Skills In The Age Of Over Qualification

Across the developed world, most of us who work now earn our living in the service sector. However, the issue of what kind of service economy is sustainable and desirable, both in economic and social terms, is rarely debated. This book argues that this needs to change. National governments have emphasised the role of skills in achieving international competitiveness, higher living standards, and social inclusion. However, even prior to the 2008 financial crisis, problems of over-qualification, skills wastage, and poor job quality were becoming difficult to ignore. This raises important questions about what kind of service sector jobs will be on offer to meet the aspirations of an increasingly qualified workforce and what role can governments play in raising the skills required in jobs and the quality of jobs and services? Work organisation and job design are key factors shaping the skill content of work and the opportunities workers have to deploy their skills and capabilities. Through cross-national comparative research, this book examines whether and why service sector jobs vary across countries. Drawing upon detailed empirical research, the jobs of vocational teacher, fitness instructor, and cafe worker in the UK, Norway, and France are compared, allowing an exploration of the role of national institutions, sectors, and organisations in shaping work organisation and job quality. The findings contribute to the comparative study of work organisation, the relationship between skills and performance, the role and purpose of education and the prospects for better jobs in 'the age of over-qualification'.

This edited volume examines European approaches to migrants, European Union migration policies, and the EU-Turkey refugee agreement through macro-level and micro-level analysis. It analyzes issues related to migration in Turkey and Syria and specifically studies at the Syrian refugee crisis. The contributors explore the migration phenomenon through economic and judicial perspectives.

- Foreword - Editorial - Education's promise to all - Introduction: The Indicators and their Framework - Reader's guide - Executive summary - Equity in the Education Sustainable Development Goal - Indicator A1 To what level have adults studied? - Indicator A2 Transition from education to work: Where are today's youth? - Indicator A3 How does educational attainment affect participation in the labour market? - Indicator A4 What are the earnings advantages from education? - Indicator A5 What are the financial incentives to invest in education? - Indicator A6 How are social outcomes related to education? - Indicator A7 To What extent do adults participate equally in education and learning? - Indicator B1 Who participates in education? - Indicator B2 How do early childhood education systems differ around the world? - Indicator B3 Who is expected to graduate from upper secondary education? - Indicator B4 Who is expected to enter tertiary education? - Indicator B5 Who is expected to graduate from tertiary education? - Indicator B6 What is the profile of internationally mobile students? - Indicator B7 How equitable are entry and graduation in tertiary education? - Indicator C1 How much is spent per student on educational institutions? - Indicator C2 What proportion of national wealth is spent on educational institutions? - Indicator C3 How much public and private investment on educational institutions is there? - Indicator C4 What is the total public spending on education? - Indicator C5 How much do tertiary students pay and what public support do they receive? - Indicator C6 On what resources and services is education funding spent? - Indicator C7 Which factors influence teachers' salary cost? - Indicator D1 How much time do students spend in the classroom? - Indicator D2 What is the student-teacher ratio and how big are classes? - Indicator D3 How much are teachers and school heads paid? - Indicator D4 How much time do teachers spend teaching? - Indicator D5 Who are the teachers? - Indicator D6 Who makes key decisions in education systems? - Characteristics of Education Systems - Reference Statistics - Sources, Methods and Technical Notes - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Denmark - Estonia - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Israel - Italy - Japan - Korea - Latvia - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States - Argentina - Brazil - China - Colombia - Costa Rica - India - Indonesia - Lithuania - Russian Federation - Saudi Arabia - South Africa - Ibero-American countries

Why are so many people unhappy on-the-job? . As many as 7 out of 10 Americans are currently dissatisfied with their careers. . Expensive college degrees are seen by our society as a requirement to enter the American workforce. Yet, many students fail to graduate with the skills and knowedge necessary to embark on a satisfying career path.The result is an unprepared individual, saddled with debt, and frustrated with a system that has left them hanging with respect to making good career decisions. . The concept of work-life balance continues to elude our society as thousands of workers complain of 'living to work' instead of 'working to live.' It's no secret that career satisfaction eludes much of the American working population, but what's worse is the lack of resources and coaching to help today's employee find the career satisfaction they seek. In this innovative, step-by-step guide, workplace expert, professional development specialist, and nationally syndicated career advice columnist, J.T. O'Donnell (www.jtodonnell.com) unlocks the secrets to working smarter when it comes to creating a career you can get excited about.With more than 15 years experience, having coached thousands of individuals, O'Donnell will show you how to develop an authentic definition of professional success that will get you results. Here's what readers have to say: Her strategic approach really helped me flesh out what traits and experience I brought to the table for a potential employer in a different field. Her methods, encouragement and continued support have led me to find the right career path.- Helen D. I hated my job, wanted out, and didn't know where to begin. I had a decision to make: I could continue on the track to working my 9-5 job in front of a desk and let it define me and make me miserable, or look for something different. J.T.showed me that it's not your job that defines you at all;it's you who defines your job. She worked with me to figure out my strengths and work on my weaknesses. J.T.helped me learn that who I am is far more than the paycheck I bring in. Through that exploration of my own real desires, J.T.helped me to realize that I needed a far more creative outlet to be successful in. I can truly say that without J.T.'s help, I certainly would not be where I am today. I'm more aware of my life and the people in it...I absolutely love my job and really feel successful. I owe an immense amount of gratitude to J.T. for getting me to this place in my life. - Danielle H. The information in this book is so on target, I wish I'd found it earlier in my career.I can't begin to express what it is like to have finally found not just the reasons, but the solutions, to my past career disappointments.- John T.

This annual publication analyses recent developments in migration movements and policies in these countries, with a special focus in this edition on immigration of health workers.

With case table.

Tertiary-education policy is increasingly important on national agendas. The widespread recognition that tertiary education is a major driver of economic competitiveness in an increasingly knowledge-driven global economy has made high-quality tertiary education more important than ever. The imperative for countries is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society. Tertiary Education for the Knowledge Society provides a thorough international investigation of tertiary education policy across its many facets – governance, funding, quality assurance, equity, research and innovation, academic career, links to the labour market and internationalisation. The report presents: · an analysis of the trends and developments in tertiary education; · a synthesis of research-based evidence on the impact of tertiary-education policies; · innovative and successful policies and practices that countries have implemented; and · tertiary-education policy options. The report draws on the results of a major OECD review of tertiary education policy – the OECD Thematic Review of Tertiary Education -- conducted over the 2004-08 period in collaboration with 24 countries around the world. FURTHER READING A companion series - OECD Reviews of Tertiary Education - offers an in-depth analysis of tertiary education policies in each of the 14 countries which opted for a country review: China, Croatia, Czech Republic, Estonia, Finland, Iceland, Japan, Korea, Mexico, the Netherlands, New Zealand, Norway, Poland and Spain. www.oecd.org/edu/tertiary/review.

This book provides an international investigation of tertiary education policy across its many facets -- governance, funding, quality assurance, equity, research and innovation, academic career, links to the labor market and internationalization. It presents an analysis of the trends and developments in tertiary education; a synthesis of research-based evidence on the impact of tertiary-education policies; innovative and successful policies and practices that countries have implemented; and tertiary-education policy options. The report draws on the results of a major OECD review of tertiary education policy -- the OECD Thematic Review of Tertiary Education -- conducted over the 2004-08 period in collaboration with 24 countries around the world.--Publisher's description.