Instructional Coordinators
Educational Instruction and Library Occupations- Código 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.
- Fonte dos dados: BLSPublicado: 2026-08
Muito alto· relativa
BaixoQuatro faixas relativasMuito altoValor por grupo ocupacional
Escala, base e fonte
Quatro faixas relativas (Baixo / Moderado / Alto / Muito alto)
831 ocupações detalhadas da tabela de projeções de emprego do BLS. O valor é atribuído por código da National Employment Matrix (NEM), pelo que as ocupações que partilham um código NEM recebem a mesma banda
- Fonte dos dados: AnthropicPublicado: 2026-03
0,304
0,000Intervalo dos valores aqui apresentados0,745Escala, base e fonte
Índice de exposição observada, 0–1 tal como publicado
Mapeado sobre tarefas O*NET
Publicado por ocupação SOC 2018; toda ocupação O*NET com o mesmo código SOC 2018 recebe este valor
- Fonte dos dados: ILOPublicado: 2025
0,39
0,09Intervalo dos valores aqui apresentados0,70Valor por grupo ocupacional
Escala, base e fonte
Índice de exposição à IA generativa, 0–1 tal como publicado
Publicado por grupo de base ISCO-08. Ligado a esta ocupação, total ou parcialmente, aplicando tal como publicadas as tabelas de correspondência do U.S. Bureau of Labor Statistics (ISCO-08 para SOC 2010, SOC 2010 para SOC 2018)
Que tipo de valor esta fonte publica
A categoria de BLS é uma posição relativa, não um nível absoluto, e também não é uma medição de primeira mão: agrupa em quatro faixas as posições percentis da ocupação em vários estudos publicados. Não é uma previsão de emprego ou de salários, não é uma probabilidade de adoção e não distingue automação de aumento.
Task-level exposure
Apenas tarefas expostas30 tarefas avaliadas · 26 tarefas com β ≥ 0,5 (86,7%)
β = exposição direta (E1) + 0,5 × exposição com ferramentas disponíveis (E2), segundo a definição do repositório de origem.
- Unidade de origem: tarefas do O*NET 27.2 → código de ocupação do O*NET 31.0
- Todas as tarefas pontuadas constam da lista de tarefas do O*NET 31.0.
- Fonte
- OpenAI "GPTs are GPTs" exposure rubric
- Versão
- gh-main-0471612
- Licença
- MIT License, Copyright (c) 2024 OpenAI
Tarefas das ocupações O*NET-SOC 2010 25-9031.00 Instructional Coordinators; 25-9031.01 Instructional Designers and Technologists, que vinculamos a esta ocupação por meio da tabela de correspondência oficial O*NET-SOC 2010 para 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials to be used by educators and instructors.25-9031.00 | 0.801141.1 | 0.152037.5 |
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031.01 | 0.611731.4 | 0.106426.2 |
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.25-9031.01 | 0.13677.0 | 0.00952.3 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031.01 | 0.11045.7 | 0.02977.3 |
Advise and teach students.25-9031.00 | 0.04222.2 | 0.00160.4 |
Adapt instructional content or delivery methods for different levels or types of learners.25-9031.01 | 0.03511.8 | 0.00992.4 |
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.25-9031.01 | 0.03251.7 | 0.01072.6 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031.01 | 0.02521.3 | 0.00180.4 |
Develop instructional materials and products for technology-based redesign of courses.25-9031.01 | 0.02501.3 | 0.01213.0 |
Develop instruction or training roadmaps for online and blended learning programs.25-9031.01 | 0.01350.7 | —0 |
Define instructional, learning, or performance objectives.25-9031.01 | 0.01200.6 | —0 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031.00 | 0.01110.6 | 0.00431.1 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031.01 | 0.01020.5 | 0.00521.3 |
Design learning products, including web-based aids or electronic performance support systems.25-9031.01 | 0.00920.5 | 0.00340.8 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031.01 | 0.00890.5 | 0.00751.8 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031.01 | 0.00810.4 | 0.02706.7 |
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 | 0.00770.4 | 0.01042.6 |
Organize production and design of curriculum materials.25-9031.00 | 0.00760.4 | 0.00350.9 |
