A shortage of arbourist is relatively inconsequential to a shortage of pool maintainers, if you have 40% more pool repairers for only 15% more pools.
40% more pool repairers are inconsequential if they will only work on residential pools and what you have is a commercial pool. You haven’t dug deep enough into the data yet.
If we use payroll employees from the vacancies table, rather than global employment
I believe we are talking about workers, not employees. A thing you might have heard of that happened over the last few years is said to have been especially hard on workers not categorized as employees. Perhaps they are who disappeared? Either by leaving the workforce or by becoming employees, rebalancing with any employees who left the workforce in the same period?
The people who put their code up as open source, only to have it repackaged as proprietary, not so much.
Obviously. As we have already discussed at length, capital only provides when it works for you. Throwing some code up on GitHub doesn’t put it to work, and if someone else puts it work it isn’t working for you.
Sure, still need less labour hours per output.
Yes, but, as before, need more hours to fill in the new opportunities for workers. Maybe you haven’t noticed, but we aren’t living like they did in the 1800s. If we did, then yes, capital could do most of the work and people could laze around most days, having little to do. But that’s not the choice we made.
40% more pool repairers are inconsequential if they will only work on residential pools and what you have is a commercial pool. You haven’t dug deep enough into the data yet.
That’s my point, the data on why we need more people for the same education isn’t available. The data on why we have fewer educators per child, despite more pers in the industry isn’t available. We’re only told there is a shortage of educators.
That data can generate insight into how to mitigate or reduce the educator to student ratio deficit.
That data could also generate insight into reducing the cost per student, or increasing educator:student ratios at the same cost.
Note: I’m using educator to teacher and support staff, I’m not sure if this is the correct terminology?
Perhaps they are who disappeared? Either by leaving the workforce or by becoming employees, rebalancing with any employees who left the workforce in the same period?
That’s a plausible explanation. Probably doesn’t apply to education. Perhaps we’re seeing reductions in parental volunteerism within education, as a byproduct of increasing cost of living?
capital could do most of the work and people could laze around most days, having little to do. But that’s not the choice we made.
Here in lies my greatest problem. Not necessarily that we made that choice, but the byproduct that we have increased the costs to participate in society. Which comes with the third order effect of increasingly minimizing those who cannot afford that participation cost.
We’ve also reduced jobs/trades that were historically available with a low work : high idle time. For example, farming has historically had high idle time (with backbreaking surge to be sure) but with all the innovations I don’t think anyone doubts the long, year round hours farmers are reporting.
the data on why we need more people for the same education isn’t available.
Not available because it doesn’t exist, not available because your request to see it was rejected?
Probably doesn’t apply to education.
It would not apply to teachers hired by a public school board, but that’s hardly where teaching ends. Guitar teachers, for example, are quite likely to not be employees. We don’t know the breakdown of what kind of teachers are involved.
For example, farming has historically had high idle time
Modern farming has high idle time, for the most part. Which is why 80% of farmers today have off-farm jobs. Being a farmer myself, I’m able to be here right now thanks to that idle time. Historically, not so much. There was always something needing to be done – stuff we can sick capital at nowadays.
but the byproduct that we have increased the costs to participate in society.
The byproduct is that you get to participate in society. Historically, that farmer you speak of maybe got to town once a week to stock up on supplies and got to see his neighbours at church on Sunday. Otherwise, that was his only real interaction with the outside world.
Not available because it doesn’t exist, not available because your request to see it was rejected?
Because I wouldn’t know where to ask.
We don’t know the breakdown of what kind of teachers are involved.
We don’t know numbers for each subclassification, but we know what subclassifications exist. For guitar teachers, for example, while 61161 - fine arts schools exists as an NAICS code, it seems to be US only.
Being a farmer myself, I’m able to be here right now thanks to that idle time
Fair enough, all the farmers I know are non-owner mushroom farmers, so that likely biased my view. They also bitch a lot, so it’s not the most accurate information. I appreciate the new insight
The byproduct is that you get to participate in society.
IF you have the capital to do so. That is very much still based on luck. Someone born to a poor family in a factory town where school ends at grade ten, is going to have a different opertunities than someone born to the wealthy family, regardless of the real potential of each individual or their ability to successfully handle capital.
