Relevant bibliographies by topics / Education and employment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and employment'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Education and employment"

1

Callister, Paul, and Ivan Snook. "Education and Employment." Set: Research Information for Teachers, no. 2 (August 1, 1990): 1–6. http://dx.doi.org/10.18296/set.1081.

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Hatt, Ron. "Employment and Education." Probation Journal 43, no. 3 (1996): 180. http://dx.doi.org/10.1177/026455059604300323.

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Lesourne, Jacques. "Education and employment." Prospects 26, no. 1 (1996): 8–18. http://dx.doi.org/10.1007/bf02195605.

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Luna, Teresa Paula S. De. "Innovation in Education: Utilization and Employment of e-Books in Philippine Educational Institutions." International Journal of Information and Education Technology 5, no. 4 (2015): 265–69. http://dx.doi.org/10.7763/ijiet.2015.v5.514.

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Kehm, Barbara M., and Ulrich Teichler. "Higher Education and Employment." European Journal of Education 30, no. 4 (1995): 407. http://dx.doi.org/10.2307/1503514.

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Charlot, Olivier, and Franck Malherbet. "Education and employment protection." Labour Economics 20 (January 2013): 3–23. http://dx.doi.org/10.1016/j.labeco.2012.09.004.

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Wagner, Alan P. "Education, Work and Employment." Comparative Education Review 29, no. 1 (1985): 134–35. http://dx.doi.org/10.1086/446499.

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Grover, Harpreet. "Education, Employability and Employment." NHRD Network Journal 11, no. 1 (2018): 41–44. http://dx.doi.org/10.1177/0974173920180112.

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Joebgen, Alicia M., and Maryse H. Richards. "Maternal Education and Employment." Journal of Early Adolescence 10, no. 3 (1990): 329–43. http://dx.doi.org/10.1177/0272431690103006.

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Jia, Chunxu, Jialin Zuo, and Wei Lu. "Influence of Entrepreneurship Education on Employment Quality and Employment Willingness." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (2021): 65. http://dx.doi.org/10.3991/ijet.v16i16.24897.

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The entrepreneurship education of college students is an educational practice to train comprehensive talents with entrepreneurship qualities, who are willing and confident of employment and could conform to the needs of social development. Focusing on the entrepreneurship education of ordinary college students, this paper probes deep into the status quo of entrepreneurship education among college students, and thoroughly analyzes how this education model influences the employment quality and employment willingness of college students. The results show that: a good entrepreneurship education obviously enhances the employment quality of college students, and apparently boosts their employment willingness; entrepreneurship education guides the cognition of college students through multiple means, and promotes their employment ability. The research lays the basis for active exploration into to employment quality and employment willingness of college students.
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Dissertations / Theses on the topic "Education and employment"

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Papadopoulou, Maria. "Tertiary education and employment : Exploring the relationship between tertiary education, employment and overqualification across the EU." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158436.

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The dominant human capital theory-based perspective that education is crucial for economic success and employment has affected national and regional policies in education and employment worldwide. The present thesis critically assesses the target for increased number of tertiary education graduates in the current EU agenda for growth and employment (Europe 2020 Strategy). This target presumes that employment is positively related with tertiary education qualifications, and that there is an increasing demand for highly educated workers in the EU labour markets. Based on Eurostat data, our findings indicate that (i) more public spending on tertiary education does not seem to be associated with higher employment rates of graduates in the EU countries; (ii) in more than half of the EU28 member states, unemployment rates are not related with increased number of graduates; (iii) in most of the remaining EU countries, the increase in graduates is associated with higher graduates’ unemployment rates; (iv) increased number of tertiary education graduates relates with higher overqualification rates in the majority of the EU countries. These results accord with previous studies which find that investment in education alone is inadequate to explain complex socio-economic phenomena, such as graduates’ employment/unemployment. Moreover, they further support previous research works, which question the proclaimed increased need for highly educated workers in the EU labour markets. This, in turn, suggests that common European policies which target at increasing horizontally the number of graduates may further deteriorate the existing problem of overqualification in the EU. Without downplaying the importance of education and skills in employment, the current thesis contemplates that the disproportionate emphasis on the role of tertiary education in employment may falsely cultivate the perception that education per se can be the main solution for unemployment. Thus, it is likely to conceal the wider socio-economic reasons that influence a person’s ability to find, secure and advance in his/her job. Last, but not least, this perspective narrows down the role of tertiary education confining it to economic and employment purposes.
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Yedan, Ali. "Essays on employment/education, investment in education and student achievement." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27207.

