Suchergebnisse

The White House hit the 'refresh' button on federal job training programs this past summer. The refresh came in two parts: the signing of the Workforce Innovation and Opportunity Act, which reauthorizes the 1998 Workforce Investment Act, and the release of a report titled Ready to Work: Job-Driven Training and American Opportunity. It outlines several initiatives and changes that federal agencies will undertake to make sure federal training programs are preparing people for jobs that are available today. The report notes that the review identified what is working best today around the US to help job seekers prepare for in-demand jobs and careers. Encouraging innovation and collaboration are key focal points in the White House report. Federal agencies are encouraged to experiment with proven best practices and share what they learn with their counterparts in other agencies. Sometimes innovation comes through repurposing and realigning existing resources to create something new that meets a need. Adapted from the source document.

In order to ensure that government policies do not produce government failure that impedes the vitality of the market and keeps disadvantaged individuals from becoming self-sufficient, the public assistance system needs to be reorganized, welfare programs that overlap different ministries should be linked, and appropriate performance indicators should be designated that do not distort the way public servants work. - Only 34 percent of individuals who participate in the Job Training Account Program for the jobless are hired, and 69 percent of those who are hired find jobs in industries that do not correspond to the area in which they received training. - Liberalizing prices when competition structure in price and quality has not been established runs the risk of wasting government funds and price increase without producing any meaningful benefits. - While the job training market needs to function properly in order to help the unemployed reenter the labor market, the government also has an important role to play in providing support for disadvantaged members of the society. As a result, the key is to achieve balance between the government and the market in the job training sector. - While the government initiated the development of job training in Korea, it is currently trying to allow the private sector and trainees to take the lead in the market. - Since government aid is directed to people who are not desperate to find work, the majority of trainees are flocking to areas that have a poor record for employment rate. - Excessive government aid is preventing the development of the training market by attracting trainees who are unconcerned with the quality of training and employment performance, which suppresses competition between training organizations and enables low-quality organizations to remain in business. - Under the current system, upperclass housewives who want to attend a training program as a hobby receive 50- 70 percent of the cost of the program along with cash allowance, while those in the middle and lower classes are provided with the majority of the cost of the program along with cash allowance. - The government is promoting price liberalization under the belief that low prices are causing the poor employment rate, but the cost of the training program is not as important as the question of who is responsible for covering the cost. - Under a support system in which beneficiaries have most of their training cost covered and also receive up to KRW400,000 in cash each month, there are structural limitations on determining who will receive assistance for job training using motivation to find work as a criterion. - A selective approach is required for government assistance, based on the understanding that the job training market should be designed for everyone searching for jobs and that people from vulnerable sectors need an appropriate amount of assistance in addition to such aid. - The fundamental cause for the surfeit of assistance for job training is lack of coordination in employment welfare programs administered by the Ministry of Employment and Labor and the Ministry of Health and Welfare. - The attempt to link employment and welfare in the original sense of the phrase must begin with new welfare programs.

Many current welfare recipients lack the adequate training and education needed to become self‐sufficient. Historically, government administered Job training programs have not been successful in efficiently moving people from government assistance to permanent employment, suggesting the need for a new model of job training. This article presents a resiliency model of job training that emphasizes applicant recruitment, assessment and development. Use of a resiliency model is intended to increase program success rates by using psychological assessment and professional development goals of the individual.

This study suggests that functionally illiterate high school graduates frequently apply for assistance through the Job Training Act for which they are underprepared. Assisting such individuals has serious implications for the United States as it attempts to compete in a world market requiring an educated and literate work force.

This article examines the long-term reemployment, retraining, and relocation experiences of a random sample of displaced steelworkers from a manufacturing community in western Pennsyl vania who lost jobs due to plant closings in the early 1980s. Contrary to a frequently voaced conjecture that many displaced workers lack interest in exploring new employment options, this study found respondents to be active in pursuing retraining and employment in other locales. These efforts, however, were often thwarted by a number of social and economic difficulties that reduced the numbers of persons who actually relocated or enrolled in training. The economic benefits to those who did relocate or participate in training were mixed. Short-term, entry-level training did little to advance hourly wages, although more advanced training was associated with higher incomes. Out-of-state job searches were often unsuccessful, although persons who did find work and relocated had higher wages and employment levels than did those who did not relocate.

