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Higher Education; Foreign Countries; Economic Progress; Educational Objectives; Training; Public Policy; Vocational Education; Labor Needs; Elementary Secondary Education; Population Distribution; Economics; Employment; Educational Policy; Educational Finance; Expenditures; Corporate Education; Graduate Study; Universities

Abstract:
Peru is in the central, western part of South America. It is the third largest country in South America and number 20 in the world. It is the country with the fourth highest population in South America. In 2010, the gross domestic product (GDP) of Peru was 154 billion USD, and its rate of growth was 8.8% (higher than the average for the region for the last 5 years). 56.8% of employed population was in the tertiary sector, 26.7% in the primary and mining sector and only 16.5% worked in manufacturing and construction. These figures are quite stable for the last years with a slight decrease in the primary sector (in 2006, it employed 32.9% of total employees), which went to the secondary sector (it was 14.2% in 2006) and the service sector (52.9% that year). In the period considered, employment has increased significantly in Peru due to economic growth. However, it is important to note that the rate of informality in the economy remains very high, with figures above 60%. The informal sector creates many "bad" jobs, without social insurance and other benefits normally provided by the formal sector. In this paper, the authors first describe the training and development policies; secondly, the higher and non-higher educational systems; finally, they display some statistics related to educational expenditure as well as Peru's strategic educational objectives. (Contains 6 tables, 4 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Professional Education; Lifelong Learning; Continuing Education; Foreign Countries; Labor Force Development; Human Resources; Public Policy; Educational Needs; Labor Needs; Employment; Educational Development; Economic Change; Economic Development; Economic Impact; Educational Research; Training Methods; Training Objectives; Human Capital

Abstract:
The Philippines has a population of more than 94 million. In addition, 10 million Filipinos work and live overseas. Filipino talent is ubiquitous overseas, working in offices, universities, hotels and restaurants, factories, shopping malls, theaters and arenas, and private homes around the world. The country's projected high rate of economic growth requires a continuous supply of competent Filipino workers. This means that the need for continuing professional education, training and development (T&D) is critical, both to compensate for workers migrating abroad and to enhance productivity. The government, through its agencies tasked with human resource development, private businesses and nongovernment organizations (NGOs) have driven and propelled the growth of the T&D field in the country for several decades. With its people known for their passion for learning, caring and hospitable service, the quality of human resources in the country is likely to improve significantly given support from both public and private sectors. T&D and lifelong learning are seen as key areas that deserve attention, resources and public policy in order to enhance the country's productivity and competitiveness and improve the life of the people. (Contains 12 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Eligibility; Retirement; Principals; Human Capital; Public Education; Labor Needs; Administrator Effectiveness; National Competency Tests; Labor Turnover; School Administration

Abstract:
Common sense and recent research make it clear that successful schools need strong principals. Strong principals help drive school performance in many ways, from shaping a school's mission and culture to hiring, developing, and retaining good teachers. Even so, principals often get short shrift in today's debates about human capital in public education. Compared to the large body of research and policy attention revolving around teachers, the field knows surprisingly little about the principal workforce. This knowledge gap means that it often is hard for school districts and states to make strategic decisions to improve their principal workforces. Where do most principals come from? How long do they stay in the job? How well do they perform? How many will need to be hired and developed in the future? Few districts or states know the answers. States need to build detailed longitudinal data systems to answer these and other important questions about their principals, just like the ones they have to track teachers and students. In the meantime, state and local leaders can examine the administrative data they already have to get a basic picture of their principal workforce, one that can help prompt deeper questions and discussions about the challenges and opportunities they face. This "Principal Concerns" data brief is an example of this type of analysis for Indiana. The authors use publicly available state administrative data on principals and schools, as well as data from the U.S. Department of Education, to examine the following questions: (1) How many principals are near retirement eligibility, and how is retirement eligibility distributed across schools and locations?; and (2) How many principals are leading schools with results that seem to beat the odds, and how many principals are struggling? The answers to these basic questions have the potential to prompt deeper discussion about the principal workforce. (Contains 4 figures and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Retirement; Principals; Human Capital; Public Education; Data Analysis; Supply and Demand; Labor Turnover; Eligibility; School Location; Poverty; Comparative Analysis; Labor Needs; School Demography; School Administration; Educational Policy

