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employability through skilling</title> <meta name="description" content="Search results for: employability through skilling"> <meta name="keywords" content="employability through skilling"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="employability through skilling"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 89</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: employability through skilling</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">89</span> Teaching and Education Science as a Way of Enhancing Student’s Skills and Employability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabbengo%20Minovia">Nabbengo Minovia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching and education science encompasses a broad spectrum of research and practices aimed at understanding and improving the processes of teaching and learning. This abstract explores key themes within this field, including pedagogical methodologies, educational psychology, curriculum development, and the integration of technology in education. It highlights the importance of evidence-based practices in enhancing student outcomes and fostering lifelong learning. The abstract also discusses current trends such as personalized learning, inclusive education, and the role of educators as facilitators of knowledge and critical thinking. By examining these aspects, this abstract aims to contribute to the ongoing dialogue on effective educational strategies and their impact on shaping future generations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling" title="employability through skilling">employability through skilling</a>, <a href="https://publications.waset.org/abstracts/search?q=excellence%20as%20a%20way%20to%20self-esteem" title=" excellence as a way to self-esteem"> excellence as a way to self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20as%20an%20art" title=" science as an art"> science as an art</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20gained%20through%20learning" title=" skills gained through learning"> skills gained through learning</a> </p> <a href="https://publications.waset.org/abstracts/188408/teaching-and-education-science-as-a-way-of-enhancing-students-skills-and-employability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">88</span> Communication Competence or Language Proficiency for Employability: An Investigation on Malaysian Polytechnics ESL Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chong%20Ling%20Ling">Chong Ling Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Malaysian polytechnic, there are concerns about language proficiency, communicative competence, and employability among Malaysian polytechnic ESL engineering students. This study examined the relationships between communicative competence, language proficiency, and employability using descriptive analysis and inferential statistics. Next, Pearson’s Correlation determines the correlation between communication competence, language proficiency, and employability skills of Malaysian Polytechnic ESL engineering students. The total number of participants was 81 final-year engineering students. The findings revealed high positive correlations between the communicative competence -'I can talk with a friend in English.' and employability skill (r = 0.854, p = .031), also, language proficiency -'I can understand the English songs I listen to' and employability skill (r = 0.887, p = .038). The result is consistent with the theories. The result revealed that for the 81 students, communication competence and language proficiency, and employability skills are firmly and significantly correlated. Thus, it concluded that both communicative competence and language proficiency equally essential to ensure a higher employability rate among Malaysian polytechnic ESL engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20polytechnic" title=" Malaysian polytechnic"> Malaysian polytechnic</a> </p> <a href="https://publications.waset.org/abstracts/138854/communication-competence-or-language-proficiency-for-employability-an-investigation-on-malaysian-polytechnics-esl-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">87</span> Engineering Graduates' Employability in the Eyes of Stakeholders: Based on the Survey to 6 Universities and 20 Enterprises in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cui%20Jun">Cui Jun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By surveying 536 engineering graduates and 232 employers of 6 research-based universities and 20 enterprises in China, this research aims to reveal the perceptions and expectations of engineering curriculum and graduates’ employability by stakeholders. Variation was seen by university and sometimes by engineering major. Overall, however, the satisfaction with courses that promote employability is not high by graduates, and there is a gap between employers’ satisfaction and their expectation. Importantly, students’ satisfaction degree of the curricula enhancing employability and employers’ satisfaction degree of graduates’ employability are significantly lower than employers’ expectation value. Therefore, engineering curriculum reform must take the stakeholders’ demand into account and integrate employability into curricula. These findings provide the empirical basis for the curriculum reform of the National Excellent Engineers Education Program (NE3P) in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20of%20graduates" title=" employability of graduates"> employability of graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/50408/engineering-graduates-employability-in-the-eyes-of-stakeholders-based-on-the-survey-to-6-universities-and-20-enterprises-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">86</span> Articulating Competencies Confidently: Employability in the Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chris%20Procter">Chris Procter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a significant debate on the role of University education in developing or teaching employability skills. Should higher education attempt to do this? Is it the best place? Is it able to do so? Different views abound, but the question is wrongly posed – one of the reasons that previous employability initiatives foundered (e.g., in the UK). Our role is less to teach than to guide, less to develop and more to help articulate: “the mind is not a vessel to be filled, but a fire to be lit” (Plutarch). This paper then addresses how this can be achieved taking into account criticism of