scholarly journals Innovation Approaches for Better Self–assertion of the University of Zilina, Faculty of Special Engineering Graduates in Accordance with Actual Labour Market Needs

2015 ◽  
Vol 174 ◽  
pp. 3342-3349
Author(s):  
Mária Hudáková ◽  
Mária Lusková
Keyword(s):  
Labour Market ◽  
Market Needs ◽  
The University

Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs

2011 ◽  
Vol 2 (2) ◽  
pp. 37-46
Author(s):  
Jose López-Ruiz ◽  
Pablo Lara-Navarra ◽  
Enric Serradell-Lopez ◽  
Josep Antoni Martínez-Aceituno
Keyword(s):  
Labour Market ◽  
Social Needs ◽  
Learning Needs ◽  
Starting Position ◽  
Key Factor ◽  
Model Of Competency ◽  
Market Needs ◽  
Training Expectations ◽  
The University ◽  
And Training

Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs

2013 ◽  
pp. 251-259
Author(s):  
Jose López-Ruiz ◽  
Pablo Lara-Navarra ◽  
Enric Serradell-Lopez ◽  
Josep Antoni Martínez-Aceituno
Keyword(s):  
Labour Market ◽  
Social Needs ◽  
Learning Needs ◽  
Starting Position ◽  
Key Factor ◽  
Model Of Competency ◽  
Market Needs ◽  
Training Expectations ◽  
The University ◽  
And Training

Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

scholarly journals Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey

2017 ◽  
Vol 7 (2) ◽  
pp. 291-304
Author(s):  
Dariusz Stępkowski
Keyword(s):  
Theoretical Model ◽  
Labour Market ◽  
Study Skills ◽  
University Graduates ◽  
Repeated Analysis ◽  
Career Analysis ◽  
The Right ◽  
The University ◽  
Career Survey ◽  
Education Process

The career analysis conducted among the alumni of universities is dominated in Poland by the tendency to verify which competencies (demanded mostly by the labour market) they have acquired and how they have managed to cope with finding employment. The ability of studying is a rarely discussed problem, which is unjustifiably considered necessary only during the course of study. However, this ability leads to shaping the extent of academic thinking, also understood as a specific way of solving problems – not only purely academic ones but professional ones as well. The author of the presented article, while referring to pedagogical concepts of S. Hessen and D. Benner, has developed a theoretical model of study skills and subsequently conducted its empirical verification by performing a repeated analysis of selected data obtained in 2016 during the Cardinal Stefan Wyszyński University graduates’ career analysis.The conducted replication has proved that, firstly, the exploration of study skills among the alumni has not been taken into account when examining careers of the graduates, which might have served as feedback regarding the modification of the education process at the university; secondly, it seems that the graduates have acquired study competence at least to a certain degree, which finds evidence in success achieved by most of them – i.e. finding employment; and, thirdly, satisfaction of completing studies is linked with the feeling of having the right competence and consequently with recommending the university to others.

scholarly journals A geography graduate’s transition into the labour market in Poland: a quantitative and qualitative evaluation of the process

2015 ◽  
Vol 29 (29) ◽  
pp. 103-118 ◽  
Author(s):  
Danuta Piróg
Keyword(s):  
Labour Market ◽  
Human Life ◽  
Qualitative Evaluation ◽  
University Graduates ◽  
Labour Market Situation ◽  
Academic Level ◽  
Economic Climate ◽  
Market Situation ◽  
Limited Opportunity ◽  
The University

Abstract Transition, i.e. the education-to-work shift, is considered one of the most important processes in human life. The characteristics of transition hinge on, first of all, the labour market situation, the economic climate in the region, the educational services market and the aspirations of society. Virtually unlimited access to education at an academic level and the growing appetite of young people for degrees have resulted in a rapid increase in the number of university graduates. Consequently, there has been a high supply of employees with university degrees. However, the speed and type of transition among recent graduates is one of the least investigated processes on the labour market in Poland. The article presents the results of a survey on how Polish geographers enter the job market. The study compares geographers’ professional qualifications, aspirations and plans about their future job at the time of graduation with the actual fulfilment of those plans six months later. Quantitative analysis of the process shows that half the graduates have succeeded in finding employment. Qualitative analysis of the type of jobs shows that the university-to-work transition was unsatisfactory in many respects. For example, the new position was unlikely to require the graduates to use the competences acquired during the course of study, the job offered limited career development opportunities and had a low remuneration. All the above raise concerns regarding the limited opportunity for successful transition and the respondents’ low satisfaction level.

(Mis)match between higher education supply and labour market needs: evidence from Portugal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniela Olo ◽  
Leonida Correia ◽  
Maria da Conceição Rego
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Labour Market ◽  
Rank Correlation ◽  
Correlation Coefficients ◽  
Research Field ◽  
Content Type ◽  
Job Offers ◽  
Education Supply ◽  
Market Needs

PurposeThe purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market.Design/methodology/approachAn empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003–2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated.FindingsThe results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of “social sciences, business and law”, “engineering, manufacturing and construction” and “health and welfare”. However, at a more disaggregated level, a mismatch in the sub-areas of “teacher training and education science” and “computing” was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions.Practical implicationsThe study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term.Originality/valueOne implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.

Transformative curricula and teaching practices to meet labour market needs in tertiary agricultural education in Africa.

2021 ◽  
pp. 126-134
Author(s):  
Keba Hulela ◽  
Joseph Mukuni ◽  
Might Kojo Abreh ◽  
Joseph Amooti Kasozi ◽  
David Kraybill
Keyword(s):  
Labour Market ◽  
Agricultural Education ◽  
Tertiary Education ◽  
Institutional Culture ◽  
Social Relevance ◽  
Technology Markets ◽  
Life Long Learning ◽  
African Higher Education ◽  
Market Needs ◽  
Pedagogical Approaches

Abstract This chapter describes and analyzes labour market conditions and policy, as well as programme options for improving the economic and social relevance of agricultural training in African higher education institutions. The intended audience is teachers and administrators of tertiary agricultural education (TAE) who have little or no training in curriculum development or pedagogy. The aim is to present practical steps for reforming curricula and pedagogical approaches to enable TAE institutions to meet the needs of communities more effectively and to address the demands of dynamic labour, information and technology markets. The discussion also describes how tertiary education teachers and administrators can develop the vision, methods and institutional culture required to prepare students for employability and life-long learning.

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