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Le travail des étudiants pendant l’année académique soulève des questions fondamentales quant à son impact sur leur bien-être courant et futur. Cette thèse examine les effets du travail des étudiants sur le rendement scolaire, sur la graduation, sur la poursuite universitaire et sur la possibilité d’obtenir des bourses d’excellence. Cette thèse analyse également l’impact des soutiens financiers sur le travail et les heures consacrées aux études. Le premier essai cherche les raisons pour lesquelles l’emploi des étudiants durant l’année académique affecte le rendement scolaire. Cet essai examine si la baisse des heures consacrées aux études est la seule raison par laquelle l’emploi entraine une baisse du rendement scolaire. Nous définissons la fonction de production partielle pour identifier l’impact sur le rendement scolaire d’une augmentation des heures du travail lorsque l’ajustement est effectué uniquement par le loisir. Dans cet essai, en utilisant cette fonction de production partielle, nous montrons que la plupart des études sur l’impact du travail sur le rendement scolaire sont susceptibles d’être fortement biaisée pour avoir ignoré les heures consacrées aux études dans le modèle. Nous trouvons que la baisse des heures consacrées aux études n’est pas le seul facteur par lequel l’emploi entraine une baisse du rendement scolaire. Le travail des étudiants affecte négativement leur rendement scolaire à travers la baisse des heures consacrées aux études et la diminution du loisir. Cependant, les effets, bien que significatifs, sont faibles. Le deuxième essai analyse l’hétérogénéité inobservable des effets de l’emploi durant l’année académique sur le rendement scolaire. Avec le modèle de régression quantile de variable instrumentale pour données de Panel utilisant la fonction de production partielle, nous déterminons une fonction approchée de la distribution cumulative subjective de la performance académique de l’étudiant suivant des heures de travail et des heures consacrées aux études afin d’estimer des différents contrefactuels des quantiles. Ces différents contrefactuels des quantiles permettent d’analyser les effets du travail des étudiants sur le rendement scolaire, sur la graduation, sur la poursuite universitaire et sur la possibilité d’obtenir des bourses d’excellence. Ils permettent également de déterminer le pourcentage d’étudiants qui pourraient être pénalisés par l’emploi. Nous trouvons que les effets du travail varient suivant les niveaux de la performance académique. L’effet négatif a tendance à augmenter lorsque le rendement scolaire augmente. Nous trouvons par une simulation que l’emploi n’affecterait pas la graduation lorsque l’ajustement se fait par le loisir. Cependant, il affecterait négativement la possibilité de la poursuite universitaire et pourrait compromettre la chance d’obtenir des bourses d’excellence. Alors que les deux premiers essais déterminent les effets de l’emploi sur les résultats académiques, le troisième essai analyse les effets des soutiens financiers en particulier les transferts parentaux, les subventions, les bourses et les prêts sur les deux principales activités des étudiants : le travail et les études. Dans cet essai, nous analysons les différents supports financiers et leur évolution dans le temps, ensuite, nous analysons la relation de dépendance entre les soutiens financiers et les heures de travail et d’étude. De plus, nous utilisons la méthode des moments généralisés, le modèle Tobit dynamique non linéaire de Wooldridge (2005) et l’estimateur de Arellano and Bond (1991) pour déterminer les effets des soutiens financiers sur le travail et sur les heures consacrées aux études. Nous trouvons que les soutiens financiers affectent différemment le travail et les heures consacrées aux études. Les transferts parentaux entrainent une baisse des heures du travail pour les étudiants(es) de 4-year college. Les subventions et bourses affectent significativement la participation au travail seulement pour les étudiants garçons de 4-year college, tandis que les prêts entrainent une hausse de la participation au travail sauf pour les étudiants garçons de 4-year college. En outre, les transferts parentaux et les prêts entrainent une hausse des heures consacrées aux études pour les étudiantes de 4-year college alors que les subventions et les bourses n’affectent pas de manière significative les heures consacrées aux études.