Abstract:
When people talk about human capital or talent in public education, they generally focus on teachers, not principals. That's a mistake. School districts and states generally don't take a strategic approach toward managing their principal workforce. Often, they lack even the most basic information about who is leading their schools: Where do most principals come from? How long do they stay? How well do they perform? How many will need to be hired and developed in the future? To answer some of these questions, states need detailed longitudinal data systems for principals like those currently being developed to track teachers and students. In some states, such systems are a few years off. In the meantime, states can get a better picture of their principal workforce by analyzing data they already collected. This "Principal Concerns" data brief is a short example of this type of analysis, focused on principals working in Iowa. By combining state data with U.S. Department of Education data, the authors are able to present a broad picture of the principal workforce in Iowa's schools. First, the brief identifies the share of principals who are eligible, and almost eligible, for retirement under Iowa's retirement system. This is a useful starting point because states that employ lots of younger principals need to focus on getting them training and support as they progress through their careers. Other states have a wave of principals near retirement and must plan for new hires. Determining where Iowa stands in that regard provides a rough measure of the demand for new principals in the near future. The brief then matches up retirement eligibility with the location of schools (urban, suburban, town, and rural) and their level of student poverty. These comparisons provide a sense of how Iowa's future demand for principals might be distributed across the state. (Contains 4 figures and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1934K)

Descriptors:
Labor Market; Employment Patterns; Skilled Occupations; Technical Occupations; Personnel Selection; Job Skills; Employment Practices; Labor Force; Futures (of Society); Industry; Labor Needs; Skilled Workers; On the Job Training; Industrial Training; Staff Development; Employment Potential; Educational Attainment; Secondary Education; High School Graduates; Employees

Abstract:
In today's job market, middle and high skills jobs--jobs that require some education and training beyond high school--comprise the majority of job openings and typically provide the best wages and opportunities for advancement. And almost every day, there is an article or news story discussing the "skills mismatch" phenomenon, the ongoing challenge employers have in finding qualified and skilled employees to fill the more than 3 million jobs currently open in the United States, even in a time of high unemployment. As policymakers develop policies and programs that aim to ensure that the future U.S. workforce has the academic and technical preparation (from both K-12 and postsecondary education) necessary to access the careers of their choice, it is important to examine the issue from all angles. While there is an increasing amount of research around the education and skills jobs demand, the changing landscape of available jobs, and the role of education and training in addressing this skills mismatch, less is known about how the skills mismatch affects companies' hiring practices--and how companies' hiring practices affect the skills mismatch. For instance, do organizations expect to require higher levels of education for future job openings at some or all job levels? Do the education and skills requirements listed in job postings reflect current hiring practices? What are the most significant changes these HR leaders see for their organizations in the future? And what opportunities are truly available within organizations for advancement, particularly for individuals with lower levels of education and skills? To answer these questions and others, Society for Human Resource Management (SHRM) and Achieve partnered on a national survey of nearly 4,700 HR professionals representing nine industries. Major findings from the survey include: (1) Companies are hiring; (2) Demand is growing for more education and skills at all levels; (3) Companies are investing in training for their employees; and (4) Opportunities exist for low skills workers, but there is reason to suspect that these opportunities will shrink in the future. (Contains 7 figures, 6 tables, and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (575K)

Descriptors:
Credentials; Job Training; Labor Force Development; Labor; Labor Market; Innovation; Alignment (Education); Colleges; Job Skills; Employment Qualifications; Environmental Education; Employment Opportunities; Employers; Labor Supply; Labor Needs; Transfer of Training

