Graduates’ skills and employability: the view of students from different European countries

2019 ◽  
Vol 9 (4) ◽  
pp. 758-774 ◽  
Author(s):  
Elisabeth T. Pereira ◽  
Madalena Vilas-Boas ◽  
Cátia C. Rebelo
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Countries ◽  
High Rate ◽  
Field Of Study ◽  
Content Type ◽  
Higher Education System ◽  
European Universities ◽  
The One ◽  
The Bologna Process

Purpose In the last decade, graduates’ employability has assumed a central role in scholars’ concerns. This was mainly due the high rate of recent graduates’ unemployment in some European countries, as well as the Bologna Process reform of the European higher education system and the new Europe Strategy 2020. The purpose of this paper, driven by the increasing need to improve graduates’ skills and employability, is to identify a set of skills that students consider important to achieve success in their own field of study and another set of skills, which they perceive to lack the most. Design/methodology/approach To achieve the main goal of this study, based on the methodology supported by literature review, a questionnaire was applied to students from five different European universities. Findings The main results allowed the authors to infer that, on the one hand, the European students of the universities included in the study consider communication, thinking and interpersonal skills as the most important skills to get a job in their own field of study; and on the other hand, personal, interpersonal and entrepreneurial skills are the skills lacked by students. These set of skills are quite similar and even overlapping, which makes this a significant inference that needs to be accounted by higher education institutions (HEIs). Originality/value In the research carried out in this study, with the students of five different European universities affected by the economic crisis of 2007/2008, the needed skills perceived by students to obtain employment in their own field of study were identified, along with the skills which they perceived to lack the most. The obtained findings contribute to shed light on the important issue of supporting HEIs regarding the skills that should be imparted in the curricula of their courses and workshops, in order to help the students to succeed in the current and potential competitive labour market.

Differences in international accreditation: Kyrgyzstan and Kazakhstan

2019 ◽  
Vol 9 (4) ◽  
pp. 465-478
Author(s):  
Martha Merrill
Keyword(s):  
Higher Education ◽  
International Student ◽  
Relevant Literature ◽  
Bologna Process ◽  
Government Support ◽  
Content Type ◽  
Higher Education System ◽  
International Program ◽  
Developed Economies ◽  
The Bologna Process

Purpose The purpose of this paper is twofold: first, to count the number of international program accreditations at universities in Kyrgyzstan and Kazakhstan; and second, to understand why Kazakhstan has dramatically more such accreditations. Design/methodology/approach The methodology included identifying agencies working in each country, reviewing data on their websites, and analyzing government documents and relevant literature. Findings Findings were that Kazakhstan has 645 international program accreditations and Kyrgyzstan has 9. Analysis of the reasons for this difference includes strong government support and incentives for internationalization of higher education in Kazakhstan, furthering the government’s goal of becoming one of the world’s 30 most developed economies by 2050; Kazakhstan’s financial wherewithal to support internationalization policies; and its membership in the Bologna Process. In Kyrgyzstan, on the other hand, few rewards result from the costly and time-consuming process of international accreditation; only programs with existing international connections or institutions with large international student populations seem interested. Research limitations/implications Limitations are that the research was based on document analysis and did not include interviews with staff of programs seeking international accreditation. Practical implications One implication, i.e., international program accreditation, while an indicator of program quality, also denotes the financial and infrastructural wherewithal to carry it out, plus the perceived benefits and costs of doing so. Originality/value The value of this research is that it analyzes the reasons for divergence and different results in two countries that, 25 years ago, were part of the same higher education system.

scholarly journals The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

THE WAYS FOR THE GLOBAL COMPETITIVENESS ENHANCEMENT OF KAZAKHSTAN IN THE SYSTEM OF HIGHER EDUCATION

2021 ◽  
Vol 71 (3) ◽  
pp. 56-64
Author(s):  
A.A. Baitassov ◽  
◽  
K. Sarkytkan ◽  
K.K. Muzdybayeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Research Work ◽  
Bologna Process ◽  
Vital Role ◽  
Global Competitiveness ◽  
Higher Education System ◽  
Current State ◽  
The Bologna Process