<br>Students’ working during the academic year raises fundamental questions about its impact on the present and future well-being. This thesis investigates the effects of college students’ employment during the school year on academic performance, on college program completion, on the pursuit of graduate programs and on the possibility to get excellence scholarships. It also analyzes the impact of these financial supports on working and the hours studied. The first essay seeks the ways in which employment by college students during the academic year affects academic performance. This essay investigates whether the decrease in hours studied is the only factor by which work leads to a decline in academic performance. We define the partial production function to identify the impact of an increase in hours worked on academic performance when the adjustment is only made by decreasing leisure. In this essay, using this partial production function, we show that most studies on the impact of hours worked on academic performance could be likely to be strongly biased because hours studied are ignored in the model. We find that the decrease in hours studied is not the only factor by which employment leads to a decline in academic performance. Employment by students negatively affects their academic performance through decreased time for study and leisure. However, the effects, although significant, are little. The second essay analyzes the unobservable heterogeneity of effects of employment during the academic year on academic performance. With the Instrumental Variable Quantile Regression for Panel Data Model using the partial production function, we approximate the subjective cumulative distribution function of the student’s academic performance following the values of hours worked and hours studied in order to estimate different counterfactual quantiles. These various counterfactual quantiles allow analysis of the effects of employment on the college program completion, on the pursuit of graduate programs and on the possibility to get excellence scholarships. They also allow determination of the percentage of students who could be negatively affected by employment during the academic year. We find that the effects of employment vary by quantile of academic performance. The negative effect tends to increase when academic performance increases. We also find, through a simulation, that employment would not affect the probability of program completion when the adjustment is done by leisure. However, it would negatively affect the possibility of pursuing a graduate program and could compromise the chances of getting excellence scholarships. While the first two essays determine the effects of employment on students’ outcomes, the third essay analyzes the effects of the financial supports, especially parental transfers, grants, scholarships and loans, on the main two activities of students: studying and working. In this essay, we first analyze the various financial supports and their evolution over time, and then analyze the dependency relation between the financial supports and the hours worked and studied. In addition, we use the Generalized Method of Moments, the Non-linear Dynamic Tobit Model of Wooldridge (2005) and the Arellano and Bond (1991) estimator to determine the effects of the financial supports on working and hours studied. We find that financial supports differently affect working and hours studied. Parental transfers led to a decrease the number of hours worked for 4-year college students. Grants and scholarship really only affect work for 4-year college male students, while loans lead to an increase in working participation except among 4-year college male students. Furthermore, parental transfers and loans result in an increase in the hours studied for 4-year college female students, while grants and scholarships do not significantly affect their hours studied.
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Bydanova, Elisaveta. "Employment of higher education graduates in Russia." Phd thesis, Université de Bourgogne, 2006. http://tel.archives-ouvertes.fr/tel-00153282.

