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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Poverty, inequality and unemployment interfere with adequate education and training in South Africa. Young people need to be empowered and enabled to navigate their way through education into the world of work to earn a sustainable livelihood. Objectives: The aim of this article is to capture life-experience and perspectives of adolescent girls who participated in a multifaceted group intervention to develop both fundamental hope and social emotional learning (SEL) skills, as they make decisions regarding their future education and training. A purposive sample of adolescent girls (n = 116) who were making decisions regarding their future education and training participated in a multifaceted group intervention. Methods: A qualitative case study approach was used. Data were collected by an open-ended questionnaire. Raw data were coded and emerging themes were identified using an iterative recursive approach. Results: The emerging themes are illustrated using direct quotes from participating girls, against a background of theoretical context. The findings highlight: the importance of interpersonal and intrapersonal skills; listening to narratives from people who have conquered adversities; and, the suitability of a culturally and contextually relevant group-based multifaceted intervention. Conclusion: In the global south, youth need to be enabled and empowered, with SEL skills using the constructs of hope as a foundation. Furthermore, youth need to be exposed to work opportunities available to them in context. Contribution: This study makes a valuable contribution to social-constructivist indigenous knowledge by giving voice to life-experiences and perspectives of adolescent girls who participated in a multifaceted group intervention.

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digitalization is engendering profound societal transformation that is significantly restructuring our working lives. For society, and the world of work in particular, digitalization presents a major challenge, as the digital transformation of work does not simply relate to technological innovation; rather, it involves a complex sociotechnical process that is socially prepared, technically enabled, and discursively negotiated, and that ultimately must be individually mastered. As a result, the ongoing digitalization of “working worlds” is characterized by multiple dimensions and processes that evolve and proceed unevenly. These processes interact in complex ways, not uncommonly contradicting each other. Against this background, this thematic issue explores some of the implications and dynamics of the digital transformation of work concerning social inclusion.

The promises of upward mobility and social transformation are intertwined with the story of higher education in South Africa. In the years leading up to and in sync with the democratic moment of 1994, multiple selection programmes and academic development projects engaged with questions of potential (e.g., Yeld 2007; Miller 1992) particularly in relation to the inequalities of apartheid schooling and implications for higher education. While access and success have been widened in the decades since, and participation rates are more demographically representative, #FMF and #RMF challenged the myth of meritocracy. In a disillusioning political present, higher education resembles a giant pyramid scheme in which the investment of many delivers results for only a “lucky” few, particularly the higher up the ladder one ascends (Bradbury 2022). This prioritisation of the privileged continues despite official labour surveys demonstrating that each step along the higher education degree path increases individual employment prospects and contributes to socioeconomic productivity. The focus of this article is on funding for postgraduate students who represent the intellectual future both within the academy and beyond, developing high level skills for the knowledge economy to solve the “wicked problems” of the 21st century. Inherited funding models reward individual excellence, treating students as isolated individuals, falsely assuming supportive middle class family networks and conceiving of study years as a temporal sequestration from communal responsibilities and projected future working life. In reality, the borders between home and campus, between studies and work, between (extended) childhood and adulthood, are far more porous. These funding models are unsustainable, irrational and unethical, and premised on “cruel optimism” (Berlant 2011) rather than the promise of radical forms of hope. The article presents some pragmatic possibilities for reimagining funding for postgraduate studies in South Africa in the present. It is however imperative that these responses attend to both the past and the future to create conditions of “freedom in security” (Manganyi 1973) in which individual and collective potential can be actualised for a more equal future. [ABSTRACT FROM AUTHOR]

This paper analyzes the Argentinian technical school, from one of its training devices for work: the professionalizing practices and their reconfiguration during pandemic. Its aim is to understand the meanings of the world of work that these practices promote from the analysis of interviews made to jurisdictional directors from two provinces of the Argentine Republic, and from school regulations produced during pandemic. A predominance of simulation and project design as didactic proposals is evident, the theory-practice relationship is discussed, and diverse worlds of work are enabled in relation to the articulations of the actors' interactions being promoted. [ABSTRACT FROM AUTHOR]

