We assess the incidence of numeracy skills mismatch in five countries: Belgium, Chile, Italy, Netherlands, and the United States of America. To do this, we make use of a new approach (Brun-Schamme & Rey, 2021), namely by identifying someone as being mismatched if the score for numeracy skills is outside the interval [median – SD , median + SD]. We make use of the PIAAC dataset, collected by the OECD, a survey that measures adults’ proficiency in numeracy among other type of skills. We find that 14% of the workers are over-skilled, whereas 16% are under-skilled. Being over-skilled is more likely for men, younger age-groups, having a high level of education, using numeracy skills often at work, and having studied science, mathematics, and engineering.
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This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
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Leidt meer skills-based selecteren ook tot betere matches? Nee, niet automatisch, blijkt uit nieuw Nederlands onderzoek. Maar wie in de selectiecommissie zit, dat maakt wél uit. ‘Of skills-based selecteren effectief is hangt af van wie de methode toepast.’
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This study contributes to the employability skills debate by investigating how students’ self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students’ self-perceived 21st century skills and their self-perceived “education-future labor market fit”. Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver “employable” graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates.
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Sustainable consumption is interlinked with sustainable production. This chapter will introduce the closed-loop production, the circular economy, the steady state economy, and Cradle to Cradle (C2C) models of production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS) program at three Universities of Applied Science (vocational schools), and at Leiden University College in The Netherlands will be discussed. Student teams from these schools were given the assignment to make a business plan for a selected sponsor company in order to advise them how to make a transition from a linear to circular economy model. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. The former mismatch is explained by the fact that the sponsor companies have experienced a number of practical constraints when confronted with the need for the radical overhaul of established practices within the entire supply chain and students have rarely considered the financial viability of the "ideal scenarios" of linear-circular transitions. The latter mismatch applies to what students had learned about macro-economic theory and the application through micro-economic scenarios in small companies. https://www.springer.com/gp/book/9783319656076 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Een innovatief idee dat de afgelopen jaren aandacht heeft gekregen binnen verschillende landelijke arbeidsmarktgeoriënteerde organen is het Skillspaspoort. Het Skillspaspoort zou een oplossing zijn voor het matchen en ontwikkelen van personeel. Het wordt gezien als een instrument waarin de verworven skills (kennis en vaardigheden), houding (persoonlijkheid), interesse en loopbaanverwachtingen (ambities) op een voor werkgevers en werknemers begrijpelijke, relevante en eenduidige manier zijn samengevat. Het Skillspaspoort zou door informatie te verschaffen aan werkgevers en werknemers, de informatieasymmetrie tussen werkgevers en werknemers verkleinen en daarmee de transitie, mobiliteit en allocatie op de arbeidsmarkt kunnen verbeteren. Deze aannames liggen ten grondslag aan het Skillspaspoort. Uit een verkenning die is uitgevoerd in 2019 blijkt dat het Skillspaspoort een complexe ontwikkelopgave is. In de verkenning worden verschillende ontwikkelingsaspecten benoemd waar nog geen kennis over is. Zo adviseren de onderzoekers o.a. dat er meer inzicht nodig is in de wensen en behoeften die werknemers en werkgevers hebben, en welke randvoorwaarden zij stellen bij een skillspaspoort. Het inzicht zou bijdragen aan de ontwikkelingen en implementatie van het Skillspaspoort. Dit rapport is een eerste verkenning naar het Skillspaspoort onder werkgevers en werknemers.
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In de context van de zeer dynamische en steeds krapper wordende arbeidsmarkt anno 2022 pleiten verschillende organisaties voor het centraal stellen op de arbeidsmarkt van vaardigheden ofwel ‘skills’. In Nederland zijn er verschillende initiatieven gericht op het ontwikkelen van een skillsmarkt, maar van het grootschalig samenbrengen van werkzoekenden en werkgevers aan de hand van skills is voorlopig nog geen sprake. Dat komt mede omdat werkgevers de meerwaarde van skillsbenaderingen vaak nog te onduidelijk vinden. In dit artikel bespreken wij eerst de fundamentele bouwstenen van skillsmatches om vervolgens vanuit het perspectief van de werkgever de meerwaarde en vereisten van skillsmatching door te nemen. Fundamenteel aan skillsmatching is het in beeld brengen van skills. Daarvoor is het belangrijk om skills te objectiveren, aan te tonen en te wegen. Die skills kunnen vervolgens gebruikt worden tijdens het matchingsproces om vraag en aanbod op de arbeidsmarkt op basis van skills samen te brengen. Dat kan lonen voor werkgevers omdat zij daarmee (1) een grotere groep van geschikte kandidaten, (2) een fijnmaziger zicht op de kwaliteit van kandidaten, (3) een verbetering van de arbeidsorganisatie en (4) een stimulans voor het leren op de werkvloer kunnen bereiken. Om dat mogelijk te maken is het van belang dat werkgevers en HR-managers hun vraag naar arbeid uitdrukken in skills, gestructureerd hun skillsmatches evalueren en in kaart welke skills zij in de toekomst verwachten nodig te hebben.
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In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.
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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
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This chapter will introduce the circular economy (CE) and Cradle to Cradle (C2C) models of sustainable production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS), and at University College in The Netherlands will be discussed. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. Helpful directions for future research and teaching practice are outlined. https://www.springer.com/gp/book/9783319713113#aboutBook https://www.linkedin.com/in/helenkopnina/
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