Thus, the survey is voluntary, continuous, and multi-country.5 It contains detailed questions about, for example, education, occupation, skill mismatch, industry, country of birth, country of birth of parents, and, in some countries, ethnic group.
The usefulness inheres in evaluating the proximity of any pair of occupations' skill, ability, knowledge, and activity sets.
In any case, occupational skills in combination with practical experience prepare IVET graduates for entering employment in the corresponding occupation, but broad training might allow for greater occupational mobility than specific trainings as the provided skills are more general and thus the loss of occupation-specific skills when switching occupations might be smaller (Eggenberger et al. 2015).
If occupation-specific skill demand is high, despite the competition with more experienced job seekers IVET graduates can be expected to find a skilled job within the occupation for which they trained.
What about all those studies showing that employment fell broadly across sectors and regions, indeed across occupations and skill classes, all of which is inconsistent with this story?
The current wave, characterised by automation becoming smarter, machine-to-machine communication, artificial intelligence and continued technological improvements – and otherwise described at the fourth industrial revolution – still brings uncertainty and threatens a broader range of occupations and skill levels.
During the assessment process occupation specific skills are provided which shall help to improve employment chances in the respective occupations.
Neither return to education and occupation (high skills pay-off) nor lower urban-rural differences (reduction of state power) could be found in our analysis.
Socio-economic variables presented in Table 4 including education, occupation, acquired skills, land use practice, perception, income, and individual's interest for conservation were significant WTA determinants.
This study revealed socio-economic factors including education, occupation, acquired skills, land use practice, perception, income, and individual's interest which significantly determined farmer's WTA.
Only two of the men worked part-time, whereas only four of the women worked fulltime, in a diversity of occupations and skill levels (Table 1).
