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时间:2021-09-10 14:30 来源: Essay代写

摘要:本文是英国留学生essay范文,主要内容是分析经济增长战略的概念,以及教育与工作满意度关系。......

强调各国经济增长战略的概念是经济增长是否创造就业。就业增长当然包括财政和实际投资。根据最近的研究,当我们考虑经济如何在雇员的教育水平上创造就业时,我们可以观察到受过良好教育的人失业率的增加。无论是在欧洲还是在土耳其,毕业生失业的原因都可以从不同的角度考虑。主要观点是社会上受过良好教育的人的比率越来越高,没有受过良好教育的人能胜任的工作是不够的。这导致大量的毕业生不在他们的教育领域工作,教育不匹配也带来了技能错配。失配增加工资差异,降低工作满意度。

本文的主要目的是分析与教育和技能不匹配问题和展示工作的个人的工作满意度水平。数据的样本组选自阿纳多卢大学的欧洲计划。选择这一样本,我们可以展示西欧工作人员毕业后的工作不匹配和工作满意度,并对各部门和国家进行比较。因此,本文将显示就业和成功的欧洲计划,这提供了发展的机会,该计划的无能部分策略的工作满意度水平。对“工作满意度”和“教育/技能不匹配”这两个主题进行了文献综述,并对模型创建/统计研究的方法进行了分析。

 

1. Introduction 简介

 

Underlined concept of the growth strategies of countries is whether the economic growth creates employment or not. Employment generating growth certainly contains both financial and real investments. According to recent researches, when we consider how economies create employment with respect to the education levels of employees, we can observe the increasing rate in unemployment of well educated people. Either in Europe or in Turkey, the reasons behind graduate unemployment can be consider from different perspectives. The main viewpoints are there is an increasing rate of well-educated people in the society and there is not enough suitable jobs which well-educated people can match. This cause a huge amount of graduates do not work in a relative field of their education and that educational mismatch also brings skills mismatch. Mismatch increases wage differences and decreases job satisfaction.

 

The main purpose of this paper is to analyze the mismatch with both education and skills perpectives and to show the job satisfaction level of working individuals. The sample group of the data is selected from Anadolu University 's West Europe Programme. Choosing this sample allows us to show the mismatch and job satisfaction level of working individuals graduated from West Europe Programme and to make a comparison towards the departments and the countries. Thus, this paper will show the employment and job satisfaction levels of success for West Europe Programme and this provides the opportunity to develop strategies for the incompetency parts of the programme. A literature review placed regarding the topics of "job satisfaction" and "education/skill mismatch", methodologies analyzed for the model creating/statistical study.

 

Literature Review 文献综述

 

2. Education

 

Education is one of the effective ways to invest on human capital which increases productivity. There are kinds of education methods individuals can use to invest their human capital like formal, informal and non-formal education. Formal education is the key method which is accepted by many institutions and easy to measure.

 

There are numerous studies about the effects of education. Studies which analyzed the effects of education found in addition to good effects, in some cases education might indirectly bring some negative effects.

 

Morgan and David divided the benefits of education as which can be measured and evaluated easily and which cannot. They took the hourly earnings as people's contribution to the economy, which can be easily measured . They took the years of schooling (completed) as measure of education. The findings of the study expectedly shows a positive relationship between the years of education completed and wages. (Morgan & David, 1963)

 

Measuring education and analyzing the effect of education on earnings and so on productivity brings another question in minds: "How much schooling is required ?" Studies about the question shaped across the terms "over-educated", "under-educated", "over-qualified", "under-qualified", "match", and "mismatch".

 

2.1 Over-education & Under-education

 

An overeducated person is simply has more years of completed schooling more than the years of schooling required by job, and undereducated is vice versa.

 

There are benefits and losses of over-education as we mentioned before. One of the benefits of education is, overeducated workers are less costly for the firms. Hersch [1991] found an inverse relationship between over-education and training time. (an additional year of surplus schooling reduces training time by 1.65 weeks for males and 1.75 weeks for females.) If we take training time as a cost for firms, higher the schooling lower the cost. (Hersch, 1991)

 

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