Search

This study contributes to the current research on the effect of job insecurity on turnover intentions by examining what happens to employees when job security is replaced with employment security. It analyzes whether perceived employability and irreplaceability (a) increase or decrease turnover intentions, or (b) buffer or intensify the negative effects of job insecurity on turnover intentions. The study focuses on an international context by using International Social Survey Programme (ISSP) data to assess the generalizability of the results. The findings show that perceived job insecurity increases turnover intentions in all countries. In addition, perceived employability increases turnover intentions in most countries, whereas weak evidence suggests that employees who feel irreplaceable are less likely to have turnover intentions. The results on the question about whether employees who feel employable or irreplaceable react differently to job insecurity - with respect to turnover intentions - vary widely between countries, and so a general conclusion about buffering effects cannot be drawn.

The widespread use of computers and other new information and communication technologies (ICT) in every realm of society has increased the demand for specific skills and competences for people at any age and stage of life to use and work with ICT effectively. Summarised under the terms "digital skills" and "digital competences" by the European Commission in 2018, these concepts still lack clarity and are characterised by some ambiguity though much research has been devoted to them. Given that these two concepts are of high topicality with regard to current labour market developments, like skills mismatch, the digital divide or the design and implementation of occupational retraining programmes, the main purpose of this paper is to contribute to a more clear-cut understanding of the nexus between digital skills/competences and work. To accomplish this goal, we carry out a bibliometric study consisting of both quantitative and qualitative analysis. Our main findings are that research on the nexus between digital skills/competences and work is evolving and this research field is anchored in many different scientific disciplines and shares thematic overlaps with various other areas such as higher education research. The qualitative part of our analysis reveals that this research field is defined by six building blocks with one motor theme on "digital literacy". Furthermore, employment or employability as well as the effects of changing technologies at the workplace are the most crucial topics addressed in this research field, reflecting the high value attributed to digital skills/competences in determining the employability of the current and future workforce.

Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons w

Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or th

The article is based on a qualitative study covering 32 youths from the age of 18 to 25 who did not manage a stable transition from school to the German labor market. All of them, albeit to different degrees and for different reasons, are running the risk of long‐term exclusion from the sphere of work and vocational training measures as well as public support structures. Based on multiple narrative interviews with the young persons participating in the study, qualitative case reconstructions were conducted concerning their social background, socialization, and how their biographies developed. This contribution specifically sheds light on the relevance of the genesis of autonomy for the individual transition into the world of work and further education. The findings are presented as risk factors hampering the genesis of autonomy in the process of socialization, namely, (a) dysfunctional parent–child relationship and (b) persistence of traditionalism. The findings point not only to the high relevance of autonomy for managing a stable transition but also imply that there are further factors leading to more disconnectedness in addition to a broad range of factors known from the existing literature. From our perspective, longer processes of socialization, i.e., subject formation processes, significantly contribute to a more nuanced understanding of this phenomenon.

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified in inclusion and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum.

Poor young people more often face health difficulties, (learning) disabilities, and are overrepresented in special schools. Consequently, youth from poor households disproportionately frequently participate in disability‐specific programs aiming to improve their educational levels and labor market opportunities. They face a double burden of disability and poverty. In our study, we look at poor and non‐poor youth with disabilities (YPWD) who participate in vocational rehabilitation (VR) and whether VR helps them (a) in transitioning into employment and (b) in leaving poverty. We examine the association between the receipt of initial basic income support (BIS) as a poverty indicator, later labor market outcomes, and earned vocational qualification using administrative data. We make use of a sample of all persons accepted for VR in 2010 (N = 36,645). We employ logit models on VR attendees' labor market outcomes three and five years after being accepted for VR as well as on their earned vocational qualifications. Beside initial poverty status, we control for educational level, type, and degree of disability and program pattern during the VR process. Our findings show that YPWD from poor households have a decreased likelihood of a vocational certificate and employment. Additionally, they are more likely to receive BIS than young people not from poor households and thus more likely to remain poor. In conclusion, VR seems to support poor YPWD less in their school‐to‐work transitions. Thus, disability‐specific programs should be more tailored to the social situations of participants, and counsellors should be more sensitive to their social backgrounds.

