<p> Over the last 100 years, there has been an ever-tightening correlation between education and employment. In the early 1900s, it was the attainment of a high school diploma that yielded lower unemployment. In the middle of the century, it was the bachelor's degree, and in the 21st century, it is advanced degrees, such as MBAs. While there is a preponderance of data supporting the relationship between higher levels of education and a diminishing likelihood of unemployment, the value of continuing education potentially assisting an educated (degree-holding) worker back into the workforce is an un-researched area. </p><p> This study examined the relationship between the pursuit of continuing education (either advanced academic degree or industry certification) and re-employment for experienced professionals. When the educational effort was introduced in interviewing, hiring or sourcing activities, did recruiters or hiring managers give preference to that job candidate? Moreover, since the worker already had an academic degree, would pursuit of an advanced degree be more beneficial than the pursuit of a professional certification? </p><p> Early discussions with several potential subjects indicated that they could not, due to privacy and legal issues, divulge hiring decisions for specific staff members. Therefore, two anonymous surveys were devised to solicit insights from both job seekers and recruiters/hiring managers. The recruiter/hiring manager responses supplied the most direct answers to the research questions while the job seeker responses provided insights on the current approach to education when a person is unemployed. </p><p> The findings identified that recruiters/hiring managers embraced continuing education. Depending on the situation, between 35% and 67% of the respondents valued the educational efforts in the hiring process. In most cases, since the worker already held a bachelor's degree, pursuit of an industry certification was deemed more valuable than the pursuit of an advanced degree, but neither pursuit could compete with job candidates who already held advanced degrees. </p><p> While further research is needed to refine the differences based on age, degree type, and industries, the general guidance for an out-of-work professional with a bachelor's degree is to pursue industry certification or pursue an advanced degree to improve the prospects of quicker re-employment. </p>

<p>Workers are remaining in the labor force at older ages and despite their desire to work, those without jobs face unprecedented durations of unemployment. Many of the unemployed lack current skills for jobs in demand and need to either upgrade their skills or be trained for a new occupation to become reemployed. An aging workforce combined with concerns about the long-term viability of social welfare programs has increased the importance of identifying strategies to encourage working at older ages. In recent years there has been increased focus on credential attainment through participation in publicly sponsored employment and training programs. While many older workers benefit from participation in publicly sponsored employment programs, they are less likely than their younger counterparts to receive training services. </p><p> This mixed methods research used a combination of multivariate regression, binary logistic regression, and key informant interviews to examine outcomes of older workers who participated in a training program through the Workforce Investment Act&rsquo;s (WIA) Dislocated Worker Program between April 1, 2008 and December 31, 2009 and/or enrolled in credential programs at community colleges. This involved interviews and site visits at 14 community colleges to gain an understanding of the role community colleges play in linking older students to credential or certificate programs and analysis of secondary data to evaluate the benefits of obtaining a credential. Unemployed workers aged 55 to74 were the focus of the quantitative portion of this research. </p><p> Attaining a credential through participation in WIA&rsquo;s Dislocated Worker Program resulted in improved employment and wage changes as compared to those who were not credentialed. Effective strategies for community college involvement in workforce training were identified and include outreach programs for older students, providing advice for specific programs of study, support during the program to ensure completion, job placement services, and continuing education for skill upgrading. Implementation of programs and policies that encourage work at older ages has the potential to improve economic security and reduce the risk of poverty in retirement. Community colleges and public workforce programs play an important role in meeting the education and training needs of an aging and increasingly diverse population. </p>

Thesis (Ph.D.)--Indiana University, Dept. of Economics, 2008. / Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0646. Advisers: William Becker; Jeffrey Smith.

"Thesis approved for the degree of doctor of philosophy in the University of London." / Bibliography: p. 217-227.

published_or_final_version / Social Work / Master / Master of Social Work

Microfinance has become one of the most promising tools for development and poverty alleviation over the past two decades. Millions of borrowers around the globe have utilized microcredit to start or expand their small businesses and raise their household income. One poverty-induced problem microfinance could potentially alleviate is child labor. Despite international legislation prohibiting it, child labor continues to deprive millions of children of their right to education. Without education, there is little hope for a country to increase productivity and wealth in the future. A number of scholars have highlighted a negative correlation between credit rationing and child labor. However, there are no studies that examine whether or not children are less likely to work in households that participate in microfinance programs. In some circumstances, microcredit may increase household income and induce parents to withdraw their children from work while in others, raising the household income level may lead children to work more. In low-income countries with numerous microfinance institutions, many children work despite their parents’ access to credit. In order to examine this paradoxical phenomenon, this thesis presents a number of econometric models which analyze both child labor and credit at the household level. Though these models are vital in explaining the relevant trends, a purely economic analysis fails to capture the political and cultural factors that also engender child labor. To illustrate this complex relationship between economics and mores, this thesis highlights the impact of microfinance on child labor in Bangladesh. Bangladesh is an ideal country for this study because microfinance and child labor are both endemic. Finally, conclusions drawn from this analysis inform policy recommendations to amplify the effectiveness of microfinance on diminishing child labor.

