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1.
This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability. 相似文献
2.
Ingela K. Naumann 《Zeitschrift für Erziehungswissenschaft》2014,17(3):113-128
The importance of investing in early childhood is widely acknowledged in policy circles. Particularly formal Early Childhood Education and Care (ECEC) is seen as key to creating equal opportunities and combating poverty by increasing educational achievement of children and supporting parental employment. This social investment perspective has in recent decades supported the rapid development and expansion of ECEC in most European countries. However, the international social investment discourse masks fundamental differences in European ECEC systems and detracts attention from the way ECEC is embedded in the wider welfare regime of a country. This paper critically examines the ‘social investment potential’ of ECEC systems by comparing an early social investment country, Sweden, with two ‘late movers’, the UK and Germany. It argues that investing in ECEC is not per se a panacea for social inclusion. To the contrary, if not combined with other, partly ‘traditional’ equality measures both in education and social protection, ECEC investment may have the opposite effect of increasing social inequality. 相似文献
3.
This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management. 相似文献
4.
Peter Plant 《International journal for the advancement of counseling》1992,15(2):69-77
In the Single European Market, which will come into effect at the end of 1992 transnational vocational guidance will play an important role as one of the measures to enhance mobility within and between the twelve member states of the European Community (EC). The mobility of goods, services, capital, and people are essential to obtaining economic growth, which, in turn, is one of the most important political goals of the Single European Market.Of the four types of mobility, vocational guidance deals with people. Transnational vocational guidance supports individuals in their attempt to become more mobile across country borders. In order to map the existing transnational guidance provisions in the EC, a study on eight border regions was made in 1990 (Plant, 1990a). The idea was that this small-scale picture would point to some of challenges for guidance in the large-scale Single Market.From 1992 guidance services in the EC will have to adapt not only to rapid changes in national labour market conditions, but also to the demands of information on education, training, employment opportunities, study grants etc. in other member states. In these terms, psychological counselling dealing with possible personal problems in relation to transnational mobility is not at the heart of the matter. 相似文献
5.
Stuart Palmer Malcolm Campbell Elizabeth Johnson Jan West 《Research in Science Education》2018,48(5):989-1006
Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge. 相似文献
6.
高校毕业生是国家宝贵的人才资源,随着新建本科院校的增多,高校扩招,新建本科院校毕业生＂无业可就＂和＂有业不就＂这两方面所带来的失衡状态不仅给社会的稳定和就业带来了相当大的压力,也不利于大学生自身的发展。笔者探讨了新建本科院校毕业生的就业情况,从社会层面、高校层面、毕业生个人层面对当前毕业生就业难的原因进行分析,在此基础... 相似文献
7.
ABSTRACTIn Australia, the IT workforce and employment outcomes for university IT bachelor graduates have a complex interrelationship. The likelihood of IT bachelor graduates to work in a professional IT role is infrequently discussed in the research literature. It has been suggested that “deficient” undergraduate IT curricula are one contributor to poor employment outcomes for graduates. Using the latest available Australian national census data, we present a detailed analysis of the occupational outcomes for graduates of undergraduate IT programmes, and the makeup of the IT workforce in Australia. This analysis presents important findings for those designing undergraduate IT curricula that seek to equip students to prepare for the best employment outcomes. The finding that, even immediately post-graduation, a significant proportion of Australian IT bachelor graduates do not work in IT roles, even though professional IT job roles outnumber IT bachelor graduates nearly two-to-one, has implications for undergraduate IT education. 相似文献
8.
Anne C. Campbell 《欧洲教育》2019,51(2):147-163
Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs. 相似文献
9.
Exploiting information on foreign qualifications for the first time, we estimate the returns to obtaining UK higher degrees for foreign graduates who migrated to the UK in their 20s. Accounting for direct measures of foreign and UK qualifications and country‐of‐origin fixed effects, we find substantial returns to obtaining UK (higher) degrees on hourly wages and occupational attainment for both genders, working mainly through occupational attainment. However, there is strong evidence that the effect of the high returns is driven by immigrants from countries where English is not a dominant language. Moreover, returns to UK (higher) degrees are more pronounced for graduates from low‐HDI/GDP countries, suggesting an important role for the incompatibility of education and skills between home and destination countries. We further examine the robustness of our results by using a partial identification method, and our findings suggest that the extent of selection on unobservables required to eliminate a positive treatment effect is too large to be plausible, especially for men. Our study extends previous research with the first evidence from the UK, by showing large positive effects of post‐migration investments in human capital acquisition on labour market outcomes. Obtaining UK higher degrees appears to reduce the informational uncertainty associated with foreign credentials, facilitate cultural and economic assimilation, and boost economic opportunities for foreign graduates, especially for those developing/poor country immigrants. 相似文献
10.
