The impact of COVID-19 on Economy and Employment – Main highlights on worldwide trends (Published)
The present paper discusses the economic features of the current Covid-19 outbreak and its relation to labor markets and new skills in demand. It mainly focuses in analysing the recent global trends in affected sectors, examines the current unemployment issues while deepens in the kind of new skills and soft skills in demand that are necessary for an easier transition to the new Covid-19 way of life.
Keywords: COVID-19, Economy, Employment, Skills, coronavirus, labor markets, pandemic
Contemporary Working Dilemmas and European Policies for Transformation (Published)
The contemporary societal characteristics, the rapid development of technology, the intense demographic changes, the high and persistent unemployment rates have led to major changes in the workplace. More and more professional groups are becoming vulnerable and they need to redefine their work profile and strengthen it with skills that will let them respond to the mental, physical and emotional demands of the new labor market. In such a context, the training and education of potential professionals becomes a matter of major importance and a reference point for the policies of international organizations. The European Commission has drafted texts which aim to increase the employability of individuals. One recent text is that of “A New Skills Agenda for Europe”, which was adopted by the Commission on 10 June 2016. Following the quantitative methodology and in particular the content analysis of the text we examine the way it can be achieved. The categories used for the analysis of the text come from the transformative learning theory of Mezirow and in particular the ten stages of stochastic processing. The results of this study show that the aim of this text seems to be the learning transformation of employees in order to become more employable.
Keywords: Dilemma, Employability, European Policies, Skills, Transformative Learning
Emotional Empowerment of Human Capital through Adult Learning Pathways (Published)
The Sustainable Development Goals Program was adopted by the United Nations in September 2015 and is an evolution of the Millennium Development Goals Program (2000-2015). Its main axes are economy, society and the environment, with an emphasis on education and training for professionals, which are considered to be fundamental foundations of economic and social development. UNESCO is called upon to play an important role in implementing the Agenda, as it has both the right experience and extensive diplomatic networks. To this end, it has drafted official texts on the achievement of the Agenda 2030 objectives. Its recent text, “Third World Report on Adult Learning and Adult Education” (GRALE III), presents the results of an international research involving 139 UNESCO member countries on the impact of Learning and Adult Education on Health, Prosperity, Employment and the Labour Market, Social, Political and Community Life. Adults need to redefine their work profile and strengthen it with the right skills that will let them respond to the mental, physical and emotional demands of the new labour market. Which are though the right skills? Since specialized skills seem not to be adequate, emphasis has been lately put on emotional competence, which may contribute to the creation of a healthy working environment (Goleman, 1998). This study, through the qualitative analysis of the above-mentioned text, tries to capture and investigate whether there are references to skills related to the field of emotional intelligence in its content. The analysis of the text shows that references are made to the categories of interpersonal relations management, self-management, self –awareness and self-confidence. In particular, there is a strong need for policy makers of adult education to help learners develop communication, cooperation and tolerance, face difficulties, improve this lives, connect emotionally with others, join in community, sustain social connections.
Keywords: Adult Learning, Education, Emotional Intelligence, Empowerment, Skills, UNESCO
Job Dissatisfaction: An Analysis of Skill and Knowledge Mismatch Of On-Job Trained Employees In Institutions Of Higher Learning (Published)
It is acknowledged that Human Resource Development (HRD) practices such as On Job Training (OJT) and Job Placement (JP) are linked to employee performance. However, research is yet to focus on how performance is affected by mismatch of new knowledge and skills acquired from OJT and those required to perform their allocated responsibilities, especially in public universities in Kenya. Masinde Muliro University of Science and Technology (MMUST) devotes some of its budgetary allocation on OJT of administrative staff and any mismatch between knowledge and skills acquired and those demanded by administrative jobs can be counterproductive. Thus a need exists to establish the relationship between OJT as HRD practice and JP of trained administrative staff. The purpose of this study was to establish the relationship between on-job training and job placement of administrative staff at MMUST. This is aimed at finding out if the OJT programmes match the staff’s skills and knowledge. The study employed a case study design with target population of 149 administrative staff. Since the target population was small, it formed the sample therefore census sampling. Data was collected using structured questionnaire and an interview schedule. Qualitative data was analyzed thematically and was presented verbatim according to the themes while quantitative data was analyzed descriptively using percentages and frequency distribution techniques. The results indicated that majority of the respondents acquired most of their knowledge and skills while in their current positions, with a few others had the knowledge and skills that matched with the positions they held. The study concludes that properly placed employees perform optimally while misplaced employees feel demotivated and tend to have a high turn-over rate. The study recommends that organizations should ensure that they hire competent and qualified administrative staff and also, enact policies on proper placement to ensure that employees who are misplaced have a chance to be properly placed to the right positions.
Keywords: Administrative staff, Job Dissatisfaction, Job Placement, Knowledge, Skills
FORMAL AND INFORMAL SOCIAL STUDIES CURRICULUM IN NIGERIA (Review Completed - Accepted)
The aim of this work was to examine formal and informal Social Studies curriculum in Nigeria, particularly in Obanliku Local Government Area of Cross River State. The study posed three research questions. Instrument for data collection was questionnaire. Random sampling technique was used to select one hundred and seventy (170) JSS 3 students and teachers as sample for the study. The data collected were analyzed using means and standard deviation, with 3.00 as pre-determined cut-off point for each item. Formal Social Studies curriculum contents are implemented in uniformity in Nigeria while, informal contents and its implementation varies from society to society, but all geared towards inculcating in the learner positive attitudes, skills for national development and integration.
Keywords: Curriculum, Formal, Implementation and Social Studies, Informal, Skills, Society