Instructional Coordinators
Educational Instruction and Library Occupations- Code 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.
- Source des données: BLSPublié: 2026-08
Très élevée· relative
FaibleQuatre bandes relativesTrès élevéeValeur par groupe professionnel
Échelle, base et source
Quatre bandes relatives (Faible / Modérée / Élevée / Très élevée)
831 métiers détaillés du tableau des projections d'emploi du BLS. La valeur est attribuée par code de la National Employment Matrix (NEM), si bien que les métiers partageant un code NEM reçoivent la même bande
- Source des données: AnthropicPublié: 2026-03
0,304
0,000Étendue des valeurs présentées ici0,745Échelle, base et source
Indice d'exposition observée, 0–1 tel que publié
Rapporté aux tâches O*NET
Publié par profession SOC 2018 ; chaque profession O*NET ayant le même code SOC 2018 reçoit cette valeur
- Source des données: ILOPublié: 2025
0,39
0,09Étendue des valeurs présentées ici0,70Valeur par groupe professionnel
Échelle, base et source
Indice d'exposition à l'IA générative, 0–1 tel que publié
Publié par groupe de base ISCO-08. Relié à ce métier, en tout ou en partie, en appliquant tels que publiés les tableaux de correspondance du U.S. Bureau of Labor Statistics (ISCO-08 vers SOC 2010, SOC 2010 vers SOC 2018)
Quelle est la nature de la valeur publiée par cette source
La catégorie BLS est un rang relatif et non un niveau absolu, et ce n'est pas une mesure de première main : elle regroupe en quatre bandes les rangs centiles du métier dans plusieurs études publiées. Ce n'est ni une prévision d'emploi ou de salaire, ni une probabilité d'adoption, et elle ne distingue pas automatisation et augmentation.
Task-level exposure
Tâches exposées uniquement30 tâches évaluées · 26 tâches avec β ≥ 0,5 (86,7%)
β = exposition directe (E1) + 0,5 × exposition lorsque des outils sont disponibles (E2), selon la définition du dépôt source.
- Unité source : tâches O*NET 27.2 → code de métier O*NET 31.0
- Toutes les tâches notées figurent dans la liste des tâches O*NET 31.0.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Version
- gh-main-0471612
- Licence
- MIT License, Copyright (c) 2024 OpenAI
Tâches des professions O*NET-SOC 2010 25-9031.00 Instructional Coordinators; 25-9031.01 Instructional Designers and Technologists, que nous avons rattachées à cette profession au moyen de la table de correspondance officielle O*NET-SOC 2010 vers 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials to be used by educators and instructors.25-9031.00 | 1.003642.5 | 0.237539.9 |
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031.01 | 0.788633.4 | 0.185931.2 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031.01 | 0.15506.6 | 0.03756.3 |
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.25-9031.01 | 0.08643.7 | 0.01021.7 |
Advise and teach students.25-9031.00 | 0.06652.8 | 0.00270.4 |
Adapt instructional content or delivery methods for different levels or types of learners.25-9031.01 | 0.05192.2 | 0.01572.6 |
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.25-9031.01 | 0.02821.2 | 0.01432.4 |
Develop instructional materials and products for technology-based redesign of courses.25-9031.01 | 0.02651.1 | 0.01522.6 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031.01 | 0.02261.0 | 0.00200.3 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031.01 | 0.01460.6 | —0 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031.01 | 0.01230.5 | 0.01011.7 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031.01 | 0.01210.5 | 0.02734.6 |
Organize production and design of curriculum materials.25-9031.00 | 0.01210.5 | 0.00270.4 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031.00 | 0.01160.5 | 0.00581.0 |
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.25-9031.01 | 0.00970.4 | 0.00220.4 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.25-9031.00 | 0.00970.4 | 0.00200.3 |
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 | 0.00950.4 | 0.01392.3 |
Design learning products, including web-based aids or electronic performance support systems.25-9031.01 | 0.00820.3 | 0.00591.0 |
Develop instruction or training roadmaps for online and blended learning programs.25-9031.01 | 0.00820.3 | —0 |
Define instructional, learning, or performance objectives.25-9031.01 | 0.00530.2 | —0 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031.01 | 0.00510.2 | 0.00150.3 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031.00 | 0.00330.1 | —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 | 0.00200.1 | —0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.25-9031.01 | 0.00200.1 | —0 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.25-9031.01 | 0.00180.1 | 0.00370.6 |
Research and evaluate emerging instructional technologies or methods.25-9031.01 | 0.00170.1 | —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 | 0.00170.1 | —0 |
| Not observed on any surface — 15 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 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. | —0 | —0 |
Interview subject matter experts or conduct other research to develop instructional content. | —0 | —0 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. | —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
Toutes les tâches O*NET 31.0 (30)
Toutes les tâches O*NET 31.0 de ce métier (en anglais, telles que publiées ; type de tâche principale ou complémentaire). Les valeurs d'exposition ne figurent pas dans cette liste ; elles sont dans le tableau ci-dessus, à côté de chaque tâche dans la formulation de la version O*NET utilisée par chaque source.
