2005 through February 2013, we investigated the relationship between job search behavior and unemployment among participants with different education levels and genders. Results show that, in general, unemployment rate negatively affected the university graduates' probability of finding a job, though male university graduates' probability of finding a job was affected positively from their unemployment rate. High school graduates were affected positively from an increase in the overall unemployment rate, and when females and males were examined separately, the unemployment rate of the each group showed positive effects. Considering that vocational high school graduates obtain the same degree as traditional high school graduates but are taught required skills for specific jobs, our findings differed for this group compared with traditional high school graduates showing similarities with the results for university graduates. For the illiterate group, unemployment rate was positively related to job-seeking behavior; therefore, unskilled workers found jobs easily during high unemployment periods.

With its origin in Greek where "diaspora" as a noun means "a dispersion" or as a verb means to "scatter about", the term is used in this paper to refer to the dispersion or scattering of Africans from their original African homeland and now live in countries other than their own. Indeed some Africans have dispersed from their own countries to other countries in Africa. For the purposes of this paper our analysis focuses on Africans who live outside Africa. This paper explores the African diaspora phenomenon starting from the commercial extraction of Africans as resources to serve as inputs into plantain development in North America and manual labourers in Europe, South America and the Caribbean, to the colonial exploitation of African peoples during the "Scramble for Africa", to political exiles and economic refugees that ensued, following political independence and instabilities, and to expert skilled migrations of Africans abroad, including digital diaspora. Grounded in the educational philosophy of human and social capital theory, the paper presents a cost benefit analysis of the gains and losses that Africans and African countries have experienced as a result of the African diaspora phenomenon. The analysis leads to the philosophical conclusion that whereas the initial dispersion of Africans to overseas countries represented a significant cost to the human and social capital of Africa, African diaspora in the 21st century have potential to improve the human and social capital not only for themselves and their former homeland, but also in the host countries.

In this paper we propose and discuss a framework for analysing adults' work competences while construing mathematics-containing "themes" in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorryloaders, and a nurses' aide at an orthopaedic department. In the analysis we adopt a multimodal approach where all forms of communicative resources (e.g., body, speech, tools, symbols) are taken into account. We also incorporate the institutional norms of workplace activities into the analysis. We coordinate a multimodal social-semiotic perspective with a learning design sequence model (Selander, 2008) which makes explicit the institutional framing. Adopting this framework enables us to understand learning as communication within a domain, with an emphasis on content matters, interpersonal aspects, and roles of communicative resources and artefacts. We describe a tentative theme (Measuring: precision through function and time), and illuminate how workplace specific resources for measuring provide efficiency and function.

This paper contributes to debates around social mobility and social capital by exploring the links between social class background, assistance from non-parental personal contacts for finding employment, and social class destination. The literature on social mobility, social capital and social networks is reviewed, drawing a conceptual distinction between social capital and social networks. Previous research has focussed on help from parents, yet much of the literature indicates that wider social networks are more important for labour market advancement. Using the 1970 British Cohort Study, with data collection at respondent ages 10 and 42, the relationship between help received from relatives or friends in getting jobs and social class is examined. The likelihood of receiving help varies according to class origin, yet the strongest predictor of social class destination is social class background, not social capital.

Research on the labour market experiences of highly skilled migrants has revealed the crippling employability challenges they face in the UK workplace resulting from the devaluation of their homeland qualifications and experiences. Studies on highly skilled migrants from Zimbabwe have revealed how migrants have to resort to semi-skilled and unskilled work for survival. Little is known, however, about the education and labour market experiences of migrants who come into the UK without degrees and subsequently acquire a UK degree. Drawing on Bourdieu's theory of cultural capital and habitus, this article explores the higher education and labour market experiences of this group, as revealed by in-depth interviews with 20 participants. Findings reveal that these participants' habitus is a complex dynamic interaction of diverse (pre)dispositions and strategies which result in them reporting better labour market success than Zimbabwe-degreed migrants. Arguably, their experiences suggest the emergence of a new UK-based habitus for Zimbabwean migrants.