This study aims to determine the world's perception of Diploma 3 graduates regarding work skills. The research used a questionnaire survey method on Diploma 3 graduates who had worked for 2-5 years. Measurement of work aspects includes individual qualities, basic skills, interpersonal skills, thinking skills, resource management, systems and technology, and information skills. The instrument's validity in each aspect ranges from 0.416 to 0.683, with a reliability of 0.882. The research technique used simple random sampling with 109 respondents in this study. The results of the study stated that the self-perception of graduates are (1) an individual quality score of 85.5 with a very high interpretation; (2) basic skills get a score of 81.8 with a high interpretation; (3) an interpersonal score of 84.8 with a very high interpretation; (4) thinking skills get a score of 83.1 with a very high interpretation; (5) resource management obtained a score of 88.6 with a very high interpretation; (6) systems and technology got a score of 92.4 with a very high interpretation, and (7) information skills got a score of 85.1 with a very high interpretation. Thus, the average worldwide employment of Diploma 3 graduates is 85.9, with a high interpretation. This finding implies that the higher graduates' employability skills, the higher their self-perception at work.

Abstract. Qualitative research on work most often focus on the scale of an occupation or a company. This paper proposes a change of scale, by retaining the conceptual category of "(a) world of work", i.e. a group of professions interacting in a specific territory. It develops the case of the world of port labour, based on two ethnography-inspired field surveys carried out in the port cities of Felixstowe and Le Havre. Straightaway, the step of the access to fieldwork helps identify empirically some common features of the world of port labour: a closed field context, partly invisible when seen from the port city. To what extent can qualitative research make workers and port work more visible? The first part of the paper returns to the delimitation of the world of port labour, in a constructivist approach based on the back-and-forth between the two port cities. Far from being limited to the dockworkers and their union, this world corresponds to an unequal system of central and peripheral occupations within the port city. Based on the difficulties faced by the author to access to the field, the second part seeks to objectify the 'closed field context', both spatially and socially. The closed field context strongly constrains ethnographic opportunities: the third part raises the question of tactical adaptations to see and collect narratives about port labour: survey by interviews, collection of first-hand documents, and observation.

Merdeka Belajar Kampus Merdeka (MBKM) aims to prepare Indonesia's future generation of students by encouraging a learning process that facilitates the acquisition of knowledge, skills and attitudes needed for the world of work. This research examined the learning experience of Indonesian students who participated in a recent 'internship program'. It examines their developing perspectives as they sought meaningful experiences that could provide them with the confidence to enter the environment of professional work. The study used a qualitative data collection and analysis method which involved a survey of 107 University of Malang students and involved conducting individual and focus group discussions in order to ascertain the student's individual perspectives on learning. Our research seeks to identify improvements that could be made to the program in order to enhance the learning experience for the students, university management, industry partners and Indonesian educational policy makers. [ABSTRACT FROM AUTHOR]

This study explored the school-to-work transition experiences of new candidate attorneys within South African law firms. The participants included a purposive voluntary sample of 13 candidate attorneys (female = 76.9%, black = 69.2%, mean age = 24.7 years). They completed semi-structured in-depth interviews on the barriers and facilitators of their transition experiences in the working world as new employees leaving university. Thematic analysis of the data identified the following school-to-work transition barriers: (i) adapting to the world of work; (ii) misaligned, high and unrealistic expectations; (iii) organisational culture; and (iv) candidate attorneys' experience. The candidate attorneys identified (v) positive organisational socialisation, and (vi) coping strategies as school-to-work facilitators. The findings indicate a need for work induction support programmes and workplace culture changes to mitigate the barriers candidate attorneys experience when entering the world of work. [ABSTRACT FROM AUTHOR]

The entry of Generation Z into the work cycle sets many new questions for managers especially in light of various generational characteristics, post-COVID-19 effect adds the challenge of labor turnover and difficulties retaining staff. In the past management and leadership were a key factor affecting employees, and this will continue, but what are Generation Z employees looking for? This article presents qualitative research conducted in Israel with high-tech company managers dealing with a generation of employees who are less committed to organizations and more to themselves leading to new values in the world of work. The research aims to map management and leadership skills and styles expected to influence employees and connect them to a manager and organization. The research revealed that managers identified six core skills required to create leadership for Generation Z: authenticity, training ability, flexibility and change, emotional intelligence, interpersonal communication, and ability to provide ongoing feedback. These research findings provide a thinking infrastructure about the world of leadership in generational change and an understanding that the intergenerational gap leads to changing management and leadership style.