| Tâche (O*NET 31.0) | Type |
|---|---|
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | Principale |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | Principale |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | Principale |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | Principale |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | Principale |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | Principale |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | Principale |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | Principale |
| Address public audiences to explain program objectives and to elicit support. | Principale |
| Advise and teach students. | Principale |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | Complémentaire |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | Complémentaire |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | Complémentaire |
| 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· Indice d'exposition aux robots
Échelle, base et source
Chaque tâche physique reçoit une note de 0 à 3 selon l'environnement dans lequel des robots déjà déployés, vendus ou présentés en démonstration pourraient l'accomplir (0 aucun · 1 environnements conçus pour les robots, comme une cellule robotisée grillagée ou une ligne d'embouteillage · 2 installations structurées, comme une pharmacie hospitalière ou un port à conteneurs · 3 environnements non structurés, comme un domicile privé ou un chantier de construction), puis les notes sont moyennées selon la part du temps de travail
Tâches physiques parmi les tâches O*NET 29.3 de ce métier
Anthropic a estimé les notes et les parts de temps avec Claude Opus 5 à l'aide de la recherche web (situation en 2026).
L'indice d'exposition aux robots est une mesure différente des chiffres d'exposition à l'IA de ce site : il ne peut ni s'y ajouter ni leur être comparé. Il ne mesure ni l'adoption réelle ni le coût, et 0 couvre aussi les métiers sans tâche physique.
Note de chaque tâche physique
Aucune des tâches O*NET 29.3 de ce métier n'est classée comme tâche physique.
Informations professionnelles
Perspectives d’emploi (BLS)
- Emploi, 2025
- 249K
- Emploi projeté, 2035
- 253K
- Variation (2025–35)
- +1,6%
- Salaire annuel médian, 2025
- $77 440
- Niveau d’études habituel à l’entrée
- Master's degree
Liens avec la classification coréenne (KSCO)
Liens de la version en vigueur de Korea Occupation Direct Crosswalk v1.1, établi par AI Changing Work. Les valeurs de relation se lisent du côté du métier O*NET-SOC.
| Code KSCO | Intitulé KSCO | Relation | Statut |
|---|---|---|---|
| 26912 | 교육 연구관 및 교육 연구사 | Cette profession est plus large | confirmé |
| 26911 | 장학관 및 장학사 | Chevauchement, pas identique | confirmé |
| 21215 | 교육학 연구원 | Lié, sans correspondance | confirmé |
Définitions des relations et des statuts(kr-direct v1.1)
Description professionnelle de l’OIT
AI Changing Work relie à cette profession les groupes de base ISCO-08 ci-dessous en appliquant, telles que publiées, les tables de correspondance du Bureau of Labor Statistics des États-Unis (BLS) (SOC 2018 vers SOC 2010, SOC 2010 vers ISCO-08), sans sélection au cas par cas ; chaque lien peut être total ou partiel.
