Instructional Coordinators
Educational Instruction and Library Occupations- رمز O*NET-SOC
- 25-9031.00
Develop instructional material, coordinate educational content, and incorporate current technology into instruction in order to provide guidelines to educators and instructors for developing curricula and conducting courses. May train and coach teachers. Includes educational consultants and specialists, and instructional material directors.
- مصدر البيانات: BLSتاريخ النشر: 2026-08
مرتفع جدًا· نسبي
منخفضأربع فئات نسبيةمرتفع جدًاقيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
أربع فئات نسبية (منخفض / متوسط / مرتفع / مرتفع جدًا)
831 مهنة تفصيلية في جدول توقعات التوظيف لدى BLS. وتُسند القيمة على مستوى رمز مصفوفة التوظيف الوطنية (NEM)، فالمهن التي تشترك في الرمز نفسه تأخذ النطاق نفسه
- مصدر البيانات: Anthropicتاريخ النشر: 2026-03
0.304
0.000نطاق القيم المعروضة هنا0.745المقياس والأساس والمصدر
مؤشر التعرّض المرصود، 0–1 كما نُشر
مربوط بمهام O*NET
منشورة لكل مهنة في SOC 2018؛ وكل مهنة في O*NET تحمل رمز SOC 2018 نفسه تأخذ هذه القيمة
- مصدر البيانات: ILOتاريخ النشر: 2025
0.39
0.09نطاق القيم المعروضة هنا0.70قيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
مؤشر التعرّض للذكاء الاصطناعي التوليدي، 0–1 كما نُشر
قيمة منشورة على مستوى مجموعة الوحدة في ISCO-08. رُبطت بهذه المهنة بتطبيق جداول التناظر الرسمية لمكتب إحصاءات العمل الأمريكي (BLS) (من ISCO-08 إلى SOC 2010، ومن SOC 2010 إلى SOC 2018) كما نُشرت، والتناظر كلي أو جزئي
ما نوع القيمة التي ينشرها هذا المصدر
فئة BLS رتبة نسبية لا مستوى مطلق، وليست قياسًا مباشرًا: فهي تجمع الرتب المئينية للمهنة في عدة دراسات منشورة في أربع فئات. وهي ليست توقّعًا للتوظيف أو الأجور، ولا احتمالًا للتبني، ولا تفرّق بين الأتمتة والتعزيز.
Task-level exposure
المهام ذات التعرّض فقط30 مهمة مقيَّمة · 26 مهمة بقيمة β ≥ 0.5 (86.7%)
β = التعرّض المباشر (E1) + 0.5 × التعرّض عند توفر الأدوات (E2)، وفق تعريف المستودع المصدري.
- وحدة المصدر: مهام O*NET 27.2 ← رمز المهنة في O*NET 31.0
- جميع المهام المقيَّمة موجودة في قائمة مهام O*NET 31.0.
- المصدر
- OpenAI "GPTs are GPTs" exposure rubric
- الإصدار
- gh-main-0471612
- الترخيص
- MIT License, Copyright (c) 2024 OpenAI
مهام مهن O*NET-SOC 2010 25-9031.00 Instructional Coordinators; 25-9031.01 Instructional Designers and Technologists، ربطناها بهذه المهنة باستخدام جدول التقابل الرسمي O*NET-SOC 2010 إلى 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials to be used by educators and instructors.25-9031.00 | 0.771941.0 | 0.208438.6 |
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031.01 | 0.589131.3 | 0.191835.5 |
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.25-9031.01 | 0.12436.6 | 0.00981.8 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031.01 | 0.12126.4 | 0.01592.9 |
Develop instructional materials and products for technology-based redesign of courses.25-9031.01 | 0.06233.3 | 0.02885.3 |
Adapt instructional content or delivery methods for different levels or types of learners.25-9031.01 | 0.05292.8 | 0.01773.3 |
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.25-9031.01 | 0.01931.0 | 0.00881.6 |
Advise and teach students.25-9031.00 | 0.01861.0 | 0.00170.3 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031.01 | 0.01420.8 | —0 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031.00 | 0.01230.7 | 0.00470.9 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031.01 | 0.01080.6 | 0.00651.2 |
Develop instruction or training roadmaps for online and blended learning programs.25-9031.01 | 0.01030.5 | —0 |
Design learning products, including web-based aids or electronic performance support systems.25-9031.01 | 0.00840.4 | 0.00531.0 |
Define instructional, learning, or performance objectives.25-9031.01 | 0.00750.4 | 0.00310.6 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031.01 | 0.00730.4 | 0.00771.4 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031.01 | 0.00670.4 | 0.01302.4 |
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met.25-9031.00 | 0.00600.3 | 0.00981.8 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031.01 | 0.00550.3 | 0.00230.4 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.25-9031.01 | 0.00530.3 | —0 |
Interview subject matter experts or conduct other research to develop instructional content.25-9031.01 | 0.00350.2 | —0 |
Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics.25-9031.01 | 0.00340.2 | —0 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031.00 | 0.00320.2 | —0 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.25-9031.00 | 0.00300.2 | —0 |
Organize production and design of curriculum materials.25-9031.00 | 0.00280.1 | —0 |