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L'auteur s'interroge sur la nature des compétences demandées dans un pays en transition économique, comme la Russie. La question est de savoir : « Est-ce qu'en Russie, les défis auxquels doivent faire face les diplômés sont les mêmes que dans les autres pays de l'Europe ? Est-ce que les diplômés russes ont véritablement besoin de se procurer d'un éventail plus large des compétences afin de mieux réussir sur le marché du travail? ». Nous cherchons à savoir également si l'enseignement universitaire permet d'acquérir toutes les compétences demandées par les employeurs ?<br />Nous avons mené une recherche visant à vérifier notre hypothèse qu'en Russie, actuellement, il ne suffit plus de posséder des bonnes connaissances dans un domaine particulier, mais il devient indispensable d'acquérir des compétences plus larges et variés, comme la capacité de gérer le stress, de travailler en équipe, de coordonner les activités des autres, etc.<br />Afin de répondre à ces questions, nous avons mené une enquête auprès 3500 diplômés des 4 établissements d'enseignement supérieur, dans les deux régions de Russie: dans la région de Moscou et à Volgograd. Nous avons obtenue environ 300 réponses à Volgograd et 180 dans la région de Moscou. Cette enquête a été réalisée grâce à la participation financière de nombreux acteurs en Russie et à l'étranger, comme la Mairie de Dijon, le Ministère des affaires étrangères de France, l'Université de Volgograd, l'Académie de management social de Moscou, et également grâce au soutient méthodologique de l'IREDU et du projet européen « REFLEX » (« Flexible Professional in the Knowledge Society »).<br />Dans en premier temps, nous avons procédé à une analyse générale de la situation des diplômés sur le marché du travail. Nous remarquons que les diplômés bénéficient d'une situation assez favorable sur le marché du travail. Le taux de chômage est très bas (2% à Volgograd, 4 fois inférieur au taux moyen de chômage dans la région ; 3% dans la région de Moscou, la moyenne régional étant de 4,2%). 60 % des diplômés à Volgograd, ainsi que dans la région de Moscou, n'ont jamais été au chômage depuis la fin de leurs études (depuis 2000 - 2001). La durée moyenne du chômage, pour ceux qui ont eu cette expérience, est de 2 mois. 65% des diplômés dans les deux échantillons sont satisfaits de leur emploi actuel. Les revenues des diplômés (après le contrôle de l'inflation) ont pratiquement doublés en 5 ans, entre 2000 (sortie des études) et 2005 (emploi actuel).<br />Dans en deuxième temps, nous nous sommes focalisés sur les compétences avec un zoom sur les deux questions particulières: quelles compétences sont demandées sur le marché du travail et quel rendement salarial apportent-elles aux diplômés. Notre analyse est basée sur l'autoévaluation des compétences par les diplômés.<br />Dans un troisième temps, nous avons examiné le rôle de l'enseignement supérieur dans le développement des compétences requises sur le marché. L'analyse des données montre que l'enseignement supérieur remplie bien sa fonction principale : apprendre les connaissances techniques dans un domaine particulier. En outre, il permet de développer la capacité d'analyse et la capacité d'apprendre rapidement des nouveaux savoirs. Cependant, on observe qu'il n'est pas suffisamment efficace pour aider à développer un certain nombre d'autres compétences requises par les employeurs, comme la capacité de manager le personnel, la maîtrise des outils informatiques (ordinateur, Internet), la maîtrise des langues étrangères, etc.
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Abdulla, Fatma. "Emirati Women: Conceptions of Education and Employment." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1048%5F1%5Fm.pdf&type=application/pdf.