Career counseling is directly related to problems regarding the future of vocational school students in determining and choosing jobs based on all career attitudes they have. Career counseling is presented to provide services in shaping the career patterns of vocational school students toward the world of work. This article aims to conduct a literature review on the implementation of career counseling in vocational schools and universities in several countries for preparation for the world of work. In the process of collecting data, seven journals were found that support this research. The results of the study found that the implementation of career counseling in vocational schools has different ways. Career counseling is something that supports job readiness in addition to the self-concept that students already have. The results of this study can also be used as recommendations for career counseling officers to improve services and optimize the career counseling service system. [ABSTRACT FROM AUTHOR]

Copyright of Transfer: European Review of Labour & Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article seeks a deeper understanding of the concept of authentic assessment which ensures it does not become another educational buzzword, slowly diminishing in real meaning. I consider the origins of the term in the US schooling sector, and how it has developed over time, and in different countries, to today focus in higher education largely on real world tasks. There is, however, I argue, a common conflation of real world with the world of work. Little of this literature actually engages with the rich philosophical debates on authenticity, and in this article, I suggest that this deeper understanding of authenticity can enable us to build on existing work on authentic assessment to develop a more holistic and richer concept that will be more beneficial to individual students and to the larger society of which they are part. I argue that we should move from thinking in terms of either the so-called real world, or the world of work, to focus our justification for authentic assessment on its social value (which encompasses but is not limited to its economic value). To achieve this aim, I suggest we move from simply focusing on the authentic task to considering why that task matters? This then enables a shift from the student in isolation to the student as a member of society. Senses of achievement can become richer, thus enhancing the students' sense of self, self-worth, and well-being. [ABSTRACT FROM AUTHOR]

The changing world of work absorbing Generation Z has to cope with the concept of employee commitment in a new way. Rapid staff turnover many organizations experience establishes a need for alternative leadership and management thinking, understanding that the era in which employees seek stability and long-term roles is over. This article presents the association between Generation Z characteristics, intergenerational management and leadership and Generation Z employee commitment. The article presents the view that this commitment is not necessarily measured in terms of time employees remain in organizations but, rather, to outcomes and connection to the success and progress of their roles. The article presents an approach for strengthening Generation Z employees' commitment through an understanding of their characteristics and expectations from organizations, improving management and leadership skills among managers from generations X and Y, adapting employee induction processes to Generation Z characteristics and the work environment to new employee needs. [ABSTRACT FROM AUTHOR]

Copyright of Estudos Ibero-Americanos is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the relevance of secondary school pedagogical responses to the skills demand of the world of work. Employers of secondary school graduates, secondary school principals, teachers and students in Oromia, Ethiopia, were the target population of the study. Results revealed that school leaders and teachers perceived preparation for national examination and higher education as the major intent of secondary education. They had no adequate understanding of the role of secondary education in preparing students for the world of work. The study identified that communication skills, teamwork, time management, independent work, ability and readiness to learn, and selfmanagement are the competencies employers require from employees who graduated from secondary school. However, a teacher-centered instructional approach that has an insignificant contribution to acquiring the required work skills was the dominant pedagogical strategy employed in the schools. Thus, it is concluded that the space provided to prepare students for work in secondary school instruction was not relevant enough to equip students with the competencies required in the world of work. [ABSTRACT FROM AUTHOR]

Purpose – As the 4th industrial revolution (4IR) unfolds, there is an increasing awareness that its implications for workforce transformation and shifts in workforce demand will profoundly impact the future of work. Specifically, the paper seeks to answer the following research questions: i) how does Students’ Industrial Work Experience Scheme (SIWES) equip young people for the real world of work, especially in the era of the third industrial revolution?; ii) does SIWES support the exposure of young people to the world of digitalization?; and iii) what are the effects of the SIWES exposure on the employability of young people? This paper aims to evaluate the University Internship system and preparation of young people for the world of work in the 4th industrial revolution. Design/methodology/approach – This paper used a mixed method to unravel the objectives of this study, that is, quantitative and qualitative methods. For the former, structured questionnaires were used to elicit a response from 249 young people drawn from tertiary institutions across Lagos State, Nigeria. The latter used an in-depth interview method conducted among 45 respondents (25 employers of labor and 20 lecturers). Findings – The findings reveal that: SIWES contributes meaningfully to the advancement of knowledge and capacity building among young people; SIWES exposes young people to the world of digitalization, depending on the organization where the internship takes place; and SIWES pays little attention to financial rewards and more attention to the acquisition of skills that are relevant to the world of work. The practical and policy implications of the findings are critically discussed. Originality/value – This paper critically evaluates the SIWES policy amidst the growing threats of widening skills gap, greater inequality and broader polarization.