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.25-9031.01 | 0.00600.3 | 0.00170.4 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031.01 | 0.00510.3 | 0.00210.5 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.25-9031.00 | 0.00510.3 | —0 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.25-9031.01 | 0.00500.3 | —0 |
Interview subject matter experts or conduct other research to develop instructional content.25-9031.01 | 0.00410.2 | —0 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031.00 | 0.00360.2 | —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 | 0.00290.1 | —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 | 0.00290.1 | —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 | 0.00220.1 | —0 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | —0 | 0.00401.0 |
Research and evaluate emerging instructional technologies or methods. | —0 | 0.00280.7 |
| 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
Todas as tarefas do O*NET 31.0 (30)
Todas as tarefas do O*NET 31.0 desta ocupação (em inglês, como publicadas; tipo de tarefa principal ou complementar). Os valores de exposição não constam desta lista; estão na tabela acima, ao lado de cada tarefa na redação da versão do O*NET usada por cada fonte.
| Tarefa (O*NET 31.0) | Tipo |
|---|---|
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | Principal |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | Principal |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | Principal |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | Principal |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | Principal |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | Principal |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | Principal |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | Principal |
| Address public audiences to explain program objectives and to elicit support. | Principal |
| Advise and teach students. | Principal |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | Complementar |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | Complementar |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | Complementar |
| 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· Índice de exposição a robôs
Escala, base e fonte
Cada tarefa física recebe uma nota de 0 a 3 conforme o ambiente em que robôs já implantados, vendidos ou demonstrados poderiam realizá-la (0 nenhum · 1 ambientes feitos para robôs, como uma célula de máquinas cercada ou uma linha de engarrafamento · 2 instalações estruturadas, como uma farmácia hospitalar ou um porto de contêineres · 3 ambientes não estruturados, como uma residência particular ou um canteiro de obras), e as notas são promediadas pela parcela do tempo de trabalho
Tarefas físicas entre as tarefas O*NET 29.3 desta ocupação
A Anthropic estimou as notas e as parcelas de tempo com o Claude Opus 5 usando pesquisa na web (situação em 2026).
O índice de exposição a robôs é uma medida diferente dos números de exposição à IA deste site e não pode ser somado a eles nem comparado com eles. Não mede a adoção real nem o custo, e 0 também abrange ocupações sem tarefas físicas.
Nota de cada tarefa física
Nenhuma das tarefas O*NET 29.3 desta ocupação é classificada como tarefa física.
Informação ocupacional
Perspetivas de emprego (BLS)
- Emprego, 2025
- 249K
- Emprego projetado, 2035
- 253K
- Variação (2025–35)
- +1,6%
- Salário anual mediano, 2025
- $77.440
- Escolaridade habitual para ingresso
- Master's degree
Ligações à classificação coreana (KSCO)
Ligações da versão atual de Korea Occupation Direct Crosswalk v1.1, elaborado pela AI Changing Work. Os valores de relação são lidos a partir da ocupação O*NET-SOC.
| Código KSCO | Nome KSCO | Relação | Estado |
|---|---|---|---|
| 26912 | 교육 연구관 및 교육 연구사 | Esta ocupação é mais ampla | confirmado |
| 26911 | 장학관 및 장학사 | Sobrepõem-se, não são iguais | confirmado |
| 21215 | 교육학 연구원 | Relacionada, não correspondente | confirmado |
Definições de relação e estado(kr-direct v1.1)
Descrição ocupacional da OIT
A AI Changing Work vincula a esta ocupação os grupos de base da ISCO-08 abaixo aplicando, tal como publicadas, as tabelas de correspondência do Bureau of Labor Statistics dos EUA (BLS) (SOC 2018 para SOC 2010, SOC 2010 para ISCO-08), sem seleção caso a caso; cada vínculo pode ser total ou parcial.