- ISCO-08 2351Education Methods Specialists
Spécialistes des méthodes d'enseignement
La définition, les tâches et les exemples ci-dessous sont la description que l'OIT donne de ce groupe de base, et non de cette profession.
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.
Tâches
- (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.
Exemples de métiers
Curriculum coordinator · Curriculum developer · Education methods specialist · Schools inspector · Teaching aids specialist
Sources: ILO ISCO-08 — details: Credits
Vocabulaire professionnel ESCO
Chaque entrée ci-dessous est mise en correspondance avec cette profession dans le ESCO-O*NET Crosswalk publié (version 1, 2022). Les types de correspondance sont ceux de cette table ; la formulation est celle d'AI Changing Work.
- développeur de systèmes d'enseignement en ligne/développeuse de systèmes d'enseignement en ligneESCO 2359.5Cette profession est plus large
Les développeurs de systèmes d'enseignement en ligne/développeuses de systèmes d'enseignement en ligne conçoivent et développent des formes plus simples de contenus pédagogiques numériques, y compris de matériaux de référence, de diapositives, d’évaluations, de vidéocaptures d’écran, de vidéos d’interview et de podcasts. Ils/elles écrivent et fournissent le contenu d’une demande d’apprentissage par ordinateur.
- concepteur pédagogique/conceptrice pédagogiqueESCO 2359.8Chevauchement, pas identique
Les concepteurs pédagogiques/conceptrices pédagogiques développent du matériel pédagogique pour les cours de formation en utilisant la technologie multimédia et les outils de création. Ils/elles visent à mettre en place des expériences pédagogiques qui rendent l’acquisition des connaissances et des compétences plus efficiente, efficace et attrayante.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licence: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Liens avec la classification française (ROME)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des fiches ROME 4.0. Les relations se lisent du point de vue de ce métier. Les liens marqués « provisoire » ont été retenus sur la seule base des jugements de deux évaluateurs de la même famille de modèles (Claude), ou par une règle de l'exploitant appliquée à ces jugements, et reposent donc sur des éléments plus faibles que les liens confirmés.
| Code ROME | Intitulé ROME (français) | Relation |
|---|---|---|
| K2119 | Consultant / Consultante en ingénierie pédagogique | Cette profession est plus large |
| K2148 | Directeur / Directrice pédagogique | Cette profession est plus largeprovisoire |
| K2102 | Coordinateur / Coordinatrice pédagogique | Chevauchement, pas identique |
| K2132 | Responsable ingénierie de la formation professionnelle | Chevauchement, pas identique |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | Lié, sans correspondanceprovisoire |
| K2145 | Formateur / Formatrice de formateurs | Lié, sans correspondanceprovisoire |
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)
Liens avec la classification espagnole (CNO-11)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions CNO-11. Les relations se lisent du point de vue de ce métier.
| Code CNO-11 | Intitulé CNO-11 (espagnol) | Relation |
|---|---|---|
| 2321 | Especialistas en métodos didácticos y pedagógicos | Cette profession est plus étroite |
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)
Liens avec la classification allemande (KldB)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions KldB. Les relations se lisent du point de vue de ce métier.
| Code KldB | Intitulé KldB (allemand) | Relation |
|---|---|---|
| 91334 | Berufe in der Erziehungswissenschaft - hoch komplexe Tätigkeiten | Chevauchement, pas identiqueprovisoire |
| 84144 | Berufe in der Lehrerausbildung - hoch komplexe Tätigkeiten | Lié, sans correspondance |
| 84184 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | Lié, sans correspondance |
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)
Liens avec la classification japonaise (JSCO)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions JSCO. Les relations se lisent du point de vue de ce métier.
| Code JSCO | Intitulé JSCO (japonais) | Relation |
|---|---|---|
| 199 | その他の教員 | Lié, sans correspondance |
| 249 | 他に分類されない専門的職業従事者 | Lié, sans correspondance |
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)
Sources des données et licences de cette page, et avis de modification et de traduction d'AI Changing Work : Crédits et sources