The entry of Generation Z into the work cycle sets many new questions for managers especially in light of various generational characteristics, post-COVID-19 effect adds the challenge of labor turnover and difficulties retaining staff. In the past management and leadership were a key factor affecting employees, and this will continue, but what are Generation Z employees looking for? This article presents qualitative research conducted in Israel with high-tech company managers dealing with a generation of employees who are less committed to organizations and more to themselves leading to new values in the world of work. The research aims to map management and leadership skills and styles expected to influence employees and connect them to a manager and organization. The research revealed that managers identified six core skills required to create leadership for Generation Z: authenticity, training ability, flexibility and change, emotional intelligence, interpersonal communication, and ability to provide ongoing feedback. These research findings provide a thinking infrastructure about the world of leadership in generational change and an understanding that the intergenerational gap leads to changing management and leadership style. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Requirements from the global labor market have substantially changed in recent years. Graduate and post-graduate students with excellent subject knowledge, deep understanding of modern working methods, technical and higher-order thinking, engineering intuition and problem-solving skills are in great demand. They should also have professional skills such as well-developed abilities in communication and teamwork, usually in an international work environment. This review discusses the advantages of multidisciplinary study environment, educational strategies such as student-oriented teaching, project-based learning with its applicability to a "real-world" setting, active learning techniques, development of entrepreneurial skills, lessons learned and best practices from the international Master Program in Spacecraft Design and the Joint Master Program in Space Science and Technology – SpaceMaster at Luleå University of Technology in northern Sweden. The importance of complementarity between formal, informal and non-formal learning methods for science and engineering students has been specifically highlighted. Connections to the world of work, through active industry involvement in the education in a systematic way, e.g. External Advisory Board, shared services and facilities, joint projects and supervision of Master and PhD students, is recognised as a key success factor for professional training. A structural combination of modern pedagogical tools, strategic partnership with industry, business entities, academic partners and up-to-date multidisciplinary labs creates the conceptual framework for a Competence Ecosystem for fostering a new generation of space scientists and engineers. • New professional skills for the modern space sector. • Successful educational strategies and best practices from the international Master programs in space science and technology. • Competence ecosystem as an effective tool for fostering of new competences and addressing the New Space agenda. [ABSTRACT FROM AUTHOR]

Purpose -- As the 4th industrial revolution (4IR) unfolds, there is an increasing awareness that its implications for workforce transformation and shifts in workforce demand will profoundly impact the future of work. Specifically, the paper seeks to answer the following research questions: i) how does Students' Industrial Work Experience Scheme (SIWES) equip young people for the real world of work, especially in the era of the third industrial revolution?; ii) does SIWES support the exposure of young people to the world of digitalization?; and iii) what are the effects of the SIWES exposure on the employability of young people? This paper aims to evaluate the University Internship system and preparation of young people for the world of work in the 4th industrial revolution. Design/methodology/approach -- This paper used a mixed method to unravel the objectives of this study, that is, quantitative and qualitative methods. For the former, structured questionnaires were used to elicit a response from 249 young people drawn from tertiary institutions across Lagos State, Nigeria. The latter used an in-depth interview method conducted among 45 respondents (25 employers of labor and 20 lecturers). Findings -- The findings reveal that: SIWES contributes meaningfully to the advancement of knowledge and capacity building among young people; SIWES exposes young people to the world of digitalization, depending on the organization where the internship takes place; and SIWES pays little attention to financial rewards and more attention to the acquisition of skills that are relevant to the world of work. The practical and policy implications of the findings are critically discussed. [ABSTRACT FROM AUTHOR]