Maria Eliophotou Menon Eleftheria Argyropoulou Andreas Stylianou 《Tertiary Education and Management》2013,19(4):298-310
AbstractThe paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the employment experience of graduates and their perceptions regarding the contribution of higher education to their employment and career prospects. Qualitative research was used to collect information from 58 university graduates in two Southern European countries, Greece and Cyprus. Respondents provided information on the skills and competencies acquired through higher education and utilised in the world of work. In both countries, modest links were reported between jobs and graduates’ field of study, as well as between knowledge and non-knowledge-based competencies acquired through higher education, and the requirements of the graduates’ jobs. The findings are used as the basis for suggestions that can enhance graduate employability and contribute to the management of the link between higher education and the labour market. 相似文献
11.
The qualification leading to professional practice in speech and language therapy (SLT, also known as speech and language pathology) is not evenly available across the world. Geographic mobility and the availability of information are greater than at any other time in our history. Thus, initial SLT qualification courses in many countries are likely to have students from overseas among their intake. The professional nature of SLT programmes means that many aspects are culturally and linguistically bound. This may impact adversely on international students’ success on such courses. A study of all initial SLT qualifying courses in the UK was undertaken to identify the countries of origin of past and current international students, to explore the reasons behind their decision to study in the UK and to find out where and in what role they planned to work, or were already working, on qualification. Analysis of questionnaire and interview data revealed a wide variety of reasons for studying in the UK; linguistic, cultural, financial, and personal. The students come primarily from Europe, particularly Greece; but also from Asia; Africa and the Americas. Familiarity with English language and the perceived status of UK higher education, together with the related colonial and post-colonial links between the student’s country of origin and the UK, appear to have an impact on students’ decision to study in the UK. The short- and long-term employment plans of respondents are discussed, along with factors influencing decisions about whether to work in Britain, their home country or elsewhere. 相似文献
12.
近年西方发达国家大学生就业状况与特点 总被引：2，自引：0，他引：2
近年来西方发达国家大学生就业状况受到各自国内经济发展的影响而发生起伏变化,大学生就业率虽然有所提高但面临的竞争依然激烈.大学生就业呈现出如下特点:学生在学期间作好充分就业准备;学生追求职业的稳定性,但开始逐渐突破传统的就业观念和思维定势;学校、政府和民间通力协作,促进就业;社会弱势群体的出身背景影响大学生就业.西方解决大学生就业问题有其特殊的社会经济、历史文化背景,我们在借鉴的时候应注意其普遍性与特殊性. 相似文献
13.
Jane Aston 《The International Journal of Art & Design Education》1999,18(2):231-240
What do art and design graduates and postgraduates do once they have completed their courses, and how well do they feel those courses have equipped them to realise their career ambitions? This paper firstly examines the available data on the career paths of art and design graduates, and considers to what extent this data is able to represent their success. It would appear that much of the national data presents a pessimistic view of the career prospects of these graduates and postgraduates. Secondly, the methodology and results of the Ambitions and Destinations project are outlined. The purpose of the project was to determine the career paths of graduates from the Birmingham Institute of Art and Design, and to discover the retrospective views about the courses on which they had studied, in the light of their subsequent careers. A postal questionnaire was used to survey all those who had graduated from a cross-section of undergraduate and postgraduate courses 1991–1995 inclusive. The career outcomes of the first-degree respondents are compared with those of the postgraduates, including their respective participation in the areas of paid employment, further study, self employment and unemployment. Respondents’ propensities to remain involved with art and design, and the likelihood of their entering teaching or lecturing are also examined. Some of the key points which emerged from respondents’ comments about the career usefulness of their courses are presented. Finally, the extent to which the career paths of these BIAD graduates and postgraduates are consistent with those obtained from national data is considered. 相似文献
14.