Purpose: Promoting the labour integration of people with functional diversity is a key element to achieve their social inclusion. This meta-analysis aims to examine the effectiveness of experimental programs in developing employable skills for people with disabilities. Methods: Literature searches up to June 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Studies that met the following criteria were selected: (1) The program should develop employable skills; (2) the participants should be people with functional diversity; (3) the study should have a design with an experimental group and a control group as well as pretest and posttest measurements; (4) the study had to provide enough data to calculate the effect sizes; and (5) the study had to be written in English or Spanish. 67 independent studies met the selection criteria, among 14 articles published between 1998 and 2019. Results: The results revealed mean effect sizes in favour of the experimental group for the set of all studies according to data reported by people with functional diversity, as well as according their relatives and teachers. The two dimensions of the programs with a significant effect size in favour of the experimental group were interview skills and career planning. Furthermore, it was found that the programs showed a higher degree of effectiveness in groups formed only by people with intellectual disabilities, with a lower educational level, whose duration ranged from six to twelve months. This was particularly the case with participants from Spain and Australia. Conclusion: Promoting the labour insertion of people with disability is a key element to achieve their social inclusion. Programs that support and develop employability and that are conducted upon experimental conditions do have a positive impact upon young people with functional diversity. Upon the results, we discuss practical implications for integrating disabled persons into the labour market.

Hanushek et al (2015, ‘Returns to Skills Around the World: Evidence from PIAAC’, European Economic Review 73: 103) find a weak wage–skill relationship in countries with limited skill reward possibilities due to high union density, strict employment protection, and large public sector. If these factors also restrict employment possibilities and the incentives to join the labor market, a possible mirror image of the weak wage–skill relationship is a steeper employment–skill gradient. We use PIAAC data to estimate the employment–skill association, and the results for the whole sample of individuals give some indication that the employment–skill gradient is steeper in countries with strict employment rules and centralized bargaining. Our results for subgroups show imprecisely estimated employment–skill gradients for immigrants. For individuals with poor health conditions and low formal education, the estimated gradient is somewhat higher than in the whole sample in countries with high bargaining coverage, a large public sector, and centralized collective bargaining systems.

Der vorliegende Beitrag soll die aktuelle wirtschafts- und arbeitsmarktpolitische Debatte ergänzen durch den Blick auf einen bisher wenig beachteten Aspekt zur Verbesserung von Beschäftigungschancen - den der nicht formellen Qualifikationsmerkmale, also z. B. Berufserfahrung und personenbezogene Fähigkeiten und Kenntnisse. Betrachtet wird die Gruppe der Un- und Geringqualifizierten, da deren Lage am Arbeitsmarkt besonders prekär ist. Die Arbeitslosigkeit in dieser Gruppe ist seit Jahren hoch, und ihre Beschäftigungschancen sind schlecht. Als theoretischer Erklärungsansatz für die Stellung der Un- und Geringqualifizierten am Arbeitsmarkt wird das sozioökonomische Vacancy-Competition-Modell von Sørensen herangezogen. Vor dem Hintergrund dieses Modells läßt sich die Situation der Un- und Geringqualifizierten am Arbeitsmarkt dadurch erklären, daß sie einem härteren Wettbewerb um Arbeitsplätze ausgesetzt sind und daß bei einem Überangebot an qualifizierten Arbeitskräften ein Verdrängungsmechanismus zu ihren Ungunsten entstehen kann. Eine Verbesserung der Beschäftigungschancen Un- und Geringqualifizierter ergibt sich vor allem dadurch, daß aufgrund des Bedeutungsverlustes des Normalarbeitsverhältnisses auch die formale Ausbildung an Bedeutung verliert - aus Qualifikationsprofilen werden zunehmend Berufsprofile. Mit dieser Erweiterung des Anforderungsprofils ist der Möglichkeitsspielraum bei der Personalrekrutierung auch im unteren Qualifikationssegment erweitert worden. Soft skills wie Berufserfahrung, Beschäftigungsfähigkeit und soziale Fähigkeiten werden immer wichtigere Auswahlkriterien auf dem Arbeitsmarkt.

Das vom Bundesministerium für Arbeit und Soziales (BMAS) geförderte Forschungsprojekt QuaTOQ (Qualität der Arbeit, Beschäftigung und Beschäftigungsfähigkeit im Wechselspiel von Technologie, Organisation und Qualifikation) untersucht für acht verschiedene Branchen zukünftige Arbeitsformen und -inhalte vor dem Hintergrund einer weiterhin zunehmenden Technisierung, vor allem aber Digitalisierung. Die hier vorgelegte vertiefende Querschnittsanalyse baut auf diesen Branchenberichten auf und analysiert branchenspezifische und branchen­übergreifende Trends. Drei Querschnittsthemen werden aufgrund der empirischen Ergebnisse als besonders zukunftsweisend vertieft behandelt: psychische Belastungsmuster, künftiger Wandel von Berufs- und Kompetenzbilder und Plattformökonomie.