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.25-9031.01 | 0.00280.1 | —0 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.25-9031.01 | 0.00280.1 | —0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.25-9031.01 | 0.00230.1 | —0 |
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.25-9031.01 | 0.00190.1 | —0 |
Research and evaluate emerging instructional technologies or methods.25-9031.01 | 0.00160.1 | 0.00180.3 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | —0 | 0.00330.6 |
| Not observed on any surface — 12 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | —0 | —0 |
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | —0 | —0 |
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | —0 | —0 |
Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | —0 | —0 |
Confer with members of educational committees and advisory groups to obtain knowledge of subject areas and to relate curriculum materials to specific subjects, individual student needs, and occupational areas. | —0 | —0 |
Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | —0 | —0 |
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | —0 | —0 |
Address public audiences to explain program objectives and to elicit support. | —0 | —0 |
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | —0 | —0 |
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses. | —0 | —0 |
Inspect instructional equipment to determine if repairs are needed and authorize necessary repairs. | —0 | —0 |
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Interpret and enforce provisions of state education codes and rules and regulations of state education boards.O*NET Task ID 6867 | 1.0 |
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.O*NET Task ID 6878 | 1.0 |
Define instructional, learning, or performance objectives.O*NET Task ID 22441 | 1.0 |
Develop instructional materials, such as lesson plans, handouts, or examinations.O*NET Task ID 22444 | 1.0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.O*NET Task ID 22445 | 1.0 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.O*NET Task ID 22447 | 1.0 |
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.O*NET Task ID 6865 | 0.5 |
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.O*NET Task ID 6866 | 0.5 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.O*NET Task ID 6870 | 0.5 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.O*NET Task ID 6873 | 0.5 |
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.O*NET Task ID 6875 | 0.5 |
Advise and teach students.O*NET Task ID 6877 | 0.5 |
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.O*NET Task ID 6881 | 0.5 |
Adapt instructional content or delivery methods for different levels or types of learners.O*NET Task ID 22437 | 0.5 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.O*NET Task ID 22438 | 0.5 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.O*NET Task ID 22439 | 0.5 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.O*NET Task ID 22440 | 0.5 |
Design instructional aids for stand-alone or instructor-led classroom or online use.O*NET Task ID 22442 | 0.5 |
Design learning products, including Web-based aids or electronic performance support systems.O*NET Task ID 22443 | 0.5 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.O*NET Task ID 22446 | 0.5 |
Interview subject-matter experts or conduct other research to develop instructional content.O*NET Task ID 22448 | 0.5 |
Present and make recommendations regarding course design, technology, and instruction delivery options.O*NET Task ID 22449 | 0.5 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.O*NET Task ID 22450 | 0.5 |
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.O*NET Task ID 22451 | 0.5 |
Research and evaluate emerging instructional technologies or methods.O*NET Task ID 22452 | 0.5 |
Teach instructors to use instructional technology or to integrate technology with teaching.O*NET Task ID 22453 | 0.5 |
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.O*NET Task ID 6863 | 0.0 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.O*NET Task ID 6864 | 0.0 |
Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.O*NET Task ID 6871 | 0.0 |
Address public audiences to explain program objectives and to elicit support.O*NET Task ID 6876 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
جميع مهام O*NET 31.0 (30)
جميع مهام O*NET 31.0 لهذه المهنة (بالإنجليزية كما نُشرت؛ نوع المهمة أساسية أو تكميلية). لا تُدرج قيم التعرّض في هذه القائمة؛ فهي في الجدول أعلاه، بجوار كل مهمة بالصيغة الواردة في إصدار O*NET الذي استخدمه كل مصدر.
