scholarly journals Labour Market Statistics - Plugging the Gaps

1970 ◽  
Author(s):  
Ian Ewing ◽  
Sharon Evans
Keyword(s):  
Labour Market ◽  
Central Government ◽  
Task Force ◽  
Labour Force ◽  
Industrial Relations ◽  
Feasibility Studies ◽  
Education And Training ◽  
Business Statistics ◽  
Household Labour ◽  
And Training

Official statistics have not kept pace with the deregulation of the labour market in the 1990s. Beginning in 1992 with the Rose Review' there have been several assessments of the gaps and what is required to plug them. The report of the Prime Ministerial Task Force on Employment in 1994 and the 1996 work of an interdepartmental working group reached similar conclusions about the needs. In the last two years some important advances have occurred. The 1996 Census of Population extended the coverage of education and training topics. Central government funding was obtained for Household Labour Force Survey supplements on education and training (once only) and income (annually). Results from all three supplements will be available in 1997. Feasibility studies, funded by a group of Government agencies, have been done on employer's training practices and expenditure. Statistics New Zealand has developed new classifications for levels of educational attainment and field of educational study. There are still a number of unmet needs, particularly in the areas of labour market dynamics, workplace industrial relations, employment-related business statistics and Maori labour force involvement. Options for funding these have been explored in 1996 with no positive outcomes yet.

scholarly journals Regional Labour Market Dynamics and Economics Participation: The Mediation Role of Education and Training Institutions

1970 ◽  
Author(s):  
Allen Bartley ◽  
Ann Dupuis ◽  
Anne De Bruin
Keyword(s):  
New Zealand ◽  
Labour Market ◽  
Labour Force ◽  
Supply And Demand ◽  
Education And Training ◽  
Market Dynamics ◽  
Regional Labour Market ◽  
Economic Participation ◽  
Training Institutions ◽  
And Training

Since the late 1970s in New Zealand, education and training have been essential elements as governments have grappled with maintaining and increasing the employability of the labour force. This paper reports on one phase of the Labour Market Dynamics and Economic Participation research programme which addresses the role that education and training institutions play in mediating labour supply and demand and promoting economic participation within various New Zealand regional labour markets. The paper refines and extends some of the key concepts of the Department of Labour's Human Capability Framework to explore the effectiveness of regional education and training institutions, and other intersecting regional and national organisations, in mediating regional labour market supply and demand.

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

scholarly journals Informing managers about telecommunications technologies for education and training

1991 ◽  
Vol 7 (2) ◽  
Author(s):  
Peter Rosie ◽  
Terry Charman ◽  
Roger Atkinson
Keyword(s):  
Task Force ◽  
Education And Training ◽  
Brand Names ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Base Level ◽  
Lack Of Information ◽  
Management Positions ◽  
Level Information ◽  
And Training

<p>Australian educational technologists face the challenge of convincing management to invest in telecommunications for some important aspects of education and training. Despite well-proven overseas models and ample evidence to indicate the cost and learning effectiveness (Hosie, 1987, 1988; Lundin, 1988) of using telecommunications, Australia has been slow to take advantage of possibilities the technology offers. Why is this so?</p><p>As Lange (1984) accurately ventures: fear, apathy, lack of encouragement and ignorance are the main reasons why implementation of telecommunications technology for the delivery and administration of education and training has lagged behind in Australia. Not surprisingly these disincentives have resulted in a lack of effective policy developments. Without well researched and marketed policy there is unlikely to be forward motion.</p><p>One obvious deficiency is the lack of information and understanding of telecommunications technologies throughout the general community, including amongst lecturers, teachers and trainers. What understanding people have is fragmented, disjointed and often confused with commercial brand names. High-end applications such as video conferencing are the most known and sought after by educators and trainers. However, once awareness is raised and sources of information provided, considerable interest may be shown in alternative technologies of a simpler and more affordable nature. Often, facilities are available for use but knowledge of their application to education and training is limited.</p><p>Educational and training administrators and policy developers in Australia could be fairly accused of all of Lange's sins in relation to developing the uses of telecommunications technology but they cannot all be overcome instantly. Also, decision-makers in education have been elevated to their management positions before these technologies became widely used. Hence management often lacks the essential base knowledge to make informed decisions.</p><p>This article arises from one of the activities of Western Australia's Telecommunications for Education and Training (TET) Task Force. One part of its work was to provide essential base-level information, in an accessible form, for education managers involved in making decisions about implementing telecommunications technology. This article is concerned with techniques for providing this kind of information.</p>

scholarly journals Self-Employment and Labour Market Transitions in New Zealand

2013 ◽  
Author(s):  
Jinyi Shao ◽  
Mallika Kelkar
Keyword(s):  
Time Series ◽  
New Zealand ◽  
Labour Market ◽  
Labour Force ◽  
Labour Force Survey ◽  
The Past ◽  
Self Employment ◽  
Labour Market Transitions ◽  
Household Labour ◽  
Market Transitions

Self-employment in New Zealand has been trending up in the past two years, following subdued growth between 2000 and 2010. Self-employed people made up 11.3% of total employed in the year to March 2012 (251,800 workers), compared with 10.1% in the year to March 2010. Self-employment is defined in this paper as those people operating their own business without employees. The paper explores time series trends in self-employment, in particular across three post-recession periods. Characteristics of self-employed workers are also identified. This paper also investigates movements in and out of self-employment in order to understand the recent growth in this type of employment. The analysis uses longitudinal Household Labour Force Survey (HLFS) data. The HLFS provides official measures of a range of labour market indicators, including the number of people employed, unemployed and not in the labour force.

Reshaping Education for the New Labour Market in Sub-Saharan African Countries

2020 ◽  
pp. 157-176
Author(s):  
Richard H. Afedzie ◽  
James Aller ◽  
Joseph Nketia
Keyword(s):  
Labour Market ◽  
Computer Literacy ◽  
Education And Training ◽  
Vital Role ◽  
New Labour ◽  
African Countries ◽  
Technical Competency ◽  
Sub Saharan ◽  
Workforce Productivity ◽  
And Training

This chapter examines the vital role of education and training in the new labour market. It explores the relative importance of technical education and computer literacy for all able working citizens in sub-Saharan African countries. It states that heavy investment in education and training has a great return on productivity and has the potential to change societies for all citizens. The literature on new labour market documents that sub-Saharan African countries that have changed their educational system to reflect technical competency have been able to develop their workforce productivity and national economic development. It asserts that government policies on education and training should be of utmost priority to governance in order to enhance the labour market in the 21st century.

Reshaping Education for the New Labour Market in Sub-Saharan African Countries

2021 ◽  
pp. 403-417
Author(s):  
Richard H. Afedzie ◽  
James Aller ◽  
Joseph Nketia
Keyword(s):  
Labour Market ◽  
Computer Literacy ◽  
Education And Training ◽  
Vital Role ◽  
New Labour ◽  
African Countries ◽  
Technical Competency ◽  
Sub Saharan ◽  
Workforce Productivity ◽  
And Training

This chapter examines the vital role of education and training in the new labour market. It explores the relative importance of technical education and computer literacy for all able working citizens in sub-Saharan African countries. It states that heavy investment in education and training has a great return on productivity and has the potential to change societies for all citizens. The literature on new labour market documents that sub-Saharan African countries that have changed their educational system to reflect technical competency have been able to develop their workforce productivity and national economic development. It asserts that government policies on education and training should be of utmost priority to governance in order to enhance the labour market in the 21st century.

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