Der vorliegende Beitrag untersucht, inwieweit das Ausbildungsniveau der Versicherten das Rentenzugangsgeschehen beeinflusst. Informationen darüber sind aktuell insofern von Interesse, als die im Mai 2007 in Kraft getretene Initiative 50plus des Bundesministeriums für Arbeit und Soziales die Beschäftigungsfähigkeit und die Beschäftigungschancen älterer Menschen in Deutschland erhöhen möchte (vgl. BMAS 2006). Ausgehend von der Annahme, dass insbesondere gering Qualifizierte oft früh aus dem Arbeitsleben ausscheiden, soll u. a. über eine deutliche Erhöhung der Teilnahme an beruflicher Weiterbildung die "produktive Lebensphase" verlängert werden. Hohe Bildung in Kombination mit beruflicher Weiterbildung soll laut BMAS steigenden Qualifikationsanforderungen auf Zukunftsarbeitsmärkten gerecht werden. Vor diesem Hintergrund untersucht der vorliegende Aufsatz auf Basis des Scientific Use File (SUF) Versichertenrentenzugang 2006 des Forschungsdatenzentrums der Rentenversicherung (FDZ-RV), ob im Jahr 2006 Hochqualifizierte später als niedriger Qualifizierte in Rente gegangen sind. Die Befunde verweisen darauf, dass mit zunehmender Qualifikation das Rentenzugangsalter tendenziell ansteigt. Allerdings zeigt eine differenzierte Betrachtung einzelner Zugangsjahre die große Bedeutung eines vor der Regelaltersgrenze von 65 Jahren liegenden Übergangs in den Ruhestand, insbesondere bei besser gestellten Hochqualifizierten.

This study investigates whether the incidence of continued vocational education has changed as the German workforce commenced an aging process which is expected to intensify. As the lifespan in productive employment lengthens human capital investments for older workers become increasingly worthwhile. Using the data of a German population survey we describe recent trends in the development of human capital investments and apply decomposition procedures to the probability of continued education. Holding everything else constant the shift in the population age distribution by itself would haveb lead to a decline in training participation over the considered period, 1996-2004. However, the decomposition analyses yield that behavioral changes caused an increase in training particularly among older workers. This is confirmed by multivariate regressions on pooled cross-sectional data: the increase in training probabilities is highest among older workers.

Nach einer kurzen Hintergrundinformation zum Teilhabechancengesetz nimmt der Beitrag Einblick in die arbeitspädagogische Umsetzungspraxis des §16i SGB II - aus Sicht der Anleiter_innen.

Das vom Bundesministerium für Arbeit und Soziales (BMAS) geförderte Forschungsprojekt QuaTOQ (Qualität der Arbeit, Beschäftigung und Beschäftigungsfähigkeit im Wechselspiel von Technologie, Organisation und Qualifikation) untersucht branchenbezogen zukünftige Arbeitsformen und -inhalte vor dem Hintergrund einer weiterhin zunehmenden Technisierung, vor allem aber Digitalisierung und analysiert quantitativ wie qualitativ Fragen der Beschäftigungs- und Innovationsfähigkeit in Abhängigkeit von Technologie, Organisation und Qualifikation. Dieser Bericht untersucht das die Verlags- und Medienwirtschaft.

Das zentrale Projektziel von "Equity, Participation, Decision Making Labs - EP-DeM Labs" lag in der Einbeziehung von marginalisierten Jugendlichen und jungen Erwachsenen in die (Neu-)Gestaltung von Maßnahmen und Projekten, die auf die Verbesserung ihres Bildungsniveaus und ihrer Beschäftigungsfähigkeit abzielten. Die Erfahrungen und Bedürfnisse der Zielgruppe sollten direkt in den Dialog mit Politik und Institutionen eingespielt werden, um lokale Arbeitsmarkt- und Inklusionspolitiken weiterzuentwickeln. Dazu wurden in den Jahren 2016 und 2017 "Labs of dialogue" in fünf europäischen Städten durchgeführt. Die drei wichtigsten Erkenntnisse: Erst die Einbindung von an der Schnittstelle zu marginalisierten Jungen agierenden Professionals ermöglichte eine Zusammenarbeit mit dieser schwierig erreichbaren Zielgruppe. "One-Stop-Shop-Strukturen" von Organisationen erhöhen die Chancen, dass junge Menschen eine Ausbildung abschließen bzw. einen Job finden. Transdisziplinäre Kooperationen erscheinen essenziell für nachhaltige Erfolge., The key goal of the project "Equity, Participation, Decision Making Labs - EP-DeM Labs" was to involve marginalized teenagers and young adults in the (re)design of measures and projects aimed at improving their level of education and increasing their employability. It aimed to result in their experiences and needs being shared with politicians and institutions in order to further develop local labor market and inclusion policies. For this purpose, "Labs of dialogue" were implemented in five European cities in 2016 and 2017. Its key findings were: Only the integration of professionals working at the interface with marginalized young people made it possible to work with this extremely vulnerable target group. "One-stop shop structures" of organizations increase the chances of young people completing an apprenticeship/finding a job. Transdisciplinary collaborations seem essential for sustainable results.