employability initiatives as well as relevant learning theory. It discusses the experience of a large module which involved students being assessed on all stages of application for a live job description together with reflection on their professional development. The assessment itself adopted a Patchwork Text approach as a vehicle for learning. Students were guided to evaluate their strengths and areas to be developed, articulate their competencies, and reflect upon their development, moving on to new Thresholds of Employability. The paper uses the student voices to express the progress they made. It concludes that employability can and should be an effective part of the higher education curriculum when designed to encourage students to confidently articulate their competencies and take charge of their own professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=patchwork%20assessment" title=" patchwork assessment"> patchwork assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20concepts" title=" threshold concepts"> threshold concepts</a> </p> <a href="https://publications.waset.org/abstracts/58740/articulating-competencies-confidently-employability-in-the-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">85</span> Investigation of International Graduates’ Readiness for Employability Demands in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Phuong%20Lan%20Nguyen">Thi Phuong Lan Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alongside technical skills, the employability is crucial for any graduates in the fast-evolving 21st century. It is reported that 78% of Australian students believe soft skills give advantages in the changing workforce due to technological automation (Oxford, 2020), which motivated to investigate how students whose English as a foreign or second language (EFL/ESL) are ready for the employability requirements in the new normal. Literature review, document analysis, and Interviews with EFL teachers are used in this research. The results of this research are helpful in preparing international EFL/ESL students to achieve the best preparation for currently increasing demanding employment markets, which are also meaningful for students themselves to be ready of being global citizens in the new normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness" title="readiness">readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/187030/investigation-of-international-graduates-readiness-for-employability-demands-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">34</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> Tourism Qualification and Academics' Opinions about the Influence of Employability Skills on Graduates' Ability to Secure Jobs in the Tourism Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicola%20Wakelin-Theron">Nicola Wakelin-Theron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on higher education institutions in South Africa, with the view to understanding how tourism as a study discipline has evolved over the years, as well as the influence of employability skills on graduates’ ability to secure jobs in the tourism industry. Indeed, the employability landscape is becoming more complex; hence, it is imperative for higher education institutions to equip students with employability skills while going through their academic programmes and during their transition from higher education to the world of work. Employability – which is regarded as an empowerment mechanism and a key to job security – is a set of achievements which increases the probability for graduates to find and maintain employment. A quantitative research method was used to obtain the necessary information. Data were collected through a web-based, online survey questionnaire directed to academics from various public higher education institutions in South Africa that offer tourism as a qualification. The key findings revealed that academics are of the opinion that there are 5 skills that are influential in obtaining a position within the tourism industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20skills" title=" industry skills"> industry skills</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20industry" title=" tourism industry"> tourism industry</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20qualification" title=" tourism qualification"> tourism qualification</a> </p> <a href="https://publications.waset.org/abstracts/54400/tourism-qualification-and-academics-opinions-about-the-influence-of-employability-skills-on-graduates-ability-to-secure-jobs-in-the-tourism-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Employability Skills: The Route to Achieve Demographic Dividend in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Iyer">Malathi Iyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayesh%20Vaidya"> Jayesh Vaidya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demographic dividend of India will last for thirty years from now. However, reduction in birth rate, an increase in working population, improvements in medicine and better health practices lead to an ever-expanding elderly population, bringing additional burden to the economy and putting an end to the demographic dividend. To reap the dividend India needs to train the youth for employability. The need of the hour is to improve their life skills which lead the youth to become industrious and have continuous employment. The study will be conducted in perceiving the skill gaps that exist in commerce students for employability. The analysis results indicate the relation between the core study and the right skills for the workforce, with the steps that are taken to open the window for the demographic dividend. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demographic%20dividend" title="demographic dividend">demographic dividend</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20skills" title=" life skills"> life skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce" title=" workforce"> workforce</a> </p> <a href="https://publications.waset.org/abstracts/65649/employability-skills-the-route-to-achieve-demographic-dividend-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> Entrepreneurship Education as an Enhancement of Skills for Graduate Employability: The Case of the University of Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akumeyam%20Elvis%20Akum">Akumeyam Elvis Akum</a>, <a href="https://publications.waset.org/abstracts/search?q=Njanjo%20Thecla%20Anyongo%20Mukete"> Njanjo Thecla Anyongo Mukete</a>, <a href="https://publications.waset.org/abstracts/search?q=Fonkeng%20George%20Epah"> Fonkeng George Epah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the goal of higher education is to enhance graduate employability skills. Paradoxically, Cameroon’s graduate employability rate is far below the graduation rate. This worrisome situation caused the researcher to hypothesize that the teaching and learning experiences account for this increasing disparity. The study sought to investigate the effect on graduate employability of the teaching of organizational, problem-solving, innovation, and risk management skills on graduate employability. The study adopted a descriptive survey design with a quantitative approach. Data was collected by quantitative techniques from a random sample of 385 graduates using closed-ended structured questionnaire. Generally, findings revealed that entrepreneurship education does not sufficiently enhance graduate employability in the University of Buea. Specifically, the teaching of organizational skills does not significantly enhance their employability, as an average of 55% of graduates indicated that the course did not sufficiently help them develop skills for planning, management of limited resources, collaboration, and the setting of priorities. Also, 60% of the respondents indicated that the teaching of problem-solving skills does not significantly enhance graduate employability at the University of Buea. Contrarily, 57% of the respondents agreed that through their experiences in entrepreneurship education, their innovation skills were improved. The study recommended that a practical approach to teaching should be adopted, with attention to societal needs. A framework to ensure the teaching of entrepreneurship to students at the undergraduate level is recommended, such that those who do not continue with university studies after their Bachelor’s degree would have acquired the needed skills for employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20skills" title=" innovative skills"> innovative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills" title=" organizational skills"> organizational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20skills" title=" risk management skills"> risk management skills</a> </p> <a href="https://publications.waset.org/abstracts/176485/entrepreneurship-education-as-an-enhancement-of-skills-for-graduate-employability-the-case-of-the-university-of-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title=" employability skills"> employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers" title=" employers"> employers</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/3793/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Self-Perceived Employability of Students of International Relations of University of Warmia and Mazury in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marzena%20%C5%9Awigo%C5%84">Marzena Świgoń</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, graduates should be prepared for serious challenges in the internal and external labor market. The notion that a degree is a “passport to employment” has been relegated to the past. In the last few years a phenomenon in the form of the increasing unemployment of highly educated young people in EU countries, including Poland has been observed. Empirical studies were conducted among Polish students in the scope of the so-called self-perceived employability review. In this study, a special scale was used which consisted of 19 statements regarding five components: student’s perception of university; field of study; self-belief; state of the external labor market; and, personal knowledge management. The respondent group consisted of final-year master’s students of International Relations at the University of Warmia and Mazury in Olsztyn, Poland. The findings of the empirical studies were compiled using statistical methods: descriptive statistics and inferential statistics. In general, in light of the conducted studies, the self-perceived employability of the Polish students was not high. Limitations of the studies were discussed, as well as the implications for future research in the scope of the students’ employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-perceived%20employability" title="self-perceived employability">self-perceived employability</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20of%20international%20relations" title=" students of international relations"> students of international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20employability" title=" students employability"> students employability</a> </p> <a href="https://publications.waset.org/abstracts/53287/self-perceived-employability-of-students-of-international-relations-of-university-of-warmia-and-mazury-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Embedding Employability in the Curriculum: Experiences from New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narissa%20Lewis">Narissa Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Geertshuis"> Susan Geertshuis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global and national employability agenda is changing the higher education landscape as academic staff are faced with the responsibility of developing employability capabilities and attributes in addition to delivering discipline specific content and skills. They realise that the shift towards teaching sustainable capabilities means a shift in the way they teach. But what that shift should be or how they should bring it about is unclear. As part of a national funded project, representatives from several New Zealand (NZ) higher education institutions and the NZ Association of Graduate Employers partnered to discover, trial and disseminate means of embedding employability in the curriculum. Findings from four focus groups (n=~75) and individual interviews (n=20) with staff from several NZ higher education institutions identified factors that enable or hinder embedded employability development within their respective institutions. Participants believed that higher education institutions have a key role in developing graduates for successful lives and careers however this requires a significant shift in culture within their respective institutions. Participants cited three main barriers: lack of strategic direction, support and guidance; lack of understanding and awareness of employability; and lack of resourcing and staff capability. Without adequate understanding and awareness of employability, participants believed it is difficult to understand what employability is let alone how it can be