- ISCO-08 2351Education Methods Specialists
Especialistas em métodos de ensino
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
A definição, as tarefas e os exemplos abaixo são a descrição da OIT para esse grupo de base, não para esta ocupação.
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.
Tarefas
- (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.
Ocupações de exemplo
Curriculum coordinator · Curriculum developer · Education methods specialist · Schools inspector · Teaching aids specialist
Sources: ILO ISCO-08 — details: Credits
Vocabulário ocupacional ESCO
Cada entrada abaixo está associada a esta ocupação no ESCO-O*NET Crosswalk publicado (versão 1, 2022). Os tipos de correspondência são os dessa tabela; a redação é da AI Changing Work.
- Programador de e-learning/Programadora de e-learningESCO 2359.5Esta ocupação é mais ampla
Os programadores de e-learning criam e desenvolvem formas mais simples de conteúdos de aprendizagem digital, incluindo materiais de referência, diapositivos, avaliações, screen-casts, vídeos de entrevistas e podcasts. Escrevem e fornecem conteúdos para uma aplicação de aprendizagem baseada em computador.
- Designer instrucionalESCO 2359.8Sobrepõem-se, não são iguais
Os designers instrucionais desenvolvem material letivo para cursos de formação utilizando tecnologia multimédia e ferramentas de criação. O seu objetivo é criar experiências pedagógicas que tornem a aquisição de conhecimentos e competências mais eficiente, eficaz e atrativa.
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Ligações à classificação francesa (ROME)
Ligações entre esta ocupação e fichas ROME 4.0, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação. As ligações marcadas como «provisório» foram adotadas apenas com base nos julgamentos de dois avaliadores da mesma família de modelos (Claude), ou por uma regra do operador aplicada a esses julgamentos, pelo que se apoiam em evidências mais fracas do que as ligações confirmadas.
| Código ROME | Designação ROME (francês) | Relação |
|---|---|---|
| K2119 | Consultant / Consultante en ingénierie pédagogique | Esta ocupação é mais ampla |
| K2148 | Directeur / Directrice pédagogique | Esta ocupação é mais amplaprovisório |
| K2102 | Coordinateur / Coordinatrice pédagogique | Sobrepõem-se, não são iguais |
| K2132 | Responsable ingénierie de la formation professionnelle | Sobrepõem-se, não são iguais |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | Relacionada, não correspondenteprovisório |
| K2145 | Formateur / Formatrice de formateurs | Relacionada, não correspondenteprovisório |
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)
Ligações à classificação espanhola (CNO-11)
Ligações entre esta ocupação e ocupações CNO-11, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código CNO-11 | Designação CNO-11 (espanhol) | Relação |
|---|---|---|
| 2321 | Especialistas en métodos didácticos y pedagógicos | Esta ocupação é mais restrita |
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)
Ligações à classificação alemã (KldB)
Ligações entre esta ocupação e ocupações KldB, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código KldB | Designação KldB (alemão) | Relação |
|---|---|---|
| 91334 | Berufe in der Erziehungswissenschaft - hoch komplexe Tätigkeiten | Sobrepõem-se, não são iguaisprovisório |
| 84144 | Berufe in der Lehrerausbildung - hoch komplexe Tätigkeiten | Relacionada, não correspondente |
| 84184 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | Relacionada, não correspondente |
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)
Ligações à classificação japonesa (JSCO)
Ligações entre esta ocupação e ocupações JSCO, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código JSCO | Designação JSCO (japonês) | Relação |
|---|---|---|
| 199 | その他の教員 | Relacionada, não correspondente |
| 249 | 他に分類されない専門的職業従事者 | Relacionada, não correspondente |
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)
Fontes de dados e licenças desta página, e avisos de modificação e tradução da AI Changing Work: Créditos e fontes