Since gaining independence, Kazakhstan has been carrying out active reforms in the field of higher education. This, in turn, led to a systematic policy of transition to a market economy. The research work will include the current state of the higher education sector in Kazakhstan and further development provided for by the Bologna process. In the course of the study, several typologies will be identified to visualize how the education system in Kazakhstan has revolutionized. Analytical methods, such as pie charts and graphs, are also used to analyze research data. The study discusses the need to improve the quality of human capital by improving and modernizing the higher education system. Domestic higher education plays a vital role in the professional training of competent and globally competitive specialists for all sectors of the economy of Kazakhstan.

scholarly journals QUALITY ASSURANCE AT HIGHER NON-UNIVERSITY INSTITUTIONS: REVEALING THE EDUCATORS‘ ATTITUDES

2009 ◽  
Vol 1 (1) ◽  
pp. 29-35
Author(s):  
Danė Papečkienė
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
College Education ◽  
European Countries ◽  
Administrative Staff ◽  
The European Union ◽  
Universities And Colleges ◽  
European Universities ◽  
The One

Lithuania having joined the European Union and seeking the education acquired in Lithuania to be internationally recognized, the necessity emerged to match the education standards with the systems of vocational training in European countries. The project plan (2002-2006) of the development of higher education in Lithuania states that the quality assurance is a top priority. The emphasis is laid on the fact that the quality assurance of higher education should not lack behind the one in the developed European countries. The quality assurance of higher education has been under discussion in the few recent years. How should be the studies organized in order to train students to be able to compete in the labor market of the dynamically developing European countries? To determine the dimensions and standards of the education quality that are common to Lithuanian universities and colleges it is essential to regard the worldwide experience and to apply it in the context of our country. The importance has been laid on the quality assurance at the European universities for the recent 10 years. The subsequent organizations were established in different countries all over the world. A number of the agencies dealing with the quality assurance of higher education started the network partnership. The established Centre for Quality Assessment in higher education plays a major role for implementing the external quality assurance policy in universities and colleges of Lithuania by contributing to the development of human resources. The object of this research is to reveal the educators’ attitudes at Marijampolė and Utena colleges towards the establishment of the quality assurance system at college. The research was done in November, 2004 at Marijampole and Utena colleges. There were 120 educator respondents at Marijampole College and 50 respondents at Utena College. 146 of them were lecturers and 24 were the administrative staff. The research done, the conclusions were made that the communities comprising the lecturers as well as the administrative staff of the colleges are concerned about the quality assurance of higher education and studies. The quality of higher non-university studies is being continuously assessed. Moreover, the system of quality assurance is being continuously developed. The educators both at Marijampole and Utena Colleges positively assess their input into the successive performance of the institutions taking an active part in making decisions related to the improvement of the inner system of quality assurance at the institutions. Key words: quality of studies, college, education.

scholarly journals Legal Education and Clinical Legal Education in Poland

2014 ◽  
Vol 13 ◽  
pp. 47 ◽  
Author(s):  
Izabela Krasnicka
Keyword(s):  
Higher Education ◽  
Education System ◽  
Legal Education ◽  
Bologna Process ◽  
Law School ◽  
Present System ◽  
Study Program ◽  
Higher Education System ◽  
Polish Law ◽  
The Bologna Process

<p>The aim of this paper is to present the existing legal education system and development of clinical legal education in Poland. The first part briefly introduces the general Polish higher education system including the implications of the Bologna Process and other challenges for the law faculties as higher education institutions. It then focuses on the five different apprenticeships necessary to obtain license to practice law in Poland. The second part deals with the study program and teaching methods used at Polish law faculties. It argues that the present system does not meet the requirements of the contemporary legal job market as students are not, as a rule, exposed to practical aspects of legal problems and leave law school without training in the necessary skills. The third and most extensive part is dedicated to the legal clinics operating in Poland. Some statistical data is presented on legal clinics (i.e. numbers of students, teachers, cases etc.). This part also discusses basic clinical methodology instruments used in Polish clinics. Finally it describes the establishment of the Polish Legal Clinics Foundation (Foundation), its goals, tasks, challenges and<br />achievements.</p>

scholarly journals Reform of higher education in Poland. Context of the bologna process

