Download A Future of Good Jobs?: America's Challenge in the Global by Editors Timothy J. Bartik and Susan N. Houseman, Timothy J. PDF
By Editors Timothy J. Bartik and Susan N. Houseman, Timothy J. Bartik, Susan N. Houseman
Can the U.S. economic climate generate fit progress of fine jobs -- jobs that might make sure a gradual development within the way of life for the center category and that would supply a fashion out of poverty for low-income americans? during this well timed new quantity, major coverage analysts learn the demanding situations dealing with U.S. hard work industry coverage and suggest concrete steps to make American staff and employers extra aggressive in an international economic system.
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Additional resources for A Future of Good Jobs?: America's Challenge in the Global Economy
Workers and the academic skills of American students compared to their counterparts in other countries. S. students in academic tests of comparative competencies, the data as a whole reveal a mixed picture (Boe and Shin 2005). S. students perform about average. S. students do considerably better than average in reading and civics, about the same in science, but worse than average in mathematics. S. disadvantage occurs only in math and only relative to Japan. S. S. population. S. scores far exceed the scores of other G7 countries, except for Japan in math and science.
Although these returns are healthy, they represent the average return across all workers achieving the additional education, not the individuals at the margin of either obtaining the education or not. Moreover, besides ignoring the risk and uncertainty of the returns, they often ignore the costs paid on behalf of those who do not complete the added education. One common misperception is that education conveys general skills useful in a range of fields while training provides only specialized skills that help in very specific contexts.
For the USDOL and its Office of Apprenticeship, the count of apprentices includes only those within the “registered” system governed by state or federal apprenticeship councils. A program becomes registered by submitting the plans for meeting the hours of on-the-job training and classroom training required by the relevant council. Although not recognized officially by the USDOL, some unregistered positions that involve coordinated work-based and school-based training may nonetheless be called apprenticeships by many workers and firms.