The new politics of job training and work training in Africa

Taking the standpoint that sub-Saharan African education policy is undergoing a thorough re-evaluation, the paper reviews the changes in relationships between the formal and informal labour markets in Africa and the planning of education in relation to such supposed objectives. Political concerns with accountability, efficiency, financing and the maintenance of relevance in vocational training find little that is comparable with policies or experiments in the developed countries. In part this is complicated through intervention by the policies favoured by external donors. The paper concludes with ten propositions regarding future attempts to tighten up bonds between education, training and job/work placements in Africa.     

Emotion work and emotional exhaustion in teachers: the job and individual perspective

Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ (Demand‐Induced Strain Compensation Questionnaire), the Dutch Questionnaire on Emotional Labour (D‐QEL), and the UBOS (Utrechtse Burnout Schaal [Utrecht Burnout Scale]). In line with previous studies, our findings indicated that emotional exhaustion is positively associated with emotional job demands and surface acting. The relative importance of the two operationalisations of emotion work was assessed by comparing the results of two regression analyses. Whereas the model with job demands explained 18% of the variance, the model with emotional labour explained only 5%. In understanding what might contribute to emotional exhaustion in teachers, the emotional job demands might be much more important than the self‐regulation perspective that is measured with emotional labour.     

The social culture of work: work, employment and unemployment as ways of life

All labour is directed towards producing some effect. For though some exertions are taken merely for their own sake, as when a game is played for amusement, they are not counted as labour. We may define labour as any exertion of mind or body undergone partly or wholly with a view to some good other than the pleasure derived directly from the work.     

试析2002年海淀走读大学毕业生就业指导工作

文章全面分析了 2 0 0 2年海大毕业生就业指导工作的情况和特点。     

The effects of formal learning and informal learning on job performance: the mediating role of the value of learning at work

Although research has widely recognized the relationships between formal and informal learning and job performance, empirical studies have not paid sufficient attention to these relationships. In addition, there is little understanding how individual perceptions toward learning influence the relationships between the aforementioned two types of learning and job performance. In the present study, it was proposed that formal and informal learning can influence job performance. Moreover, in the relationships between formal and informal learning and job performance, the value of learning at work was considered as a mediator. With a sample of employees from small and medium-sized enterprises in South Korea, the research showed that formal and informal learning influences job performance through the value of learning at work. Based on the results of the study, several implications were discussed.     

Relation between work stress and job performance in nursing: A comparison of models

Multilevel covariance structure analysis was used to compare two theoretical models that have been proposed to explain the relation between job demand and job control on nursing performance. A key feature of both models is that high job demand and low job control influences the nurses mood state (or state of stress), and this results in reduced nursing performance. Objective measures of job demand and level of control were collected at the level of the hospital ward; measures of perceived job demand, job control, mood state, and nursing performance related to individual nurses within each ward. The modeling provided evidence that both perceived job demand and perceived job control influenced both anxiety and emotional exhaustion, enabling us to reject 1 of the proposed models.     

Qualifying teacher work: everyday work as basis for the autonomy of the teaching profession

Teachers’ work in tuition‐free (non‐classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott’s work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition‐free time. The study data consist of 1166 reports from 59 Swedish teachers’ daily work situations in school years 1–12. Qualifying teacher work is related to teachers’ ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers’ weekly working hours; with the reservation that 10 hours of teachers’ weekly 45 hours working time is not examined. This time corresponds roughly with the non‐regulated working time, that is, time when the teachers do not have to be at school.     

The public schools as a work environment

This study examined the perceptions of elementary and secondary school teachers, and school board members, of the school as a work environment. The Work Environment Preferencess Scale, an instrument based on Weber's components of bureaucratic organizations, was administered to all the teachers and board members of a small Maine school district. Board members, then secondary teachers, preferred bureaucratic organization and principles. Implications for education are discussed.     

如何做好公共图书馆的读者服务工作

读者服务是图书馆社会存在的前提,文章从读者服务工作的三要素:读者、图书馆员、馆藏资源,探讨如何做好公共图书馆的读者服务工作。     

福贵:苦难生命的承受者

余华作为蜚声国际的先锋派小说家,凭借残酷冷静的叙事风格独树一帜,以解剖刀似的犀利、冷峻目光揭示人性和人类社会。其代表作《活着》充满着悲悯之心和对生命的终极关怀。余华通过描述福贵充满苦难的一生,即与他相关的四代人的悲剧命运,展示普通老百姓充满苦难的生活,给人们提供了活着的勇气和力量。     

以工作过程为参照系序化教学内容

当前职业教育的教学与实际岗位要求脱节严重。造成这一现象的主要原因是把具有很强的实践性和职业性的教学内容采用学科体系进行组织序化。首先,要明确内容序化的目标是为了更好地帮助学生学习;其次职业教育的主要内容是大量的程序性知识,它们只能存在于某些特定的工作过程之中,所以组织序化必须以工作过程为参照系;最后依据各职业的特点,选取恰当的序化模式,把陈述性知识有机的融入新的组织序列当中。在完成按教学培养目标选择教学内容的基础上,以工作过程为参照系确立新的知识组织框架及顺序,是解决教学与社会需求脱节的有效途径。     

Empowering satisfaction: analyzing the relationship between empowerment,work conditions,and job satisfaction for international center managers

Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing...     

试析新形势下高校毕业生就业工作信息化建设

随着社会信息化的快速发展,高校毕业生就业工作也面临着难得的机遇和挑战。如何充分利用信息化手段,加快信息化就业进程,进一步拓宽毕业生就业工作地发展空间,是目前高校深入开展就业指导和服务工作需解决的重要问题。通过对高校毕业生就业工作信息化建设现状及问题的分析,探讨了高校毕业生就业工作信息化建设发展的途径。     

Exploring the contributions of job resources,job demands,and job self-efficacy to STEM teachers' job satisfaction: A commonality analysis

This study aims to examine how job resources, demands, and self-efficacy affect American STEM teachers' job satisfaction by analyzing the US TALIS 2018 data. Multiple regression and commonality analysis were used to analyze factors' significant contributions and their detailed real unique and common contributions to STEM teachers' job satisfaction. The results show that the final model explains 29.6% of the variances of STEM teachers' job satisfaction. The commonality analysis further showed that job resources, job demands, and job self-efficacy explained 23.5%, 8.6%, and 8.0% of variances of job satisfaction, respectively. However, these factor sets uniquely contributed 15.9%, 2.9%, and 2.1% of the variance, separately. This study confirms the validity of the revised job demands−resources model for STEM teachers' job satisfaction. Furthermore, the commonality analysis reveals the unique and independent contributions of job demands, resources, and self-efficacy to job satisfaction. Results from the research identified the significance of job resources contributing to the improvement of STEM teachers' job satisfaction.