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Darko, Christian Kweku. "Essays on education and employment in Ghana." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6794/.

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This thesis examines how family background, measured as parents education, and household access to amenities affects children’s school enrolment, and how parents education affects earnings. I also examine how education and family background affects performance of unregistered urban businesses. In the first empirical study, rural educated parents’ effects on biological children’s enrolment were stronger, with educated fathers’ effects positive for boys and girls. Educated mothers helped boys, perhaps indicating more “traditional” values among women. Urban educated parents’ effects were weaker, which is plausible, given the weaker influence of “traditional” values. For non-biological urban children, educated mothers effect were adverse, suggesting that children fulfil a servant-type role to facilitate the educated mother’s market work. Poor access to amenities reduces enrolment. In the second empirical study, while family background was important for education, there were also direct effects of family background on earnings given education for urban individuals, implying that “connections” and nepotism may be important. The final study shows that education is important for performance of unregistered businesses without workers. Among firms with workers, education is insignificant, a result admittedly difficult to explain. Parental business ownership assists performance, an implication that parental business owners can effectively train children to business ownership.
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Garavito, Cecilia. "Education and Youth Employment in Urban Peru." Economía, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117243.

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The objective of this paper is to analyze which variables determine that young people who still live with their parents study, work, combine both activities or stay away from them. We are interested in what is it that keeps young people in the educative system, even if they are working, and if there are differences related to gender roles. We work with a model of efficient cooperative negotiation between parents and the son or daughter, and estimate a Multinomial Logit regression with data for urban Peru in the year 2014. We find that young people will stay in the educative system, even if they are working, when their negotiation power at home is high, when their opportunity cost is low, and when their parents have a higher level of education.<br>El objetivo de este artículo es analizar qué determina que los jóvenes que aún viven en la casa de sus padres se encuentren estudiando, trabajando, combinado ambas actividades, o fuera del sistema educativo y de la fuerza laboral. Nos interesa determinar qué mantiene a los jóvenes en el sistema educativo, aun si están trabajando, y si existen diferencias por género. Partimos de un modelo de negociación cooperativa eficiente entre los padres y el joven, y estimamos una regresión Logit Multinomial con datos del Perú Urbano para el año 2014. Encontramos que los jóvenes se mantendrán en el sistema educativo aun si están trabajando, mientras mayor sea su poder de negociación en el hogar, menor su costo de oportunidad, y más años de estudios tengan sus padres.
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Karki, Shrochis. "Education and employment : transitional experiences in Nepal." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a377a317-50ec-471e-9979-46bba882b3d5.

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This thesis explores the relationship between education and employment, particularly as it affects the socio-economic mobility of people from poor and marginalized communities in Nepal. I carry out a multi-sited, inter-generational analysis to investigate the aspirations, expectations, and experiences of young people. Based on ethnographic and participatory fieldwork in a village and a school in the outskirts of Lalitpur in 2012, this research grows organically to provide a detailed review of current schooling practices and their employment as well as wider implications in Nepal. Theoretically, this thesis investigates the experiences of the marginalized in terms of the relevance, level, and quality of their education. I examine the role of education as a socializing institution as well as its characteristics as a social and a positional good. I assess the outcomes of their education through internal measures (such as exam scores and pass rates) but also extend the analysis to include external ones (such as job opportunities and life trajectories). I focus on the deterministic life-stages model of transition to challenge the expectation that children go to school, acquire skills, obtain jobs, and become 'adults'. People have historically placed high hopes on education, but the potential for socio-economic mobility for the poor and marginalized are limited by the failures of the school system, sustained challenges to higher education access, limited relevance of education to employment opportunities, and continued prominence of social and cultural capital to secure jobs. Yet, their educational engagement has provided some benefits even as their expectations for gainful employment have not been met. Schooling has become an integral part of childhood, but foreign migration is emerging as a prominent alternative avenue for the aspirant youth. Further, the distinctions between children and adults are also blurred as students balance their transitions between school, work, and home to succeed within the system.
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Knox, Louise. "Special educational needs : from education to employment : exploring perceptions of 'successful transition'." Thesis, University of East London, 2011. http://roar.uel.ac.uk/1952/.

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The government paper, 'Valuing Employment Now' indicates that individuals with learning disabilities are underrepresented in the workplace (Department of Health, 2009). Within this thesis it is argued that educational psychologists have a role in enhancing the life opportunities of children with learning disabilities (this includes youth transition from education to employment). In contrast to research that focuses on the negative implications of unemployment and barriers to employment, this paper explores 'successful employment outcomes', from the field of educational psychology. Through an exploration of 13 intensive interviews, the researcher attempts to consider constructs related to; 'successful transition to employment' and 'sustained employment' from within the borough of Sefton. This exploration has considered the perspective; of a local employer responsible for the employment of individuals with learning disabilities, seven professionals identified as having a key role in supporting post education transitions from Sefton Local Authority and the 3 rd Sector, and five young people with moderate to severe learning disabilities in employment. The findings of this thesis may indicate a number of shared narratives perceived to enable 'successful transition' to 'sustained employment'. Key themes have been identified using Thematic Analysis and have been discussed in relation to the roles of the local authority and educational psychologist. It is suggested that further research in this area may help to improve employment outcomes for this group. The researcher argues that research that focuses on 'exceptions' or 'success' may offer a worthwhile method of future enquiry.
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Penn, David William. "Graduate employment and the value of higher education." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272570.