embedded in the curriculum. This presentation will describe some of the impacts that the employability agenda has on staff as they try to move from traditional to contemporary forms of teaching to develop employability attributes of students. Changes at the institutional level are required to support contemporary forms of teaching, however this is often beyond the sphere of influence at the teaching staff level. The study identified that small changes to teaching practices were necessary and a simple model to facilitate change from traditional to contemporary forms of teaching was developed. The model provides a framework to identify small but impactful teaching practices and exemplar teaching practices were identified. These practices were evaluated for transferability into other contexts to encourage small but impactful changes to embed employability in the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20exemplars" title=" teaching exemplars"> teaching exemplars</a> </p> <a href="https://publications.waset.org/abstracts/81189/embedding-employability-in-the-curriculum-experiences-from-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> Employers’ Perspective on Female Graduate Employability in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitope%20Faloye">Temitope Faloye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s changing job market economy, most employers of labor want employees who are employable and possess relevant skills. Graduates need to possess generic skills due to the continually changing nature of the job market, which requires adaptive coping strategies. Most employers of labor complain that graduates are not employable, which is one of the major factors causing a high rate of graduate unemployment in Nigeria. However, the number of unemployed females is higher than that of unemployed males; hence gender difference is linked to the employability of graduates. The human capital theory is considered an appropriate theory for this study. A qualitative approach will be used to provide answers to the research questions. Therefore, the research study aims to investigate the employers’ perspective on female graduate employability in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20employability" title="graduate employability">graduate employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20unemployment" title=" graduate unemployment"> graduate unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/140586/employers-perspective-on-female-graduate-employability-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> Understanding the Factors behind Graduate Employability in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Islam">Mohammed Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduate employability is a well debated topic by governments, employers, and higher education institutes (HEI) across the world. Much of the focus of these debates have centred around the skills that graduates bring or should bring to the job market, a point echoed by United Arab Emirates (UAE) policy makers and employers. While some research has been carried out on graduates' employability skills, little or no attention has been paid to the forces at play in developing employability policy and its subsequent implementation. The focus of debate has been on a perceived skills gap rather than policy. Recognising a gap in the literature, this paper details a study of UAE employability policy development. Taking a social constructionist approach, this case study views policy as discursive and socially constructed through interactions with key stakeholders. It is within the myriad of interdependent socio-political factors and social practices, particularly power relationships, that this paper explores UAE policy on graduate employability. In doing so, this adds to the debate on graduate employability from the perspective of policy and explores its roots in the interaction between human activity and the ‘system’. Data was collected from two main sources: documentary review and semi-structured interviews. Policies and publicly stated rhetoric on graduate employability were analysed using Critical Discourse Analysis. Semi-structured interviews with representatives from policy makers, HEIs, and employers were reviewed through Thematic Analysis. The theoretical framework for the discussion of findings draws from social practice theories and highlights the factors at play in access to employment for UAE graduates. This case study presents a methodological approach to policy studies that can be applied beyond the context under investigation. Education policy researchers are provided with an opportunity to compare similarities and differences with their own specific contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructionism" title=" social constructionism"> social constructionism</a> </p> <a href="https://publications.waset.org/abstracts/127755/understanding-the-factors-behind-graduate-employability-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Status of Vocational Education and Training in India: Policies and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vineeta%20Sirohi">Vineeta Sirohi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of critical skills and competencies becomes imperative for young people to cope with the unpredicted challenges of the time and prepare for work and life. Recognizing that education has a critical role in reaching sustainability goals as emphasized by 2030 agenda for sustainability development, educating youth in global competence, meta-cognitive competencies, and skills from the initial stages of formal education are vital. Further, educating for global competence would help in developing work readiness and boost employability. Vocational education and training in India as envisaged in various policy documents remain marginalized in practice as compared to general education. The country is still far away from the national policy goal of tracking 25% of the secondary students at grade eleven and twelve under the vocational stream. In recent years, the importance of skill development has been recognized in the present context of globalization and change in the demographic structure of the Indian population. As a result, it has become a national policy priority and taken up with renewed focus by the government, which has set the target of skilling 500 million people by 2022. This paper provides an overview of the policies, practices, and current status of vocational education and training in India supported by statistics from the National