La participación del estado en la formación para el trabajo (FpT) se justifica por fallas contractuales en el mercado laboral y consideraciones redistributivas. Este ensayo: i) caracteriza la oferta de programas de FpT en Colombia-educación media técnica, formación profesional técnica y tecnológica, y educación para el trabajo y el desarrollo humano-, ii) discute evidencia rigurosa disponible referente a su impacto y pertinencia, y iii) rescata, a partir de la evidencia, lecciones para el diseño de programas de FpT. Estas lecciones incluyen la efectividad de la financiación pública a la provisión privada relativa a la provisión pública directa, los méritos de los incentivos al desempeño y de la separación de funciones de financiación, provisión y regulación, y la importancia de contenidos curriculares difícilmente sustituibles por las innovaciones tecnológicas. ; Labor market failures and redistributive concerns justify government intervention in job training provision. This essay: i) characterizes the supply of job training programs in Colombia-vocational schooling, technical and technological postsecondary programs and complementary short courses-, ii) discusses available rigorous evidence on its impacts and alignment with labor market demands, and iii) highlights, based on available evidence, lessons for improved program design. These lessons include the relative effectiveness of public financing of private provision vis-à-vis direct public provision, the merits of incorporating performance incentives and of separating financing, provision and regulatory roles, and the importance of a curricular focus on cross-cutting non-routine type skills.

Indonesia faces unemployment and employment problems. In February 2021, the number of unemployed people aged 15 years and over in Indonesia reached 8.7 million. On the other hand, the Covid-19 pandemic has disrupted economic activity, uncertainty, and 6.4 million workers were forced to be laid off. The unemployment rate is one of the problems that Indonesia's problems, especially during the Covid-19 pandemic. The government, through the Minister of Manpower, seeks to control the unemployment rate during the Covid-19 pandemic by conducting various competency and productivity-based training through Education and training programs organized by the Vocational Training Centre (BLK) and the development program for expanding job opportunities for workers or laborers affected by the pandemic. This study aims to describe the inhibiting factors during the implementation of automotive courses and how the impact of these inhibiting factors on the management of automotive courses in BLK in the future. Respondents consisted of 17 teachers and managers in the automotive sector BLK. Data was collected using a questionnaire in the form of a questionnaire tested using Product-moment Person, expert judgment, and Cronbach's Alpha coefficient. The findings show that the inhibiting factors include the curriculum with 65.11%, teachers 54.67%, course participants 57.22%, managers 65.52%, facilities 78.31%, funds or budget of 54.12%, the government by 51.18%, and the community by 60.71%. The research was limited to teachers and BLK managers in the automotive sector in Yogyakarta. Furthermore, future research is expected to involve various parties involved and supporting factors outside the aspects that have been studied.

Berufliche Bildung wird in den Vereinigten Staaten von Amerika auf verschiedenen Ebenen durchgeführt. Unsere Untersuchung beschränkt sich auf die Ausbildungswege, die sich mit denen der anerkannten Ausbildungsberufe in der Bundesrepublik Deutschland vergleichen lassen. In den Vereinigten Staaten entwickelte sich neben dem von den Unternehmen in eigener Verantwortung durchgeführten industrial training mit seiner besonderen Ausprägung, dem on-the-job training, die in das allgemeine Bildungssystem integrierte vocational education. Um feststellen zu können, ob das industrial training weiterhin die dominierende Ausbildungsform ist, werden die Merkmale beider Systeme, die Gesetzgebung unter besonderer Berücksichtigung der Einflussmöglichkeiten der Bundesinstitutionen und die Interdependenzen zwischen Ausbildungssystem und Arbeitsmarkt dargestellt. (DIPF/Orig.) ; In the United States vocational training takes place on different levels. Our research is confined to the occupations which 'are compared with the recognized skilled occupations in the Federal Republic of Germany. The industrial training with its specific appearance on-the-job training is under the responsibility of the employers. On the other hand vocational education as a section of the general education system was developed under promotion of the federal government. For the identification of the dominating system we analyze the characteristics of industrial training and vocational education, the legal framework and the correlations with the labormarket. (DIPF/Orig.)