Abstract Despite the concerns about wages and the increase in the quality of life of the working class having acquired a historical centrality in the struggle repertoires designed at national level, the ambition of internationalist solidarity and the emancipation of the forms of collective organization of workers has always been an end in yourself. In the light of current times, it is an ambition that can be witnessed in the way that the trends of globalization and contemporary neoliberalism demand adequate and organized responses, sharing experiences, contributions to new forms of global governance, more just and dignified. And also new learning outcomes for the classic protagonists of the world of work. By gathering contributions from international experts on the world of work, from different national contexts and disciplinary affiliations, this dossier fulfills this purpose of critical debate, supported by concrete experiences. Here the reader can find contributions on regional solidarity and union networks, political regulation processes, global economic planning, climate transition, forms of transnational labor organization, informal work, North and South relations, work in the platform economy or digital communication processes.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The onslaught of COVID-19 has been catastrophic for India's world of work. While it was a bolt out of the blue, its impacts on employment need to be located in the context of a long-term and ongoing structural crisis of (un) employment and systemic vulnerabilities (and subsequent burgeoning of 'labour reserves') that have tended to worsen during the neo-liberal regime. Using the various EUS and subsequent PLFS rounds for roughly the last two decades, the paper seeks to highlight selected aspects of the vulnerabilities and inequities that have plagued India's world of work. These include participation rates, vulnerable employment, composition of workforce and access to certain aspects of decent work such as social security, paid leaves, and written contract. An important issue that the paper investigates is 'income-vulnerability' of the employed at the present juncture. Further, inequities across gender and social groups have also been assessed as regards these variables using the most recent data. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of marketing communication tools adopted by graduates of the Durban University of Technology. A quantitative approach was utilised, and data were collected through a structured self-developed questionnaire. The population for this study was graduates of the Durban University of Technology. A sample of four hundred and fifty questionnaires was administered to graduates from all faculties at the Durban campuses. The findings revealed that the communication media adopted by the respondents were generally appropriate and effective. The results indicated that traditional communication tools (newspapers and career magazines) and non-traditional communication tools (amongst others, social media, the internet websites, electronic databases and email systems) were adopted by graduates. The university allocates a 4life email address to all registered students. The 4life email address is maintained after completion of studies thus facilitating email communication between the graduates and cooperative education. Furthermore, respondents suggested that email communication fosters a strategic world of work engagements and partnerships with the University of Technology in recruiting high-calibre graduates. Therefore, the study concludes with the notion that a blend of traditional and electronic marketing communication is required. It is important to note traditional postal addresses have been replaced with email. [ABSTRACT FROM AUTHOR]

In spite of the difficulty of engaging in social criticism through the category of social suffering, the present article aims at undertaking an investigation on the possibility of resuming such criticism from political references linked to suffering. One of the current ways to understand the causes and consequences of individual suffering which becomes social because it is caused by the political, social and economic organisation, is to analyse the category of the precariat. The world of work has much to tell us about the contemporary societies in which we live. The analysis of the changes which have occurred over the last few years in the world of work and which were caused by the logic of late capitalism, can show us the material causes of a type of suffering which is no longer subjective or psychological and becomes a social issue. Through the elaboration of social suffering in the world of precarious work, it is possible to understand the mechanism in which society works and to point out the woes which that type of suffered life entails for the individuals and for society as a whole. [ABSTRACT FROM AUTHOR]

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Even though they have paid the price for the wrongdoing, ex-convicts still receive labels that result in them being considered criminals by society. Not only labeling within the scope of society but also in the scope of the world of work, especially companies. This study aims to analyze the effect of labeling on ex-convicts within the scope of the world of work at companies in South Sulawesi. This type of research is empirical juridical research. Sources of data in this study are direct interviews as primary data sources and through literature study as secondary data sources. The analysis used is qualitative data analysis. The results of research on the effect of labeling on ex-convicts in the scope of the world of work at companies in South Sulawesi, show that labeling ex-convicts makes it difficult for ex-convicts to be accepted in social life and within the scope of the world of work, the fact is that until now there is no company in South Sulawesi Province. Those who are willing to accept ex-convicts as workers and the absolute requirements of SKCK in job admission also reinforce the labeling of ex-convicts so that ex-convicts are not confident to compete in the world of work to get decent work and feel discriminated against because they are not given opportunities in the world of work. In addition, the existence of labeling has also had an impact on the formation of recidivists or non-criminal repetitions because the offender who is labeled negative will eventually think that it is useless to do something good, if the community will continue to label him as a criminal and as if it does not give him the opportunity to be even better, then that label has the potential to be realized by the perpetrator, especially if the ex-convict finds it difficult to get a decent job, so in order to meet economic demands in order to survive, the crime will be repeated.