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Liu, Qian. "Essays on labor economics: education, employment, and gender /." Uppsala : Department of Economics, Uppsala University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101297.

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Books on the topic "Education and employment"

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K, Balan. Education and employment. Ashish Pub. House, 1992.

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International Institute for Educational Planning. (1988 Paris, France). Education and employment. IIEP, 1989.

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S, Mehta G. Education, employment, and earnings. Deep & Deep Publications, 1990.

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Chan-Kopka, Teresita L. Adult education: Employment-related training. U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Kann, Ulla. Education and employment in Botswana. University of Botswana, 1988.

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Journalism education, training and employment. Routledge, 2011.

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Hoskins, Kate. Youth Identities, Education and Employment. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-35292-7.

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Business and Technician Education Council. Education for employment: Annual report. the Council, 1985.

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Karpova, Aleksandra. Employment law. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033838.

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This textbook on employment law is prepared on the basis of the updated regulatory materials and court practice. Discussed the basic institutions of labor law: employment contract; working hours and rest time; labour remuneration, as well as warranties and indemnities under Russian law; labor discipline and labor regulations; labor protection; protecting labor rights; labor disputes, etc.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of the last generation.&#x0D; For students of educational institutions of secondary vocational education, students majoring in 40.02.01 "law and social security organization", and also for students of educational institutions of higher education and anyone interested in labour law. Practical the material chosen for each of the chapters of the textbook on employment law, can be used by teachers and researchers for seminars.
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Center, Federal Judicial, ed. Reducing risk through employment and education. Federal Judicial Center, 2000.

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Book chapters on the topic "Education and employment"

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Anderson, Erik S., and Jennifer Avegno. "Education and Employment." In Social Emergency Medicine. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65672-0_11.

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Payne, Geoff. "Education and Mobility." In Employment and Opportunity. Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18555-9_6.

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Marris, Robin. "Education, Employment and Earnings." In How to Save the Underclass. Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1057/9780230373013_2.

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McIntyre-Mills, Janet. "Health, Education and Employment." In Critical Systemic Praxis for Social and Environmental Justice. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8921-5_8.

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Cui, Qiliang. "MTI Programs: Employment Investigation." In Restructuring Translation Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3167-1_5.

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Chan, Evelyn Tsz Yan, Flora Ka Yu Mak, Thomas Siu Ho Yau, Yutong Hu, Michael O’Sullivan, and Eddie Tay. "Graduate Employment Survey Data." In SpringerBriefs in Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7187-9_2.

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Admission and Graduate Employment." In Higher Education in China. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_4.

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Berquist, Brett, and Ainslie Moore. "Internationalisation and employment." In Internationalization and Employability in Higher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781351254885-10.

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Moscati, Roberto, and Michele Rostan. "Regional Wealth, Employment and Mobility." In Higher Education Dynamics. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5926-1_12.

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Davis, R. J. "Preparing for Employment." In Online Counselor Education: A Guide For Students. SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801208.n16.

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Conference papers on the topic "Education and employment"

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Joshi, Apoorva, and Prathamesh Wakade. "Transforming Education and employment." In 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2015. http://dx.doi.org/10.1109/mite.2015.7375338.

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Strickland, Dani, Lee Jenkins, Steve Luke, Jane Andrews, and Bill Wood. "Electrical power systems education for employment." In 2017 52nd International Universities Power Engineering Conference (UPEC). IEEE, 2017. http://dx.doi.org/10.1109/upec.2017.8231877.

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Xiaoguo Wang and Yuejing Liu. "ARIMA time series application to employment forecasting." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228480.

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Rahmatika, Maula Fadhilata, M. Pudjihardjo, and Sasongko. "Planning Tourism Employment Opportunities." In 23rd Asian Forum of Business Education(AFBE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.069.