| المهمة (O*NET 31.0) | النوع |
|---|---|
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | أساسية |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | أساسية |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | أساسية |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | أساسية |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | أساسية |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | أساسية |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | أساسية |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | أساسية |
| Address public audiences to explain program objectives and to elicit support. | أساسية |
| Advise and teach students. | أساسية |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | تكميلية |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | تكميلية |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | تكميلية |
| Adapt instructional content or delivery methods for different levels or types of learners. | — |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. | — |
| Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | — |
| Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. | — |
| Define instructional, learning, or performance objectives. | — |
| Design instructional aids for stand-alone or instructor-led classroom or online use. | — |
| Design learning products, including Web-based aids or electronic performance support systems. | — |
| Develop instructional materials, such as lesson plans, handouts, or examinations. | — |
| Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. | — |
| Develop measurement tools to evaluate the effectiveness of instruction or training interventions. | — |
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. | — |
| Interview subject-matter experts or conduct other research to develop instructional content. | — |
| Present and make recommendations regarding course design, technology, and instruction delivery options. | — |
| Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. | — |
| Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. | — |
| Research and evaluate emerging instructional technologies or methods. | — |
| Teach instructors to use instructional technology or to integrate technology with teaching. | — |
0.00/ 3· مؤشر التعرّض للروبوتات
المقياس والأساس والمصدر
تُمنح كل مهمة بدنية درجة من 0 إلى 3 بحسب البيئة التي يمكن فيها لروبوتات سبق نشرها أو بيعها أو عرضها أن تؤديها (0 لا شيء · 1 بيئات مخصصة للروبوتات مثل خلية آلات مسيّجة أو خط تعبئة زجاجات · 2 منشآت منظَّمة مثل صيدلية مستشفى أو ميناء حاويات · 3 بيئات غير منظَّمة مثل منزل خاص أو موقع بناء)، ثم يُحسب متوسط الدرجات بحسب حصة كل مهمة من وقت العمل
المهام البدنية من بين مهام O*NET 29.3 لهذه المهنة
قدّرت Anthropic الدرجات وحصص الوقت باستخدام Claude Opus 5 مع البحث على الويب (الوضع في 2026).
مؤشر التعرّض للروبوتات مقياس مختلف عن أرقام التعرّض للذكاء الاصطناعي في هذا الموقع، فلا يمكن جمعه معها ولا مقارنته بها. ولا يقيس التبني الفعلي ولا التكلفة، ويشمل الصفر أيضًا المهن التي لا تتضمن مهام بدنية.
درجة كل مهمة بدنية
لم تُصنَّف أي مهمة من مهام O*NET 29.3 لهذه المهنة على أنها مهمة بدنية.
معلومات مهنية
آفاق التوظيف (BLS)
- التوظيف، 2025
- 249K
- التوظيف المتوقع، 2035
- 253K
- التغيّر (2025–35)
- +1.6%
- الأجر السنوي الوسيط، 2025
- $77,440
- المؤهل التعليمي المعتاد للالتحاق
- Master's degree
الروابط بالتصنيف الكوري (KSCO)
روابط من الإصدار الحالي لـ Korea Occupation Direct Crosswalk v1.1، من إعداد AI Changing Work. تُقرأ قيم العلاقة من جهة مهنة O*NET-SOC.
| رمز KSCO | اسم KSCO | العلاقة | الحالة |
|---|---|---|---|
| 26912 | 교육 연구관 및 교육 연구사 | هذه المهنة أوسع | مؤكَّد |
| 26911 | 장학관 및 장학사 | متداخلة، وليست هي نفسها | مؤكَّد |
| 21215 | 교육학 연구원 | ذات صلة، وليست مطابقة | مؤكَّد |
تعريفات العلاقة والحالة(kr-direct v1.1)
الوصف المهني لمنظمة العمل الدولية (ILO)
تربط AI Changing Work مجموعات الوحدات في ISCO-08 أدناه بهذه المهنة بتطبيق جداول التناظر الصادرة عن مكتب إحصاءات العمل الأمريكي (BLS) (SOC 2018 إلى SOC 2010، وSOC 2010 إلى ISCO-08) كما نُشرت، دون انتقاء حالة بحالة؛ وقد يكون كل ربط كليًا أو جزئيًا.
- ISCO-08 2351Education Methods Specialists
اختصاصيو أساليب التعليم
ILOSTAT — ISCO-08 Structure EN AR v1.0 (2021), translated by the Regional Working Group on Labour Indicators in the Arab Region / ILO Dept. of Statistics + ROAS
التعريف والمهام والأمثلة أدناه هي وصف منظمة العمل الدولية لمجموعة الوحدات تلك، لا لهذه المهنة.
Education methods specialists conduct research and develop or advise on teaching methods, courses and aids. They review and examine teachers' work, the functioning of educational institutions and the results achieved and recommend changes and improvements.
المهام
- (a) researching into current developments in curricula, teaching methods and other educational practices, and advising on necessary changes and possible improvements;
- (b) evaluating and advising on contents of courses and methods of examination;
- (c) researching into audiovisual and other teaching aids and advising on, planning and organizing their introduction in educational establishments;
- (d) documenting subjects and courses developed, and evaluating new courses;
- (e) providing ongoing professional development, training and consultative services to teachers;
- (f) organizing and conducting workshops and conferences to train teachers in new programmes and methods;
- (g) developing the structure, content and objectives of new educational courses and programmes;
- (h) visiting schools periodically and conferring with administrative and teaching staff on questions relating to curricula, teaching methods, equipment and other matters;
- (i) visiting classrooms to observe teaching techniques and to evaluate teachers performance, and scholastic results obtained;
- (j) preparing reports and making recommendations to educational authorities concerning possible changes and improvements in curricula, teaching methods, and other matters.
