Sheet1RankMonthly SalaryGenderSenior Manager125,000MManager100,000MManager100,000MManager100,000MManager100,000MManager100,000FManager100,000FManager100,000FManager100,000FManager100,000FSupervisor75,000MSupervisor75,000FSupervisor75,000MSupervisor75,000FSupervisor75,000MSupervisor75,000MSupervisor75,000FSupervisor75,000FSupervisor75,000FSupervisor75,000MSupervisor75,000MSupervisor75,000MSupervisor75,000MSupervisor75,000FSupervisor75,000FSupervisor75,000MSupervisor75,000MSupervisor75,000FSupervisor75,000MSupervisor75,000MEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000FEmployees45,000FEmployees45,000MEmployees45,000MEmployees45,000FEmployees45,000MEmployees45,000F
Week 3 Discussion 1
Hello Class!
I chose lack of education for my topic; however, I think my interpretation differs from others. I interpret a lack of education as a lack of education within the trade’s education realm and not traditional university education. The lack of skilled tradesmen in a dynamic country is alarming for future growth, sustainability, and quality of life for citizens of the world. Specifically, in the United States, the lack of skilled tradesmen is causing a skilled worker shortage and forcing the price of everything associated with them to be increasingly higher.
Lack of education within the skilled trades is causing a worker shortage in the workforce because the value placed on traditional education is considered to hold more value.
The global societal impact of the lack of education does not delineate between specific populations ...
2. 00FEmployees45,000MEmployees45,000FEmployees45,000FEm
ployees45,000MEmployees45,000MEmployees45,000FEmploye
es45,000MEmployees45,000FEmployees45,000FEmployees45,0
00MEmployees45,000MEmployees45,000FEmployees45,000ME
mployees45,000FEmployees45,000FEmployees45,000MEmploy
ees45,000MEmployees45,000FEmployees45,000MEmployees45,
000F
Week 3 Discussion 1
Hello Class!
I chose lack of education for my topic; however, I think my
interpretation differs from others. I interpret a lack of education
as a lack of education within the trade’s education realm and
not traditional university education. The lack of skilled
tradesmen in a dynamic country is alarming for future growth,
sustainability, and quality of life for citizens of the world.
Specifically, in the United States, the lack of skilled trades men
is causing a skilled worker shortage and forcing the price of
everything associated with them to be increasingly higher.
Lack of education within the skilled trades is causing a worker
shortage in the workforce because the value placed on
traditional education is considered to hold more value.
The global societal impact of the lack of education does not
delineate between specific populations rather than
demographics. The demographics can afford to pay for a college
education, which means paying with cash flow and not going
into debt with predatory student loans. The debt incurred is at
an all-time high, whereas the cost of a trade college has only
risen with the price of living on average. I view it as too much
of a good thing, the good thing being a college or university
education. Traditional education has decreased over the past
few decades, and the rarity of a trade college education
experienced the same fate of becoming scarcer. The ability to
exploit what a trade college offers for a societal impact will
only be realized when the creature comforts that we take for
granted, like water, power, automobiles, and housing, to name a
3. few, are removed from our lives.
According to Reynolds, R. (2004) “For a few, high school is the
first step along a path to a successful career. The students who
are of concern here are those who are not necessarily going to
college. Students who are not going to college deserve as much
attention and assistance as do those bound for college. But it is
precisely those students who are most often forgotten.” The date
of this publication is what surprised me, 2004. I knew the
intense persuasion for high school graduates to attend a
university was apparent today; however, this path to
success was evident 18 years ago.
References
Reynolds, R. (2004).
Vocational Education and the Great Divide: Have
Student Needs Been Overlooked?. University of Arkansas,
Spring 2004, Volume 4, Number 1.
https://files.eric.ed.gov/fulltext/EJ848206.pdf
Hello Erika!
I agree. When I attended high school, shop class was a staple
and a favorite. I was shocked to learn they removed classes like
woodworking, small engine repair, machining, and welding. I
asked a school council member why they were removed, and the
reply was just as shocking. The student was signing up for
college courses, and the interest in the trade classes was seen as
a waste of time as they didn’t further their standard college
experience. My father once told me when I was looking for a
job post-high school. He said to learn a trade. That was so
profound then and still holds the same weight today. Maybe if
schools offered trade college to the student as early as they do
for a traditional college, students wouldn’t view a trade school
as lesser; however, it is substantially less money to graduate
from a trade school compared to a conventional college, so the
motivation and resources are not as prevalent or readily
available to exploit.
4. Hello Yesenia!
I like how you described the forming of human capital and
increasing economic growth. The human capital cost and benefit
of skilled labor are the benchmarks to success in both the
classroom and the workforce. Professional human capital can
assist the entity in many ways besides their core job
description. The entity vector can be set based on the skills and
abilities of the workforce. Well done, my friend!
Running head: Effect of lack of education 1
Effect of lack of education 2
Effect of Lack of Education
Kevin Sessions
University of Arizona Global Campus
Jamie Petrilla
September 19, 2022
Introduction
Education plays a vital role in society and in determining the
level of economic development the economy. The presence of
skilled labour is needed in attaining economic goals and in
ensuring there is optimal utilization of resources. Therefore, it
is essential to conduct further research on the impact of a lack
of trade education on a country or nation's economic progress.
The presence of interventions to improve the economy, such as
education, needs to be prioritized in research to improve
5. modern society and economies.
Thesis: To determine the impact of lack of trade education
Annotated Bibliography
Blundell, R., Dearden, L., Meghir, C., & Sianesi, B. (1999).
Human capital investment: the returns from education and
training to the individual, the firm and the economy.
Fiscal studies,
20(1), 1-23.