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Made available in DSpace on 2017-07-21T20:31:32Z (GMT). No. of bitstreams: 1 Eliza Ribas Gracino.pdf: 2490205 bytes, checksum: e3972a20fcd8ad5da89efccf83ce5d35 (MD5) Previous issue date: 2016-06-10 / This work, entitled: Education for work in the institutionalization process of the Institute of Practical Arts de Castro (1915-1964) aimed to collaborate with the construction of knowledge of the studies of the history of Brazilian Education, under the agricultural schools, Paraná and the region of Campos Gerais, through the analysis of the historical trajectory of its constitution, intending to seize the relations between work and education that influenced its creation, and the educational model of liberal nature that guided their educational practice. The delimited period was 1915 to be the foundation and 1964 date, to mark the date of institution of the lease agreement with the Dutch Reformed Church. In the process of research for the construction of this work, we aim to understand what the relations between work and education in the history of agricultural education in Brazil, from the Institute study object of Arts Practices Castro, with the guiding questions: How capitalism triad -Work-related education is on institutionalization and maintenance process of the Institute of Arts Castro Practices during the period 1915-1964? How global, national and regional crises led to subsequent crises that culminated in lending in the year 1964? What is the importance of this centuries-old institution to the General Campos? From the methodological theoretical framework of historical and dialectical materialism, and mediation through efforts in unveiling the development and transformation of social phenomena in its entirety, we use in the entire category of analysis for cover work, education and state. To achieve the proposed objectives and answer the guiding questions, the research was documentary and bibliographic using the survey and cataloging of documentary and iconographic sources for the study object, found in public and private collections. The work includes studies of the Study and Research Group "History, Society and Education" Campos Gerais - PR: HISTEDBR / UEPG, linking up research on the Thematic Studies, Education Regional History and History of School Institutions, line research history and educational policies of the Post-Graduate Education of the State University of Ponta Grossa. / O presente trabalho, sob o título: A educação para o trabalho no processo de institucionalização do Instituto das Artes Práticas de Castro (1915-1964) teve como principal objetivo colaborar com a construção do conhecimento dos estudos da História da Educação Brasileira, no âmbito das escolas agrícolas, paranaense e da região dos Campos Gerais, por meio da análise da trajetória histórica de sua constituição, intencionando apreender as relações estabelecidas entre trabalho e educação que influenciaram sua criação, bem como o modelo educacional de cunho liberal que norteava sua prática educativa. O período delimitado foi 1915, por ser a data de fundação e 1964, por marcar a data do contrato de comodato da Instituição com a Igreja Reformada Holandesa. No processo de pesquisa para a construção desse trabalho, objetivamos compreender quais as relações estabelecidas entre trabalho e educação na história do ensino agrícola no Brasil, a partir do objeto de estudo Instituto das Artes Práticas de Castro, tendo como questões norteadoras: Como a tríade capitalismo-trabalho-educação se relacionaram no processo de institucionalização e manutenção do Instituto das Artes Práticas de Castro durante o período de 1915 a 1964? De que maneira as crises mundiais, nacionais e regionais contribuíram para as subsequentes crises que culminaram com o comodato, no ano de 1964? Qual a importância dessa Instituição centenária para os Campos Gerais? A partir do referencial teórico metodológico do materialismo histórico-dialético, tendo a mediação por meio de esforços em desvelar o desenvolvimento e a transformação dos fenômenos sociais na sua totalidade, utilizamo-nos da categoria de análise totalidade, por abranger trabalho, educação e Estado. Para alcançar os objetivos propostos e responder as questões norteadoras, a pesquisa teve caráter documental e bibliográfico, utilizando o levantamento e catalogação das fontes documentais e iconográficas relativas ao objeto de estudo, encontradas em acervos públicos e particulares. O trabalho integra os estudos do Grupo de Estudos e Pesquisa "História, Sociedade e Educação" dos Campos Gerais - PR: HISTEDBR/UEPG, vinculando-se a pesquisa sobre os Estudos Temáticos, História Regional da Educação e História das Instituições Escolares, da linha de pesquisa história e políticas educacionais, do Programa de Pós-Graduação em Educação da Universidade Estadual de Ponta Grossa.

The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures. / by Robert W. Murray. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Develops a culturally and linguistically sensitive curriculum that provides unskilled and underemployed African Americans living in San Bernardino County with vocational education for technical and office occupations. This project will operate as a resource for teachers, counselors, and trainers who assist unskilled African Americans entering the workplace and that are in need of career and professional development in office protocol, computer software applications, and verbal and written communication skills.