Winnaars en verliezers op de arbeidsmarkt 1996-2012

Occupational winners and losers in the Dutch labour market 1996-2012 Occupational winners and losers in the Dutch labour market 1996-2012 The occupational structure of the Dutch labour market is changing rapidly. In the years 1996-2012 the educational level of the labour force has increased constantly, which is indicative of knowledge intensification in the economy. Occupations that employ average educated workers have been shrinking, while occupations that employ high educated individuals have been growing. This is consistent with the polarization hypothesis, but these changes are very gradual. Wage growth, computer use and level of problem solving skills all correlate positively with the growth rate of employment in occupations. This suggests that IT skills and the ability to handle complex information are increasingly important in today’s labour market.

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Occupational change on the dualised Swedish labour market

Economic and Industrial Democracy ◽

10.1177/0143831x20959714 ◽

2020 ◽

pp. 0143831X2095971

Author(s):

Tomas Berglund ◽

Kristina Håkansson ◽

Tommy Isidorsson

Keyword(s):

Labour Market ◽

Labour Force ◽

Temporary Employment ◽

Labour Force Survey ◽

Occupational Structure ◽

Temporary Contracts ◽

Occupational Change ◽

Main Pattern

In the Swedish labour market, recent research has revealed tendencies of both dualisation – implying growth in temporary employment – and polarisation – referring to increased employment in both low- and high-paid jobs, while middle-paid jobs decrease. This study explores the relationships between changes in the occupational structure and the distribution of temporary employment. Using the Labour Force Survey and comparing changes between 2000 and 2015, the study shows a main pattern of upgrading. However, splitting the analysis into permanent and temporary employment, tendencies of polarisation are revealed: growth at the low-paid end consists of temporary employment, while the increase at the high-paid end is mainly of open-ended contracts. Different kinds of temporary contracts matter – on-call employees are more likely to be found at the low end, and project workers at the high end. The study shows increasing precariousness in the lower end of the occupational structure.

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Real-Life Problem Solving Skills Required From Office Managers in the Labour Market

Mediterranean Journal of Social Sciences ◽

10.5901/mjss.2013.v4n5p169 ◽

2013 ◽

Author(s):

Adaku Ngozi Achilike

Keyword(s):

Problem Solving ◽

Labour Market ◽

Real Life ◽

Problem Solving Skills ◽

Real Life Problem

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Spatial Analysis Of Human Capital Structures

Comparative Economic Research ◽

10.2478/cer-2014-0031 ◽

2014 ◽

Vol 17 (4) ◽

pp. 43-54 ◽

Cited By ~ 1

Author(s):

Artur Gajdos

Keyword(s):

Human Capital ◽

Labour Market ◽

Cross Section ◽

Labour Force ◽

Labour Productivity ◽

Occupational Structure ◽

Level Of Education ◽

Depth Analysis ◽

Data Source ◽

The Impact

The main purpose of this paper is to analyse the interdependence between labour productivity and the occupational structure of human capital in a spatial cross-section. Research indicates (see Fischer 2009) the possibility to assess the impact of the quality of human capital (measured by means of the level of education) on labour productivity in a spatial cross-section. This study attempts to thoroughly analyse the issue, assuming that apart from the level of education, the course of education (occupation) can also be a significant factor determining labour productivity in a spatial cross-section. The data used in this paper concerning labour force structure in major occupational groups in a regional cross-section comes from a Labour Force Survey. The data source specificity enables the assessment of labour force occupational specialisation at the regional level and the estimation of this specialisation at the subregional or county level. An in-depth analysis of the occupational structure of the labour market in a spatial cross-section is an important theoretical and practical area of study necessary for the development of effective labour market policies and the education system.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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