Sharon Zhengyang Sun, Samuel MacIsaac, Buck C. Duclos and Meredith B. Lilly
The benefits of trade liberalization on upskilling and skill-based wage premiums for high-skilled workers have recently been questioned in policy circles, in part because of…
Abstract
Purpose
The benefits of trade liberalization on upskilling and skill-based wage premiums for high-skilled workers have recently been questioned in policy circles, in part because of rising income inequality and populist movements in developed economies such as the USA. The purpose of this paper is to determine the effects of trade liberalization on the relative supply and demand for skills.
Design/methodology/approach
Through the systematic review of the literature on trade and skill acquisition, this paper isolates a total of 25 articles published over the past two decades.
Findings
Key findings demonstrate the importance of the relative development of the trading partner, with more developed countries experiencing higher upskilling, while less developed countries experience deskilling. Technology, geographic level of analysis, sector and gender were also found to be important influences on human capital acquisition associated with international trade.
Originality/value
Overall, the authors find support for the idea that trade with developing countries places pressure on low-skill jobs in developed countries but increases the demand for educated workers. The implications of shifts in skills for public policy-making and in terms of the skill premium on wages are discussed.
Details
Keywords
We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs…
Abstract
We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs receive, in many ways, may be more aptly termed a revolution – from a legal and pedagogical perspective. The tremendous strides special education has made during this period of time has resulted in the current situation in which students with special needs are placed in the least restrictive environment, which often is an inclusive classroom in which general education and special education teachers work together in a collaborative, co-teaching environment. This chapter traces the events, legislation, and court cases that provide the historical context for this situation. In addition, models and essential components of co-teaching are examined, as well as the roles and requisite skills of general education and special education co-teachers. Of critical importance, in the success of co-teaching, is the need for special education and general education teachers to approach the curriculum planning and instructional processes in a collaborative and cooperative manner in order to achieve optimum results from the resulting co-teaching partnership. Finally, the assessment of special education and general education co-teaching efficacy is discussed, specifically through the use of three assessment rubrics used to evaluate co-teaching, co-planning, and co-assessment.