2018 ◽  
Vol 6 (9) ◽  
pp. 23-31
Author(s):  
Y. A. Lisnevskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Teaching Staff ◽  
Higher Education System ◽  
Process Characteristics ◽  
Quality Of Higher Education ◽  
Leading Role ◽  
University Programs ◽  
The Bologna Process

The article presents the main directions of the transformation of the Polish higher education system to meet the growing needs of the national economy and the labor market. It is emphasized that the state reforms of higher education aimed at improving the quality of education and its orientation to the growing new society were carried out in line with the Bologna process. Characteristics of the most important principles for the creation of a single pan-European educational and scientific space are given. The process of creating state higher professional educational institutions, which have become an addition to universities and polytechnic institutions, has been considered, due to which the population’s access to free higher education has increased. The specific differences between the educational programs of Polish higher vocational schools and unified university programs are assessed. It is shown that, in accordance with the principles of building a unified European educational and scientific space in the country, unified university programs are divided into two- and then three-level cycles. Particular attention is paid to the functioning of the management systems of the process of improving the quality of higher education, presents an analysis of internal and external systems, as well as criteria for parametric evaluation of the quality of the learning process. The leading role of teaching staff in the formation of a quality culture of training is substantiated. The maxims of the teacher of the higher school are given. It is shown that the parametric assessment of the quality of teachers’ work contains both formal legal and thematic elements. Teachers of Polish universities are subject to parametric evaluation at least once every four years, the criteria and procedure for evaluation are defined in the charter of the training organization. Regardless of the official certification, each university teacher exercises self-evaluation with the help of a multi-criteria scale. It should be emphasized that the work of the university teacher on improving the quality of higher education is largely individual, and at the same time regulated by law, both national and EU. Legislation defines the rights, tasks and responsibilities of teachers and quality standards are defined in this area.

scholarly journals The Adaptation of the Ukrainian Legislation to the European Norms in the Process of Accession to the Joint European Educational Space

2018 ◽  
pp. 29-49
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Social Life ◽  
Mutual Recognition ◽  
Bologna Process ◽  
Reform Process ◽  
Educational Standards ◽  
Higher Education System ◽  
The Bologna Process

The integration and the enhanced cooperation with Europe in the sphere of higher education have become and remained an important component of the European integrative intentions of Ukraine. For many years, our state has been an important strategic partner for Europe. Since gaining independence, the government of Ukraine has constantly declared the will to implement the European principles in all spheres of the social life. The sphere of education and science was no exception. Through many years in Ukraine, the process of reforming both the educational system as a whole and higher education system in particular is still in progress. These reforms continue in difficult times for our state. The authorities and the governments are changing, but all of them have been declaring “the European choice of Ukraine”. It is clear-cut that the process of reforms, transformations and innovations is complicated, often painful and is perceived ambiguously by society. However, it is obvious that one way or the another, but the Ukrainian educational system needed to be reformed, updated and modernizated. In 2005, our state became an official participant of the Bologna Club by signing the Bologna Declaration, which gave rise to the Bologna process – the process of creating a united European educational space. The main principles of the Bologna Process have been and remain the following principles: the establishment of similar, understandable and accessible educational standards, mutual recognition, the intensification of academic mobility and academic exchanges, the development and the financing of various educational projects, programs and grants, the creation of conditions for the formation of a common market, the enhancement of the competitiveness of European educational system. As part of the Bologna process, our state entered a new phase in reforming the education system. First of all, the reforming of the higher education by committing itself to gradually move to the European educational standards, introducing the basic principles and elements of the Bologna process. The article examines the main stages of the reform process of the Ukrainian higher education system within the framework of participation in the Bologna process, describes the legal and regulatory framework for the transition of the national higher education to European educational standards, justifies the importance and perspective of educational reforms on the path to European integration.

scholarly journals Value orientations of the Bologna process (1988-2009): regulatory aspect

2018 ◽  
pp. 43-51
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Value Orientations ◽  
Education Student ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Education System ◽  
Process Formation ◽  
The Bologna Process

The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

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