The study’s objective is to identify the challenges and limitations faced by the current vocational education system in preparing graduates in the era of the industrial revolution in the evolving job market in Tangerang, Indonesia. The study primarily examines vocational high schools and adopts a quantitative and quasi-experimental research approach, using control groups to conduct pre- and posttests. The experimental group experiences demonstrations, whereas the control group receives explanations. Instructors employ a blend of demonstration and explanation techniques to explain equipment operation before allowing students to engage in vocational training. The study, led by students in various engineering fields, evaluates technical competencies, work ethics, and foundational knowledge using tests and observations. Job preparation is assessed using the minimal completeness criteria (MCC), which focuses on the importance of proper knowledge, attitudes, and skills. The results indicate that vocational teachers have the potential to play a pivotal role in introducing cutting-edge, technology-based teaching methods, therefore enabling students to make well-informed decisions about their careers. This research enhances vocational education by incorporating practical skills and attitudes with academic knowledge, effectively addressing the changing requirements of the work market.

Earnings disparities in South Africa, and specifically the Eastern Cape region are influenced by a complex interplay of historical, socio-economic, and demographic factors. Despite significant progress since the end of apartheid, persistent disparities in earnings continue to raise questions about the effectiveness of policies aimed at reducing inequality and promoting equitable social system. Individual-level dataset from the 2021 South African general household survey were subjected to exploratory analysis, while Heckman selection model was used to investigate the determinants of earnings disparities in the study area. The results showed that majority of the population are not working for a wage, commission or salary, which also pointed to the gravity of unemployment situation in the area of study. Most of the working population (both male and female) are lowest earners (R ≤ 10,000), and this also cuts across all age-group categories. Majority of working population have no formal education, are drop out, or have less than grade-12 certificate, and very few working populations with higher education status were found in the moderate and relatively high earnings categories. While many of the working population are engaged in the informal sector, those in the formal sector are in the lowest earners group. Compared to any other race, the Black African group constituted the majority of non-wage earners, and most in this group were found in the lowest earners group. Some of the working population who were beneficiaries of social grants and medical aids scheme were found in the lowest, low, and moderate earnings categories. The findings significantly isolated the earnings-effect of age, marital status, gender, race, education, geographic indicators, employment sector, and index of health conditions and disabilities. The study recommends interventions addressing racial, gender, and geographic wage gaps, while also emphasizing the importance of equitable access to education, health infrastructure, and skills development.

The purpose of this study is to determine the impact of internal university social responsibility policies on the administrative personnel of a Colombian university. Under a non-probabilistic sampling method, the study collected information from 58 collaborators selected from a total of 92 working at the university. The information was collected through a structured questionnaire and evaluated using the generalized linear model. The results indicate that administrators perceive that university social responsibility policies have an adverse effect on the work environment. This is justified by the fact that the university’s actions are not oriented towards the welfare of its personnel. In conclusion, universities should concentrate enormous efforts on implementing strategies that foster the commitment of their collaborators, in order to generate a significant impact on their responsibility and motivation.

Analysing external factors with a design-thinking approach is crucial for adaptation, identifying opportunities, and mitigating risks in native digital enterprises. This research introduces a framework rooted in design principles and future scenarios for external analysis, with the aim of meeting current market needs. The study employs a mixed qualitative-quantitative research approach, incorporating methods such as literature review, workshops, and surveys. These methods enable the collection and analysis of both qualitative and quantitative data, providing a comprehensive and accurate understanding of the research topic by using it in a DNVB case study. Developing a conceptual framework using a design-thinking approach which we call ASPECT contributes to a comprehensive interpretation of complexity, intertwining collective and individual factors. This reduces the risk of overlooking essential elements when making strategic decisions in ambiguous, uncertain, and volatile contexts. This method contrasts with traditional external analysis frameworks like CAME, Pestle, and SWOT. The document aims to contribute to the literature by exploring new models of external analysis based on the design process. This framework combines the conventional stages of a design thinking process with methodologies for future scenarios to identify relevant external factors for organizations. It provides an innovative conceptual framework for creating new business models and growth strategies for digital enterprises.