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  • 1
    Sprache: Englisch
    Seiten: 1 Online-Ressource (circa 27 Seiten) , Illustrationen
    Serie: Policy research working paper 8378
    Serie: World Bank E-Library Archive
    Serie: Policy research working paper
    Paralleltitel: Erscheint auch als Yamauchi, Futoshi Asymmetric Information on Noncognitive Skills in the Indian Labor Market: An Experiment in Online Job Portal
    Schlagwort(e): Qualifikation ; Digitale Plattform ; Zweiter Arbeitsmarkt ; Arbeitsnachfrage ; Indien ; Graue Literatur
    Kurzfassung: This paper examines the impact of noncognitive (socio-emotional) skills on job market outcomes, using a randomized control trial implemented in an online job portal in India. Job seekers who registered in the portal were asked to take a Big-Five type personality test and, for a random subsample of the test takers, the results were displayed to potential employers. The outcomes are measured by whether a potential employer shortlisted a job seeker by opening (unlocking) his/her application and background information. The results show that the treatment group for whom test results were shown generally enjoyed a higher probability of unlock. That is, employers are more interested in those for whom they can see personality test results. Such a relationship was not seen in the pre-test period, which confirms that the results are unlikely to be spurious. The study also finds a significant impact among organized, calm, imaginative, and/or quiet applicants (no effect is detected among easy-going, sensitive, realistic, and/or outgoing applicants), which seems to display employers' preference
    URL: Volltext  (Deutschlandweit zugänglich)
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 2
    Sprache: Englisch
    Seiten: 1 Online-Ressource (circa 26 Seiten) , Illustrationen
    Serie: Policy research working paper 8379
    Serie: World Bank E-Library Archive
    Serie: Policy research working paper
    Paralleltitel: Erscheint auch als Chowdhury, Afra R Reflections of Employers' Gender Preferences in Job Ads in India: An Analysis of Online Job Portal Data
    Schlagwort(e): Personalbeschaffung ; Geschlechterdiskriminierung ; Lohnstruktur ; Arbeitsnachfrage ; Digitale Plattform ; Indien ; Graue Literatur
    Kurzfassung: Using online job portal data and probabilistic regression estimations, the paper investigates the explicit gender bias and salary gap in the Indian job market, reflected in more than 800,000 job recruitment advertisements. Exploring formal and informal sector occupations, the study finds high existence of employers' gender bias in hiring. Explicit gender preferences are highly job specific, and it is common to mention the preferred gender in job ads, which, in general, favor men over women. Although ads for professional occupations exhibit less explicit gender bias, they are not gender neutral. In all types of professional jobs, irrespective of the share of ads with preference for men or women, on average, ads targeting men specify/offer much higher salary. Employers in elementary sectors as well as blue-collar jobs express more segregated gender preference. The findings support the existing research that argues women are more preferred in low-quality, low-status, typically low-paid informal jobs. Targeting women for low-quality jobs explains half of the mean offered salary gap specified in ads; the rest is direct gender bias. The paper also suggests that, with the rise of new technology and sectors, gender bias in hiring in those new types of jobs is expected to decline
    URL: Volltext  (Deutschlandweit zugänglich)
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 3
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: 2113
    Schlagwort(e): Access and Equity in Basic Education ; Assistive Technology ; Children with Disabilities ; Education ; Education For All ; Educational Populations ; Inclusive Schools ; Special Education
    Kurzfassung: This empirical study of the Indonesian context aims to rigorously examine availability and usage of AT for children with disabilities. It reviews key challenges and support needed in both inclusive and special schools, focusing on teachers in primary and secondary education in Ministry of Education, Culture, Research and Technology (MoECRT). Key questions included: 1) What is the availability and use of AT for students with disabilities in schools in Indonesia? 2) In what ways can teachers, schools, and local and national stakeholders work together to promote equitable and quality learning through AT for children with disabilities? To answer these questions, this study employed a mixed method to enhance the validity and quality of evidence based analysis of AT for children with disabilities in Indonesia, including a national level teacher survey with over 2,000 teachers who participated voluntarily, focus group discussions with teachers, school principals and policy makers as well as an international review of practices on AT for children with disabilities to address the lack of previous studies in Indonesia
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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  • 4
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: Other Education Study
    Schlagwort(e): Access and Equity in Basic Education ; Access To Education ; Disability ; Education ; Education For All ; Educational Institutions and Facilities ; Social Protections and Labor ; Teacher Training
    Kurzfassung: Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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