COMPETENCES AND PROFESSIONAL SKILLS TO CONFRONT THE DIGITAL ERA OF THE ECONOMY IN THE REGION OF ÉVORA
DOI:
https://doi.org/10.36825/RITI.06.12.017Keywords:
Digital Economy, Technology, STEM Competencies, Labor Market, EducationAbstract
The technological advances have generated that the productive sectors demand the services and the attention of people highly qualified in diverse competitions, which implies that it is a priority for employers that workers improve and update their skills to achieve the objectives for which they are employed. In Sinaloa, workers face a technological scenario that calls them to develop a broad set of skills that would allow them to overcome the untimely labor gap in the digital age of the economy; but before the crisis of digital competences, the central question is: What are the present and future skills and competencies demanded by the productive sector in the Evora Region, Sinaloa, Mexico? and ¿what skills should the next generation of workers have to face the digital age of the economy?. In the opinion of the employers, the unproductiveness of young people between 18 and 23 years old is the result of the lack of opportunities in the labor market due to the lack of techno-social skills; however, adjusting to the skills required by the productive sector would allow them to open employment opportunities.
References
Klammer, U., Steffes, S., Maier, M.F., Arnold, D., Stettes, O., Bellmann, L., and Hirsch-Kreinsen, H. (2017). Work 4.0 — Digitalisation and its Impact on the Working Place [Arbeiten 4.0 — Folgen der Digitalisierung für die Arbeitswelt], Wirtschaftsdienst, 97 (7), 459-476. doi: 10.1007/s10273-017-2163-9
Cordera, R. (2017). La perenne desigualdad, Fondo de Cultura Económica-UNAM, México.
Novick, M. (2017). Metodologías aplicadas en América Latina para anticipar demandas de las empresas en materia de competencias técnicas y profesionales. Serie Macroeconomía del Desarrollo, No. 168, Comisión Económica para América Latina y el Caribe, Santiago de Chile.
Kapoor, K., Weerakkody, V., Schroeder, A. (2018). Social innovations for social cohesion in Western Europe: success dimensions for lifelong learning and education. Innovation, 31 (2), 189-203. doi: 10.1080/13511610.2017.1419336
Torres-Coronas, T., Vidal-Blasco, M.-A. (2015). Students and employers perception about the development of digital skills in higher education [Percepción de estudiantes y empleadores sobre el desarrollo de competencias digitales en la educación superior]. Revista de Educación, (367), 63-89. doi: 10.4438/1988-592X-RE-2015-367-283
Castro Miranda, G., Parra Rodríguez, J. F., Calzadilla Vega, G. (2018). La comunicación como competencia de dirección en educación. Una mirada desde el proceso de enseñanza aprendizaje de las TIC. Revista de Investigación en Tecnologías de la Información, 6 (11), 48-54.
Freddi, D. (2018). Digitalisation and employment in manufacturing: Pace of the digitalisation process and impact on employment in advanced Italian manufacturing companies. AI and Society, 33 (3), 393-403. doi: 10.1007/s00146-017-0740-5
Picatoste, J., Pérez-Ortiz, L., Ruesga-Benito, S. M. (2018). A new educational pattern in response to new technologies and sustainable development. Enlightening ICT skills for youth employability in the European Union. Telematics and Informatics, 35 (4), 1031-1038.
Novoa, M. (2017). Industrial design and education value among decoupling of innovation from productivity. International Journal of Design Management and Professional Practice, 11 (4), 1-24.
Monteiro, A., Leite, C., Barros, R. (2018). I have started to enjoy studying: E-learning as a mean of inmates’ lifelong learning in a Portuguese prison. Educacao e Sociedade, 39 (142), 129-150. doi: 10.1590/ES0101-7330216156650
Cinque, M. (2017). Moocs and soft skills: A comparison of different courses on creativity. Journal of E-Learning and Knowledge Society, 13 (3), 83-96.
Harangus, K., Horváth, Z.-I., Szentes, E. (2018). The specific situation of vocational education in Hungarian language in Romania: Ict Vs. E-learning. Turkish Online Journal of Educational Technology, 2017 (November Special Issue IETC), 818-825.
Pagani, L., Argentin, G., Gui, M., Stanca, L. (2016). The impact of digital skills on educational outcomes: evidence from performance tests. Educational Studies, 42 (2), 137-162, doi: 10.1080/03055698.2016.1148588
Seijas, E. J., Val, J. C., Munoz Cadavid, M. A., Antelo, B. G. (2016). Training of the university teaching staff on lifelong learning competences from the requests of employers and graduates. Revista de Investigacion Educativa, 34 (1), 69-85. doi: 10.6018/rie.34.1.215341
Sorgner, A. (2017). The automation of jobs: A threat for employment or a source of new entrepreneurial opportunities?. Foresight and STI Governance, 11 (3), 37-48. doi: 10.17323/2500-2597.2017.3.37.48
Falck, O., Schüller, S. (2016). General purpose technology internet – a universal solution for the future labor market?, Wirtschaftsdienst, 96 (8), 609-613. doi: 10.1007/s10273-016-2023-z
Johansson, J., Abrahamsson, L., Kåreborn, B. B., Fältholm, Y., Grane, C., Wykowska, A. (2017). Work and organization in a digital industrial context. Management Revue, 28 (3), 281-297. doi: 10.5771/0935-9915-2017-3-281-297.
Tikhonova, N., Karavay, A. (2017). The human capital of Russian workers: The overall state and its specifics. Mir Rossii, 26 (3), 6-35.
Álvarez-Flores, E. P., Núñez-Gómez, P., Olivares-Santamarina, J. P. (2018). Perfiles profesionales y salidas laborales para graduados en publicidad y relaciones públicas: De la especialización a la hibridación. Profesional de la Información, 27 (1), 136-147. doi: 10.3145/epi.2018.ene.13
Sánchez, R. A. (2016). Colaborative economy: A new market for the social economy [Economía colaborativa: Un nuevo mercado para la economía social]. CIRIEC-España Revista de Economía Publica, Social y Cooperativa, 88 (1), 231-258.
World Economic Forum, WEF (2016). The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Recuperado de: http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf.
World Economic Forum, WEF (2015). New Vision for Education Unlocking the Potential of Technology. Recuperado de: http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf.
Martínez-Restrepo, S., Ramos Jaimes, L. (2016). Construcción de Metodologías Comparativas e indicadores para medir el uso de TIC en el salón de clase. Canada, International Development Research and Centre de recherches pour le développement international.
Binkley, M. (2012). Defining twenty-first century skills’, in Patrick Griffin et al. (eds.) Assessment and teaching of 21st century skills. New York, USA: Springer.
Greenhill, V., Martin, J. (2014) OEC test for schools: Implementation Toolkit, OECD Test for Schools Implementation Toolkit and the William and Flora Hewlett Foundation. Recuperado de: http://www.oecd.org/pisa/aboutpisa/EdLeader21_OECD_TFS_Toolkit.pdf, el día 20 de marzo de 2017.
Abbott, S. (2014). The glossary of education reform. Recuperado de: http://www.edglossary.org/hidden-curriculum.
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Revista de Investigación en Tecnologías de la Información
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Esta revista proporciona un acceso abierto a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global del conocimiento.
El texto publicado en la Revista de Investigación en Tecnologías de la Información (RITI) se distribuye bajo la licencia Creative Commons (CC BY-NC
), que permite a terceros utilizar lo publicado citando a los autores del trabajo y a RITI, pero sin hacer uso del material con propósitos comerciales.
