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SKILL is a measure of the amount of worker's expertise, specialization, wages, and supervisory capacity. Skilled workers are generally more trained, higher paid, and have more responsibilities than unskilled workers.

Skilled workers have long had historical import (_see_ Division of labor ) as masons , carpenters , blacksmiths , bakers , brewers , coopers , printers and other occupations that are economically productive. Skilled workers were often politically active through their craft guilds .

CONTENTS

* 1 Relative demand of skilled labor

* 2 Foundation, transferable, and technical and vocational skills

* 2.1 Foundation skills * 2.2 Transferable skills * 2.3 Technical and vocational skills

* 3 See also * 4 Sources * 5 References * 6 Further reading

RELATIVE DEMAND OF SKILLED LABOR

One of the factors that increases the relative demand for skilled labor is the introduction of computers. In order to operate computers, workers must build up their human capital in order to learn how such a piece of machinery works. Thus, there is an increase in the demand for skilled labor. In addition to the technological change of computers, the introduction of electricity also replaces man power (unskilled labor) which alters the demand for labor skills.

Technology, however, is not the only factor. Trade and the effects of globalization also play roles in affecting the relative demand for skilled labor. For example, a developed country purchasing imports from a developing country, which then replaces products made with domestic, low-skills labor. This, in turn, decreases the demand for low-skills workers in the developed country. Both of these factors may increase the wages of highly skilled workers in the developed country.

FOUNDATION, TRANSFERABLE, AND TECHNICAL AND VOCATIONAL SKILLS

The _EFA Global Monitoring Report 2012_ proposes a useful approach to different types of skills in relation to the world of work. It identifies three main types of skills that all young people need – foundation, transferable, and technical and vocational skills – and the contexts in which they may be acquired.

FOUNDATION SKILLS

At their most elemental, foundation skills are the literacy and numeracy skills necessary for getting work that pays enough to meet daily needs. These foundations are also a prerequisite for engaging in further education and training , and for acquiring transferable skills and technical and vocational skills.

TRANSFERABLE SKILLS

Finding and keeping work require a broad range of skills that can be transferred and adapted to different work needs and environments. Transferable skills include analysing problems and reaching appropriate solutions, communicating ideas and information effectively, being creative , showing leadership and conscientiousness , and demonstrating entrepreneurial capabilities. Such skills are nurtured to some extent outside the school environment. They can, however, be further developed through education and training.

TECHNICAL AND VOCATIONAL SKILLS

Many jobs require specific technical know-how, whether related to growing vegetables, using a sewing machine , engaging in bricklaying or carpentry , or working on a computer in an office. Technical and vocational skills can be acquired through work placement programmes linked to secondary schooling and formal technical and vocational education, or through work-based training, including traditional apprenticeships and agricultural cooperatives .

SEE ALSO

* Automation
Automation
* Blue-collar worker * Deskilling * Human capital * Scientific management * Skilled worker * Unionization

SOURCES

_ This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 Licence statement: Rethinking Education: Towards a global common good?_, 41, Box 5, UNESCO. UNESCO.

To learn how to add open-license text to articles, please see:Adding open license text to .

REFERENCES

* ^ Cowan, Ruth Schwartz (1997), _A Social History of American Technology_, New York: Oxford University Press, p. 179, ISBN 0-19-504605-6 * ^ _A_ _B_ _C_ _D_ _Rethinking Education: Towards a global common good?_ (PDF). UNESCO. 2015. pp. 41, Box 5. ISBN 978-92-3-100088-1 . * ^ _A_ _B_ _C_ " Youth
Youth
and Skills: Putting education to work". _EFA Global Monitoring Report 2012_. UNESCO. 2012.

FURTHER READING

* Stephen Wood (December 1981). _Degradation of Work: Skill, Deskilling and the Braverman Debate_.