大学生就业收益偏低的经济学分析:劳动力流动的视角 总被引：1，自引：0，他引：1
从劳动力流动的角度来看,大学毕业生在一定的劳动力流动频度范围内可以获得较高的就业收益,而我国城乡二元劳动力市场分割抑制了大学生在城乡之间的流动,进而降低了大学生就业收益。因此,提高大学生就业收益的对策在于深化户籍制度改革、打破劳动力市场分割。 相似文献
15.
独立学院是中国国情下高等教育的特殊产物,它是由普通本科高校按新机制、新模式举办的本科层次的二级学院。随着高等教育大众化的深入推进,大学毕业生的就业问题越来越严峻,而独立学院毕业生的就业更凸显其特殊性。为此,提出从六个方面构建独立学院毕业生就业服务体系：建立服务毕业生就业的理念,落实就业工作＂一把手＂工程;加强服务毕业生就业工作的＂软硬件＂建设;构建全程化就业指导服务体系;创新毕业生就业工作模式,为毕业生就业搭建＂直通车＂;积极拓展就业市场,为毕业生就业提供岗位信息服务;关注弱势群体,为就业困难毕业生提供援助。 相似文献
16.
This paper estimates the impact of education on regional mobility in Europe using compulsory schooling reforms. Using data on individuals from eight European countries, I find that people who are induced by a school reform to acquire one more year of education are much more likely to relocate to another region in their country between the age of 15 and 50. I also show that education increases the probability of moving to a city for people from rural areas. 相似文献
17.
Rosalind M. O. Pritchard 《牛津教育评论》2013,39(3):355-371
Abstract Europe is moving closer to political unity and the introduction of the Single European Act will certainly help promote the professional mobility of teachers. However, modes of teacher education vary enormously from one European country to another and this diversity is likely to militate against mobility, making it difficult for nationals of one country to be fully effective outside their own environment. The present article sets out to analyse the German model of teacher education which, although influential, is complex and, due to the federal structure of the country, not easy to research. It indicates briefly the historical reasons for inequalities of status between teachers of various German school types and describes in general terms the most prevalent current arrangements for producing teachers. These are contrasted with attempts to introduce innovative models likely to lead to greater equality within the teaching profession. The paper then concentrates on efforts made in North Rhine Westphalia and Hesse to reform the traditional structures. The ‘One‐Phase Teacher Education’ programme mounted in Lower Saxony in the 1970s and 1980s is singled out for special attention since it represents the most far‐reaching and radical attempt to date to overhaul German teacher education; its eventual failure reveals that the impediments to reform are deep‐rooted within German society. 相似文献
18.
闵盈盈 《黑龙江教育学院学报》2012,(6):16-18
本科毕业生就业难已经是一个不争的社会问题。通过对哈尔滨商业大学六年的本科生毕业生去向的量化分析,了解众多本科生对就业的观点和态度及其就业的现状,以期为本科学生就业提供指导,并有助于推动高校本科生培养模式的转变。 相似文献
19.
本研究选取就业率、离职率、收入水平、专业匹配度、就业满意度5 个指标,建构了高校本科专业毕业生就业质量指数评价指标体系, 并应用对陕西省53 所高校41702 名2017 届本科毕业生的调查数据,计算了陕西高校190个本科专业毕业生的就业质量指数,进而根据该指数对陕西高校本科专业毕业生就业质量进行了分类。研究发现：陕西高校本科专业毕业生就业质量的总体水平有待提高,且不同本科专业毕业生在就业率、收入水平、专业匹配度、就业满意度、离职率等方面的差异明显,本科专业毕业生就业不充分、不平衡的特征显著。依据陕西高校本科专业毕业生就业质量指数的测度结果,筛选了若干应该鼓励发展或限制发展的本科专业。 相似文献
20.
As higher education in Europe expands, policy makers and taxpayers alike are increasingly asking whether or not there are too many graduates. Such concerns are based on fears that graduates are increasingly unable to secure graduate level employment. Yet employers continue to clamour for greater investment in education and training and, in many European countries, claim that there is a shortage of highly skilled labour. We examine this possible contradiction and attempt to verify whether or not significant (and increasing) numbers of European graduates are overeducated. 相似文献