The data were coded and analyzed using Statistical Analysis Software (SAS) version 6.12. << All content in this area was uploaded by Nadide Hüsnüoğlu on Oct 04, 2018, Sosyal ve Beşeri Bilimler Araştırmaları Dergisi, Journal of Social Sciences and Humanities Researches, eğitimin istihdamdaki rolü, Türkiye ve farklı gelişmişlik düzeylerine sahip ülkeler açısından, analiz edilmektedir. New York: Oxford University Press. /O 809 The economic competitiveness of a country depends on the skills of its work force. The instrument was also pilot-tested on a small group ( Based on social efficiency theory, schools should prepare and supply future workers with appropriate knowledge and skills to enhance their productivity and, therefore, promote economic growth ( xref The paper analyses, 'how equitably, dual career couples, who are employed in the well remunerated formal sector, reconcile multiple gender roles. The government, especially the Ministry of Education, should seek input from numerous stakeholders, such as educators, business/industry personnel, parents, students, academicians, and other professionals, before formulating major policy decisions regarding vocational education and training. Matulis, 1989 novel manner where ideas of İşgücünün bilgi, beceri, yetenek ve niteliklerini artıran eğitim, beşeri sermaye donanımını güçlendirerek ekonomik büyüme ve refah artışı yönünden sonuçlar ortaya çıkarmaktadır. jgreenan@purdue.edu Regarding employment opportunities (item 6), both educators (M=4.44, SD=.72) and employers (M=4.08, SD=.65) agreed that completers of vocational programs have better employment opportunities than completers of academic programs. Therefore, the purpose of this study was to investigate the perceptions of Malaysian employers and educators regarding the role of vocational education in the economic development of the country. The relative price of labour to capital in New Zealand fell to 60 percent of the Australian value in 2002 after being comparable in the late 1980’s. , descriptive research involves providing careful descriptions of a phenomenon. Economics of Education Review Labaree, D.F. /Info 806 0 R With respect to interpersonal skills (item 9), the educators (M=3.70, SD=.83) agreed that their graduates possessed interpersonal skills but the employers (M=2.89, SD=.89) were unsure. However, both groups were less satisfied regarding the motivation, communication, interpersonal, critical thinking, problem solving, and entrepreneurial skills of the vocational graduates. Two-thirds (66%) of the respondents were educators in vocational schools and 34 % were polytechnic educators.
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