Highlighting the fluid nature of habitus/capital, this paper critiques a 'rucksack approach' (Erel, 2010) in the Bourdieusian studies of Chinese migrants' cultural reproduction and social inclusion, which takes a determinism and fatalism standpoint and neglects the re-structuring of the migrant habitus and cultural capital over generations. Semi-structured interviews were conducted in Beijing and Shanghai with 62 teachers, rural migrants and local parents and students. This paper conceptualises an urban field of cultural reproduction, which is marked by the reproduction and validation of urban-specific cultural configurations, including knowledge, skill, language, aesthetic/taste, value and lifestyle. In this field, migrant children have experienced re-structuring of habitus and accumulation of new forms of cultural capital. This is illustrated by their manner of speaking, ways of behaving, self-presentation, and their appreciation of extra-curricular hobbies. A well-integrated relationship between migrant and local children can be identified, which contributes to the production of a generation of 'new urban citizens', yet in the meantime reproduces the migrant families' class status as low-skilled labourers.

International political discourse has implied that upskilling leads to higher productivity and growth. Combining aspects from skills theory and institutional theory, this article asks what role upskilling can play in making bad jobs better, drawing on previous research about the process of professionalising the cleaning occupation in Norway. In line with institutional theory on educational transfer, it interprets a change in educational skills -- the introduction of the trade certificate for cleaners -- as a way of legitimising an occupation with a dubious reputation, 'borrowing' legitimacy from the educational system. The trade certificate functioned as a component in the 'reverse signalling' of skills towards procurers of cleaning services and potential employees, which was intended to improve skill use and by that, job quality. I suggest this strategy was founded on a reliance on knowledge society narratives: that education and skills yield complexity, productivity and job quality. However, this change in 'formal structure' did little to change industry job quality, which was subjected to a strict tender-based regime where price generally outweighed skills. A general application of a collective wage agreement was necessary to improve job quality, demonstrating the limits of upskilling for changing work design, even in a collective bargaining system.

In this article we present the experiences of members of the Norwegian working class in the educational system and show that the findings contradict established theories in the sociology of education in a way that calls for a re-examination of the function of societal hierarchies in such studies. Secondly, we report how working-class individuals comprehend society's valuation of their work and whether these experiences affect their own judgments and evaluations of work. The findings reveal an enlightened working class when it comes to conventional occupational hierarchies, but also show that members of the working class classify status in their own, distinctive way. The egalitarian cultural configuration we observe deviates in certain ways from what is reported in comparable studies for Britain, the United States (USA), and France. We argue that the key to the understanding of such variability is knowledge about how education is penetrated by social hierarchies in different social formations.

Thailand, a developing country, had labours migrating from the agriculture into the industrial due to higher pay in the past. However the economic force has made the government policy to focus on creativity and developing technology towards automatic production. Unskilled Thai labours are facing a big challenge after retirement, which is called reverse migration. This is a rapidly increasing trend in the near future. The resolving of reverse migration problem can be done by developing unskilled Thai labour through the knowledge management concept. The workplace learning is in coordination with the sufficiency economy philosophy. The key development is for unskilled labours to attend the sufficient knowledge worker activities and become knowledge workers who have self-immunity is known as a "Sufficient knowledge worker." Due to the evaluation of sufficient knowledge worker as social science being complex, the researcher has to indicate that the assessment of sufficient knowledge worker can be achieved by validating the result of the two major dimensions. The research was conducted in an industrial zone in Lamphun, Thailand. Data collection was collected from 32 samples. The result of knowledge and learning dimension was made in transcript from an in-depth interview using Bloom's taxonomy. Upon completing the study, the results had been analysed by using the sufficient knowledge workers truth table that relies on the sensitivity truth table concept. The results of the sufficient knowledge workers truth table have sensitivity, specificity, positive predictive value, negative predictive value and a research methodology effectiveness of 92.86%, 0%, 0.96, 0.00 and 89.66% respectively. The outcome represents the improvement of sample group in both high level dimensions. Accordingly, they can manage their financial concern with saving and have their own reverse migration plan. Therefore, the idea enables the workers to have confident in their security in the working life.