The study begins with a literature review, focusing on more
recent works that have attempted to correct for potential biases
in the estimated returns to education and training. The study
aims to evaluate the real causal influence of education and
training on individual incomes. Next, it examines previous
research that calculated the ROI of investing in workers' skill
sets. There has been a shortage of high-quality empirical
research on this topic because of a lack of appropriate data and
methodological challenges. In this last section of the study, the
researchers analyze research that attempts to quantify the
importance of human capital to overall economic expansion at
the national level. As a rule, either a "growth accounting" or
"new growth" theoretical framework has been used for this
work. There is a large amount of evidence on the importance of
education to economic growth, even though the accompanying
empirical macroeconomic research does not generally permit
one to distinguish between the two approaches. The article is
relevant to the study as it outlines the role of lack of education
in hindering economic growth.
Sari, R. C., & Fatimah, P. L. (2017). Bringing voluntary
financial education in emerging economy: Role of financial
socialization during elementary years.
The Asia-Pacific Education Researcher,
26(3), 183-192.
Children's financial literacy is generally low, and there is a
6. severe lack of resources dedicated to educating them on the
topic, especially in underdeveloped nations where such
instruction is not mandated by law. This research examined how
a financial education course taught in a classroom affected
students' understanding of money. This research shows that
elementary school students are an ideal demographic to target
for financial education and that it is crucial to create
mechanisms for efficient learning to enhance students' financial
literacy from a young age.
Pelău, C., & Chinie, A. C. (2018). Econometric model for
measuring the impact of the education level of the population
on the recycling rate in a circular economy.
Amfiteatru Economic Journal,
20(48), 340-355.
Recycling is crucial to implementing a circular economy and
sustainable development because of its good impact on the
environment while also producing social and economic value.
The recycling rate is of interest to government agencies and
think tanks and has implications for businesses and charities.
This article seeks to analyze the correlation between education
levels and waste recycling rates. This article adds to the body of
knowledge by examining the link between education and
Europe's recycling rate, controlling for factors like household
income and internet penetration. A significant proportion of the
population with only a primary or lower secondary education
negatively influences the garbage recycling rate in an economy.
In contrast, tertiary education positively influences the level of
recycled waste, as shown by the results of a panel data study.
Therefore, the recycling rate will be affected by various
programs that try to raise the literacy rate of the people.
Hirudayaraj, M. (2011). First-generation students in higher
education: Issues of employability in a knowledge based
economy.
Online Journal for Workforce Education and
Development,
7. 5(3), 2.
The challenges first-generation college students face as they
enter the knowledge economy are investigated in this research.
First-generation students' inability to benefit from the cultural
capital passed down through families is discussed, as is the
impact on their ability to acquire the "soft currencies" that
prospective employers look for in today's job market. In the
context of widespread access to higher education, this essay
emphasizes the importance of targeted studies of the challenges
these students confront in the job market. It underscores the
need for studies that can help shape government and higher
education policies, procedures, programs, and funding patterns
concerning first-generation students and that can encourage
them to focus on easing the student's transition from college to
the workforce.
Allen, J., & Van der Velden, R. (2001). Educational mismatches
versus skill mismatches: effects on wages, job satisfaction, and
on‐ the‐ job search.
Oxford economic papers,
53(3), 434-452.
Three key conclusions may be drawn from this investigation of
the professional divide between persons with only a high school
diploma and those with a postsecondary credential. First,
differences in literacy and numeracy skills at the individual
level account for a significant portion of the cross-national
variation in labor market inequalities by educational attainment.
However, significant occupational status gaps persist even when
considering individuals' existing skills and additional socio-
demographic factors. To continue, the skills gap between the
two educational groups widens, and the within-group
distribution of skills becomes more homogeneous as a country's
"skills transparency" (the extent to which formal qualifications
are more informative about essential skills) rises. Third, the
effect of secondary school tracking on inequality is mediated, at
8. least in part, by differences in the transparency with which
skills are viewed across countries.
Heisig, J. P., Gesthuizen, M., & Solga, H. (2019). Lack of skills
or formal qualifications? New evidence on cross-country
differences in the labor market disadvantage of less-educated
adults.
Social Science Research,
83, 102314.
This research examined how knowledge commerce affects long-
term prosperity and put up a theoretical model based on the new
theory of economic growth. Three different types of knowledge
trade (direct introduction of technology, technological
spillovers of foreign direct investment (FDI), and reverse
deconstruction of imported products) were put to the test on
sustainable development technology, production technology,
and environmental technology using the multi-sector inter-
temporal vector autoregressive (MSIH-VAR) model. According
to the impulse response equation, introducing technology
directly into underdeveloped countries is the only way to raise
environmental technology standards. An interactive panel model
was obtained by including the interaction term of ecological
technology and knowledge commerce in the analysis,
demonstrating knowledge trade's positive effect on sustainable
development. The findings support the idea that sustainable
development can be promoted locally through knowledge trade
through the forward introduction of technology and the reverse
deconstruction of imported products. Knowledge trade, in
whatever form it takes, contributes to sustainable development
below a given threshold of environmental technolo gy.
Song, M. L., Cao, S. P., & Wang, S. H. (2019). The impact of
knowledge trade on sustainable development and environment-
biased technical progress.
Technological Forecasting and Social Change,
144, 512-523.
9. Education plays a significant role in the economy, as evident
through an analysis of a knowledge-based economy. High
technology, national systems of innovation, the information
economy, the knowledge-based economy, and the new economy
are just some of the terms that have emerged in the last two
decades to shape and even define science and technology
policies in Western countries. In its role as a think tank for its
member countries, the OECD has been a significant proponent
of these ideas, helping to turn them into common parlance in the
policy arena. This article examines the knowledge-based
economy concept to examine the importance of the OECD in its
dissemination and, most importantly, the role statistics have
played in shaping policy discourses.