In an era of rapid changes alongside a global pandemic (COVID-19) that changed rules in the world of work, a new generation of employees, Generation Z (born 1995-2010) has been absorbed, joining three older generations, baby boomers, Generation X and Generation y. Qualitative research with high-tech company managers in Israel examined management issues constituting intergenerational gaps and affecting the new world of work. It was found that although Generation Z workers are characterized by high both technological and independent learning personal abilities giving them an advantage in relation to previous generations, there is a sharp decline in its commitment levels to an organization and managers and its ability to persevere with long-term tasks. The new generation of workers expects a greater home/work balance and indulgent workplace enabling enjoyment and a social life within work hours. Research findings provide an infrastructure for different management and leadership thinking in light of the Generation Z challenge and the gap between the different generations. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyze the relationships and working conditions of health professionals working at the HRCR hospital, especially in 2020, during the context of the pandemic caused by Covid-19. Methodologically, we carried out a quantitative-qualitative research, resorting to literature review, documental and empirical research, from the application of 123 electronic questionnaires. Among the conclusions reached, we found that the precariousness of work, in its multiple expressions, has had a strong impact on HRCR workers, considering elements such as the fragility of employment contracts (with 46.63% of workers submitted to precarious contracts), the intensification of activities (recorded by 94.3% workers) and the repercussions in mental health, which is expressive, in the study, the fact that 75.2% workers register the feeling of anxiety. [ABSTRACT FROM AUTHOR]

Copyright of Recorde: Revista de História do Esporte is the property of Recorde: Revista de Historia do Esporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Oficina do Historiador is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economia da UEG is the property of Universidade Estadual de Goias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to reveal: (1) the competencies profile of autotronic engineering at vocational high school; (2) the competencies profile of autotronic engineering required by the world of work; and (3) the description of relevance between the competencies profile of autotronic engineering at vocational high school and the competencies profile of autotronic engineering required by the world of work. This research was quantitative research with survey method. This research used descriptive analysis as a data analysis method. The results of this research are as follows. (1) There are 13 competency items in Support of Autotronic System cluster taught at vocational high school and required by the world of work, with a percentage of 81% out of 85% (irrelevant). (2) There are 34 competency items in Engine Management System cluster taught at vocational high school and required by the world of work, with a percentage of 70% out of 67% (relevant). (3) There are 44 competency items in the Chassis Management System cluster taught at vocational high school and required by the world of work, with a percentage of 70% out of 60% (relevant). (4) There are 37 competency items in the Comfort, Safety, and Information Technology cluster taught at vocational high school and required by the world of work, with a percentage of 52% out of 63% (irrelevant). (5) There are four competency items in the Vehicle Control System Cluster taught at vocational high school and required by the world of work, with a percentage of 27% out 59% (irrelevant).

This research aim to evaluate the competitiveness of Special High School (SMALB) graduates to enter the world of work and further study to higher education. SMALB curriculum consist of 70% vocational and 26 lesson hours and every student is given flexibility to choose two vocations. For SMALB graduates who are not ready to achieve industrial readiness, labor readiness, cultural access, job creation, it will be challenging. Tracer study used as evaluation technique for readiness of SLMAB to further study and enter the world of work. Researchers traced alumni especially in term of job search and further study and the use of competency gains at SMALB. The methodology design that used for the implementation of tracer study consist of four stages, preparation stages, implementation stages, and analytical stages lastly evaluation stages. The subject of this research were teachers and students of SMALB around Central Java Province. Accidental sampling used as sampling technique, which is a sampling technique based on google form which is distributed to all SMALB in Central Java. This was caused by the Covid-19 pandemic, resulting all the data acquired through anyone who accidentally or willing by its consent to responds the questionnaire sent to them. The research results shows that respondents have competitiveness, Alumni of SMALB have a high opportunity to enter higher education and enter the world of work, however it is not in line with the data filled by teacher that the majority (46%), alumni do not work and live at home.

As part of personal interests to study the world of railway work and with the concern of articulating my research with my teaching task I intend to discuss the periodization that on the so-called ‘history of the Argentine railway system’ appears in the secondary schools of the province of Santa Fe where I work. In this article I will review the speeches and stories that simplify a history of the train in Argentina based on the way some school manuals deal with the subject. Then I will expose the lines ofresearch that contribute to study the world of railway work and privilege the social dynamics existing in local spaces. Thirdly, I will recover a teaching and intervention experience in the community carried out in the city of San Cristobal, Santa Fe province, which presents an interesting approach to the railway issue that favors the problematization and critical thinking of students.

Schools are under increasing pressure to prepare students for the transition to post-compulsory education and vocational training. Beyond the support of the students’ professional orientation, the focus is on students’ learning of soft skills. Based on an ethnographic study in schools of the lower secondary level, the article discusses how in school, autonomy is anticipated in school as a central requirement of the world of work. The analysed counselling interview reveals a narrowing of autonomy to the self-responsible execution of orders.