Sample Survey, the official statistics of India. The national policy documents and annual reports of the organizations actively involved in vocational education and training have also been examined to capture relevant data and information. It has also highlighted major initiatives taken by the government to promote skill development. The data indicates that in the age group 15-59 years, only 2.2 percent reported having received formal vocational training, and 8.6 percent have received non-formal vocational training, whereas 88.3 percent did not receive any vocational training. At present, the coverage of vocational education is abysmal as less than 5 percent of the students are covered by the vocational education programme. Besides, launching various schemes to address the mismatch of skills supply and demand, the government through its National Policy on Skill Development and Entrepreneurship 2015 proposes to bring about inclusivity by bridging the gender, social and sectoral divide, ensuring that the skilling needs of socially disadvantaged and marginalized groups are appropriately addressed. It is fundamental that the curriculum is aligned with the demands of the labor market, incorporating more of the entrepreneur skills. Creating nonfarm employment opportunities for educated youth will be a challenge for the country in the near future. Hence, there is a need to formulate specific skill development programs for this sector and also programs for upgrading their skills to enhance their employability. There is a need to promote female participation in work and in non-traditional courses. Moreover, rigorous research and development of a robust information base for skills are required to inform policy decisions on vocational education and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policy" title="policy">policy</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education "> vocational education </a> </p> <a href="https://publications.waset.org/abstracts/112518/status-of-vocational-education-and-training-in-india-policies-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Employability Skills: Students' Perspectives Post Work Placement Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamie%20Y.%20Griffin">Mamie Y. Griffin</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Coelhoso"> Pedro Coelhoso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employability skills of university graduates remain an ongoing topic for discussion and debate. Numerous studies highlight the expressed concerns of governments and industries about higher education’s ability to develop workforce-ready graduates. An often cited solution is the use of internships to equip students with necessary employability skills. The literature is well documented with studies from the perspectives of multiple entities including employers and university faculty, mostly in the western world. Fewer studies examine the perception of students, and even fewer studies are based on students in Gulf countries. This paper assesses the status of employability skills from the perspective of students within a United Arab Emirates (UAE) institution based on their completion of a semester-long work placement experience. Using a largely qualitative instrument, students reported the essential skills needed in the workplace, classroom activities that most prepared students to use such skills in the workplace, and the various challenges they encountered. Implications for academic and professional practitioners are discussed. Findings and recommendations are informative for curriculum development as well as economic and workforce development agencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20placement%20experience" title=" work placement experience"> work placement experience</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulf%20countries" title=" Gulf countries"> Gulf countries</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20preparedness" title=" workforce preparedness"> workforce preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20placement" title=" work placement"> work placement</a> </p> <a href="https://publications.waset.org/abstracts/49877/employability-skills-students-perspectives-post-work-placement-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Ranking of Employability Skills from Employers' Perspective against Outcome Based Education Criteria for Engineering Graduates: A Case Study of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Pervez%20Mughal">Mohammad Pervez Mughal</a>, <a href="https://publications.waset.org/abstracts/search?q=Huma%20Shazadi"> Huma Shazadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan became a full signatory to the Washington Accord in June 2017, with the expectation that undergraduate engineering programs will be recognized by other signatory countries. Pakistan's accrediting body, the Pakistan Engineering Council (PEC), has distributed 12 Program Learning Outcomes (PLOs) under Outcome Based Education (OBE) criteria for engineering institutions in Pakistan to follow. However, no research has been conducted to rank graduates' employability skills in relation to these PLOs from the perspective of potential employers. The current work makes a concerted effort to rank the skills required by employers, which include both technical and non-technical skill sets. A survey was conducted throughout Pakistan to validate the relative importance of employability skills. 198 HR personnel, 1554 graduating students, 1540 alumni, and 267 faculty members provided valid responses, which were analyzed. According to the findings, ethics, communication, and lifelong learning are the most important attributes of engineering graduates' employability in the eyes of employers. Graduating students, alumni, and faculty's differential prospects are also presented and compared to employers' perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers%27%20perspective" title=" employers' perspective"> employers' perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20graduates" title=" engineering graduates"> engineering graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/149839/ranking-of-employability-skills-from-employers-perspective-against-outcome-based-education-criteria-for-engineering-graduates-a-case-study-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Encouraging Skills and Entrepreneurial Spirit to Improve Employability of Young Artists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga">Olga Lasaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Parra"> Carmen