أمثلة على المهن
Curriculum coordinator · Curriculum developer · Education methods specialist · Schools inspector · Teaching aids specialist
Sources: ILO ISCO-08 — details: Credits
مفردات ESCO المهنية
كل عنصر أدناه مُطابَق مع هذه المهنة في ESCO-O*NET Crosswalk المنشور (الإصدار 1، 2022). أنواع المطابقة هي أنواع ذلك الجدول، أما الصياغة فمن AI Changing Work.
- مطور التعلم الإلكتروني / مطورة التعلم الإلكترونيESCO 2359.5هذه المهنة أوسع
يتولى مطورو التعلم الإلكتروني تصميم وتطوير نماذج أبسط لمحتوى التعلم الرقمي بما في ذلك المواد المرجعية والشرائح والتقييمات والتسجيلات الرقمية لما يتم عرضه على شاشة الحاسوب ومقاطع الفيديو للمقابلات وملفات البودكاست. يكتبون محتوى لتطبيق تعليمي قائم على الكمبيوتر ويُقدِّمونه.
- مصمم تعليمي / مصممة تعليميةESCO 2359.8متداخلة، وليست هي نفسها
يتولى المصممون التعليميون تطوير مواد تعليمية لدورات تدريبية باستخدام تقنية الوسائط المتعددة وأدوات التأليف. ويهدفون إلى ابتكار تجارب تعليمية تجعل اكتساب المعارف والمهارات أكثر كفاءة وفاعلية وجاذبية.
المصدر: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
الترخيص: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
الروابط بالتصنيف الفرنسي (ROME)
روابط بين هذه المهنة وبطاقات ROME 4.0 حددتها AI Changing Work باستخدام نماذج ذكاء اصطناعي. تُقرأ العلاقات من جهة هذه المهنة. الروابط الموسومة بـ«مؤقت» اعتُمدت بالاستناد فقط إلى تقييمات مُقيِّمَين من عائلة النماذج نفسها (Claude)، أو بتطبيق قاعدة وضعها المُشغِّل على تلك التقييمات، ولذلك فهي تقوم على أدلة أضعف من الروابط المؤكَّدة.
| رمز ROME | تسمية ROME (بالفرنسية) | العلاقة |
|---|---|---|
| K2119 | Consultant / Consultante en ingénierie pédagogique | هذه المهنة أوسع |
| K2148 | Directeur / Directrice pédagogique | هذه المهنة أوسعمؤقت |
| K2102 | Coordinateur / Coordinatrice pédagogique | متداخلة، وليست هي نفسها |
| K2132 | Responsable ingénierie de la formation professionnelle | متداخلة، وليست هي نفسها |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | ذات صلة، وليست مطابقةمؤقت |
| K2145 | Formateur / Formatrice de formateurs | ذات صلة، وليست مطابقةمؤقت |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
الروابط بالتصنيف الإسباني (CNO-11)
روابط بين هذه المهنة ومهن CNO-11 حددتها AI Changing Work باستخدام نماذج ذكاء اصطناعي. تُقرأ العلاقات من جهة هذه المهنة.
| رمز CNO-11 | تسمية CNO-11 (بالإسبانية) | العلاقة |
|---|---|---|
| 2321 | Especialistas en métodos didácticos y pedagógicos | هذه المهنة أضيق |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
الروابط بالتصنيف الألماني (KldB)
روابط بين هذه المهنة ومهن KldB حددتها AI Changing Work باستخدام نماذج ذكاء اصطناعي. تُقرأ العلاقات من جهة هذه المهنة.
| رمز KldB | تسمية KldB (بالألمانية) | العلاقة |
|---|---|---|
| 91334 | Berufe in der Erziehungswissenschaft - hoch komplexe Tätigkeiten | متداخلة، وليست هي نفسهامؤقت |
| 84144 | Berufe in der Lehrerausbildung - hoch komplexe Tätigkeiten | ذات صلة، وليست مطابقة |
| 84184 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | ذات صلة، وليست مطابقة |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
الروابط بالتصنيف الياباني (JSCO)
روابط بين هذه المهنة ومهن JSCO حددتها AI Changing Work باستخدام نماذج ذكاء اصطناعي. تُقرأ العلاقات من جهة هذه المهنة.
| رمز JSCO | تسمية JSCO (باليابانية) | العلاقة |
|---|---|---|
| 199 | その他の教員 | ذات صلة، وليست مطابقة |
| 249 | 他に分類されない専門的職業従事者 | ذات صلة، وليست مطابقة |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
مصادر بيانات هذه الصفحة وتراخيصها وإشعارات التعديل والترجمة الصادرة عن AI Changing Work: الاعتمادات والمصادر