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Guo, Rongli. "Research on Government Public Employment Service Based on New Employment Form." In International Conference on Education Innovation and Social Science (ICEISS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.52.

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He, Juan. "Employment Problem Analysis Embodied in the Higher Vocational Students' Employment Difficult." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.197.

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DREJERSKA, Nina. "EMPLOYMENT IN VS. EDUCATION FOR THE BIOECONOMY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.245.

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A number of employees is one of the basic indicators applied for identification of the economic relevance of an industry or an economic sector. Referring to nearly 18.6 million people employed in the 28 EU Member States within the bioeconomy in 2014, it can be stated that this a an economic sphere of significant importance in the European economy. The main aims of the study are to identify a scale of employment in the bioeconomy sector across EU Member States as well as to investigate tertiary education in bioeconomy based on the Polish experience in the Bioeconomy subject area group within the Euroleague for Life Sciences (ELLS). Data used included: (1) the data portal of agro-economics modelling – DataM of the Joint Research Centre of the European Commission, (2) CAWI research among students of WULS-SGGW on their attitudes to the bioeconomy, (3) feedback of participants of the first summer school in bioeconomy coordinated by WULS-SGGW. Research results display that the majority of Polish students did not meet the term of bioeconomy generally as well as at the university. There is also one very important students’ comment which can describe their attitude: students of economic disciplines are not very much interested as they think that bioeconomy focuses on life sciences (bio) so it is not appropriate for them; students of different fields of life sciences are not very keen to study bioeconomy as according to them it focuses on economy (as in the name itself).
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Ghamri, Rayan, Nawfal Fadhel, and Gary Wills. "Investigating Trusted Records for Employment and Education." In 5th International Conference on Internet of Things, Big Data and Security. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009489504120419.

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Guojing, Zhang. "Analysis on Vocational College Students� Employment Psychological Problems and Employment Guidance Strategy." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.37.

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Sousa, Luis. "HIGHER EDUCATION AND EMPLOYMENT: A CASE STUDY OF HIGHER EDUCATION FINALISTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0444.

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Reports on the topic "Education and employment"

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Reed, Howard, Lorraine Dearden, Alissa Goodman, and Richard Blundell. Higher education, employment and earnings in Britain. Institute for Fiscal Studies, 1997. http://dx.doi.org/10.1920/re.ifs.1997.0052.

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Kreyenfeld, Michaela R., and Dirk Konietzka. Episode data from the Russian Education and Employment Survey. Max Planck Institute for Demographic Research, 2012. http://dx.doi.org/10.4054/mpidr-tr-2012-004.

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Goldin, Claudia. The Quiet Revolution that Transformed Women's Employment, Education, and Family. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w11953.

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Salomon, R., H. Løvdal, and E. M. Osmundsen. “Workers’ Education Programme on Social Dialogue - Social Dialoge and Youth Employment”. Arbeidsforskningsinstituttet, 2007. http://dx.doi.org/10.7577/afi/fou/2007/4.

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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w10060.

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Karlsdóttir, Anna, Alex Cuadrado, Firouz Gaini, and Leneisja Jungsberg. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, 2019. http://dx.doi.org/10.6027/r2019:8.1403-2503.

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Karsldottir, Anna, Alex Cuadrado, Firouz Gaini, Leneisja Jungsberg, and Louise Ormstrup Vestergård. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, 2019. http://dx.doi.org/10.30689/r2019:8.1403-2503.

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Hourani, Sami. Youth Participation, Employment and Social Enterprise: Case study – FORSA Portal for Education. Oxfam, 2020. http://dx.doi.org/10.21201/2020.5846.

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Soroko, Eugeny L., and Dirk Konietzka. Report on the external validation of the "Education and Employment Survey" on Russia. Max Planck Institute for Demographic Research, 2006. http://dx.doi.org/10.4054/mpidr-wp-2006-028.

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Johnson, Eric, and Peter Joyce. Linking Learning to Employment: A Possible Answer to The Global Search for Education Relevance? RTI Press, 2015. http://dx.doi.org/10.3768/rtipress.2015.pb.0008.1509.

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