Parra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the EU 'New Skills for New Jobs' initiative, the art and music sector is considered one of the most vulnerable. Its graduates are faced with the threat of the dole or of not finding work in the sector in which they trained. In this regard, an increasing number of students are graduating every year from European Conservatories and Fine Arts Centres, while the number of job opportunities in this sector has stagnated or decreased. Moreover, the traditional teaching of these institutes does not favour the acquisition of basic skills, such as team building, entrepreneurship, marketing, website design and the design of events, which are among the most important facets of project management and are precisely those aspects that are often most related to the improvement of employability in the art world. To remedy this situation, the results of the European Erasmus+ OMEGA project (Opening More Employment Gates for Art and Music Students) are presented. The OMEGA project aims to increase the employability of art and music students by equipping them with additional skills needed for the search for work. As a result of this project, a manual has been created, a pilot course has been designed and taught, and a comparative study has been conducted on the state of play of the participating countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artists" title="artists">artists</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=musicians" title=" musicians"> musicians</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/61383/encouraging-skills-and-entrepreneurial-spirit-to-improve-employability-of-young-artists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Binary Logistic Regression Model in Predicting the Employability of Senior High School Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cromwell%20F.%20Gopo">Cromwell F. Gopo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Picar"> Joy L. Picar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to predict the employability of senior high school graduates for S.Y. 2018- 2019 in the Davao del Norte Division through quantitative research design using the descriptive status and predictive approaches among the indicated parameters, namely gender, school type, academics, academic award recipient, skills, values, and strand. The respondents of the study were the 33 secondary schools offering senior high school programs identified through simple random sampling, which resulted in 1,530 cases of graduates’ secondary data, which were analyzed using frequency, percentage, mean, standard deviation, and binary logistic regression. Results showed that the majority of the senior high school graduates who come from large schools were females. Further, less than half of these graduates received any academic award in any semester. In general, the graduates’ performance in academics, skills, and values were proficient. Moreover, less than half of the graduates were not employed. Then, those who were employed were either contractual, casual, or part-time workers dominated by GAS graduates. Further, the predictors of employability were gender and the Information and Communications Technology (ICT) strand, while the remaining variables did not add significantly to the model. The null hypothesis had been rejected as the coefficients of the predictors in the binary logistic regression equation did not take the value of 0. After utilizing the model, it was concluded that Technical-Vocational-Livelihood (TVL) graduates except ICT had greater estimates of employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20graduates" title=" senior high school graduates"> senior high school graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Davao%20del%20Norte" title=" Davao del Norte"> Davao del Norte</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/151730/binary-logistic-regression-model-in-predicting-the-employability-of-senior-high-school-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Foreign Languages and Employability in the European Union</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paulina%20Pietrzyk-Kowalec">Paulina Pietrzyk-Kowalec</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the phenomenon of multilingualism becoming the norm rather than the exception in the European Union. It also seeks to describe the correlation between the command of foreign languages and employability. It is evident that the challenges of today's societies when it comes to employability and to the reality of the current labor market are more and more diversified. Thus, it is one of the crucial tasks of higher education to prepare its students to face this kind of complexity, understand its nuances, and have the capacity to adapt effectively to situations that are common in corporations based in the countries belonging to the EU. From this point of view, the assessment of the impact that the command of foreign languages of European university students could have on the numerous business sectors becomes vital. It also involves raising awareness of future professionals to make them understand the importance of mastering communicative skills in foreign languages that will meet the requirements of students' prospective employers. The direct connection between higher education institutions and the world of business also allows companies to realize that they should rethink their recruitment and human resources procedures in order to take into account the importance of foreign languages. This article focuses on the objective of the multilingualism policy developed by the European Commission, which is to enable young people to master at least two foreign languages, which is crucial in their future careers. The article puts emphasis on the existence of a crucial connection between the research conducted in higher education institutions and the business sector in order to reduce current qualification gaps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20communication" title="cross-cultural communication">cross-cultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources" title=" human resources"> human resources</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attitudes" title=" language attitudes"> language attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/150565/foreign-languages-and-employability-in-the-european-union" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Interdependence of Vocational Skills and Employability Skills: Example of an Industrial Training Centre in Central