Abstract:
With funding from the Joyce and Lumina foundations, Jobs for the Future (JFF) launched Credentials that Work to help postsecondary institutions, regions, and states align their occupational training programs to changing market demands. This initiative incorporates innovations in real-time labor market information in guiding institutions to better align education and training investments with the needs of regional economies. Real-time data draw on current information and signals from the labor market to help improve the understanding of hiring trends and employer demand, including certifications and skill requirements. Through Credentials that Work, JFF and participating community colleges seek to advance the use of a combination of traditional and real-time LMI in institutional decision making. This action brief draws on "Innovations in Labor Market Information and Their Application," a workshop presented at the GreenWays to Good Jobs Peer Learning Conference, Milwaukee, Wisconsin, February 29, 2012. It provides an overview of Credentials that Work and demonstrates the application of real-time LMI by workforce partnerships supported by GreenWays. Reflecting the green jobs backdrop of the conference, examples and suggestions indicate how job developers can use LMI resources to acquire a more robust understanding of their local green economies. (Contains 1 table, 3 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Unemployment; Supply and Demand; Public Policy; Job Development; Metropolitan Areas; Employment Opportunities; Labor Market; Trend Analysis; Education Work Relationship; Educational Demand; Labor Needs; Labor Demands; Predictor Variables; Data Analysis; Employment Statistics; Statistical Analysis; Skilled Workers; Academic Achievement

Abstract:
This paper aims to provide metro, state, and national policy makers with a better sense of the specific problems facing metropolitan labor markets. First, the analysis examines trends in the demand for educated labor and how a gap between education supply and demand is related to unemployment. Next, it attempts to distinguish between cyclical and structural effects before turning to an explanation of how an education gap might affect both by limiting job creation. It concludes with a discussion of the implications of these findings for public policy. Appended to this document is "Comparing Openings data across sources: HWOL vs. JOLTS." (Contains 12 tables, 9 figures, and 53 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Tenure; Adjunct Faculty; Expertise; Part Time Faculty; Politics of Education; Personnel Policy; Policy Analysis; Labor Conditions; Labor Needs; Change Strategies; Educational Change; Organizational Change; Professional Identity; Teacher Characteristics

Abstract:
The alarming stories from adjunct faculty, who now comprise a majority of higher-education teachers nationally, share troubling commonalities. The frustrations are financial, personal, and professional. In decades past, most adjunct faculty worked full-time outside of academe and taught an occasional course based on a particular expertise or practical experience; today, however, with a sharp decline in the number of tenure-track positions, an increasing number of adjuncts seek to earn a living through teaching. Joining the growing ranks of adjuncts are other contingent teachers, including one-year or multi-term faculty and post-docs. According to the American Association of University Professors, "non-tenure track positions now account for 68 percent of all faculty appointments in American higher education," a figure that does not take into account the teaching done by graduate students. While reliance on non-tenure-track faculty is highest at community colleges, this shift toward contingency is also seen at public and private four-year colleges, research universities, and liberal arts colleges. In this article, the author talks about the politics of contingent academic labor. (Contains 9 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; School Business Relationship; Relevance (Education); Research and Development; Technology Transfer; Job Skills; Skill Analysis; Skill Development; Educational Needs; Labor Needs; Graduate Students; Graduate Study; Knowledge Economy; Social Networks; College Programs

Abstract:
Like their counterparts in other countries, Russian students increasingly are entering graduate schools with a view to being involved in the application of research beyond the academy. Under the conditions of the raw materials economy that has become dominant in Russia over the past two decades, however, the demand for innovation is limited and of a local character. Under such conditions, only a small portion of research in higher educational institutions has a chance of being in demand by Russian businesses. [This article was translated by Kim Braithwaite.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Systems; Information Technology; Systems Analysis; Student Attitudes; Research Design; Attitude Change; Business Administration Education; Computer Science Education; College Students; College Instruction; Educational Strategies; Instructional Effectiveness; Pretests Posttests; Career Choice; Science Careers; Occupational Information; Labor Needs; Labor Force Development; Student Surveys

Abstract:
A shortage of graduates prepared to fill the available jobs in Information Systems remains. Previous studies have verified the shortage and attempted to explain why students do not major in Information Technology related fields. Since prior studies identified lack of awareness regarding the discipline as a major reason in ignoring the major, the purpose of this study is to determine if reading an article about the work of a requirements analyst would positively impact the perceptions of student respondents about careers in Information Systems. It was found that perceptions about careers in Information Systems related fields can be improved by exposing students to the work-life activities of Information Systems professionals. Using a pretest/posttest experimental design, perceptions regarding careers in IS were collected before and after students read Karl Wiegers' article "So You Want to be a Requirements Analyst?" Posttest findings indicate statistically significant positive changes in participant's perceptions about careers in Information Systems related fields, especially related to Systems Analysts roles. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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