India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahesh%20Vishwakarma">Mahesh Vishwakarma</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadhana%20Vishwakarma"> Sadhana Vishwakarma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocational education includes all kind of education which can help students to acquire skills related to a certain profession, art, or activity so that they are able to exercise that profession, art or activity after acquiring such qualification. However, in this global economy of the modern world, job seekers are expected to have certain soft skills over and above the technical knowledge and skills acquired in their areas of expertise. These soft skills include but not limited to interpersonal communication, understanding, personal attributes, problem-solving, working in team, quick adaptability to the workplace environment, and other. Not only the hands-on, job-related skills, and competencies are now being sought by the employers, but also a complex of attitudinal dispositions and affective traits are being looked by them in their prospective employees. This study was performed to identify the employability skills of technical students from an Industrial Training Centre (ITC) in central India. It also aimed to convey a message to the students currently on the role, that for them to remain relevant in the job market, they would need to constantly adapt to changes and evolving requirements in the work environment, including the use of updated technologies. Five hypotheses were formulated and tested on the employability skills of students as a function of gender, trade, work experience, personal attributes, and IT skills. Data were gathered with the help of center’s training officers who approached 200 recently graduated students from the center and administered the instrument to students. All 200 respondents returned the completed instrument. The instrument used for the study consisted of 2 sections; demographic details and employability skills. To measure the employability skills of the trainees, the instrument was developed by referring to the several instruments developed by the past researchers for similar studies. The 1st section of the instrument of demographic details recorded age, gender, trade, year of passing, interviews faced, and employment status of the respondents. The 2nd section of the instrument on employability skills was categorized into seven specific skills: basic vocational skills; personal attributes; imagination skills; optimal management of resources; information-technology skills; interpersonal skills; adapting to new technologies. The reliability and validity of the instrument were checked. The findings revealed valuable information on the relationship and interdependence of vocational education and employability skills of students in the central Indian scenario. The findings revealed a valuable information on supplementing the existing vocational education programs with few soft skills and competencies so as to develop a superior workforce much better equipped to face the job market. The findings of the study can be used as an example by the management of government and private industrial training centers operating in the other parts of the Asian region. Future research can be undertaken on a greater population base from different geographical regions and backgrounds for an enhanced outcome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20training%20centers" title=" industrial training centers"> industrial training centers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/97107/interdependence-of-vocational-skills-and-employability-skills-example-of-an-industrial-training-centre-in-central-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Integrating Generic Skills into Disciplinary Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitalakshmi%20Venkatraman">Sitalakshmi Venkatraman</a>, <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Wahr"> Fiona Wahr</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20de%20Souza-Daw"> Anthony de Souza-Daw</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Kaspi"> Samuel Kaspi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing emphasis on generic skills in higher education to match the changing skill-set requirements of the labour market. However, researchers and policy makers have not arrived at a consensus on the generic skills that actually contribute towards workplace employability and performance that complement and/or underpin discipline-specific graduate attributes. In order to strengthen the qualifications framework, a range of ‘generic’ learning outcomes have been considered for students undergoing higher education programs and among them it is necessary to have the fundamental generic skills such as literacy and numeracy at a level appropriate to the qualification type. This warrants for curriculum design approaches to contextualise the form and scope of these fundamental generic skills for supporting both students’ learning engagement in the course, as well as the graduate attributes required for employability and to progress within their chosen profession. Little research is reported in integrating such generic skills into discipline-specific learning outcomes. This paper explores the literature of the generic skills required for graduates from the discipline of Information Technology (IT) in relation to an Australian higher education institution. The paper presents the rationale of a proposed Bachelor of IT curriculum designed to contextualize the learning of these generic skills within the students’ discipline studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a> </p> <a href="https://publications.waset.org/abstracts/58626/integrating-generic-skills-into-disciplinary-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Detect Critical Thinking Skill in Written Text Analysis. The Use of Artificial Intelligence in Text Analysis vs Chat/Gpt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucilla%20Crosta">Lucilla Crosta</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Edwards"> Anthony Edwards</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Companies and the market place nowadays struggle to find employees with adequate skills in relation to anticipated growth of their businesses. At least half of workers will need to undertake some form of up-skilling process in the next five years in order to remain aligned with the requests of the market . In order to meet these challenges, there is a clear need to explore the potential uses of AI (artificial Intelligence) based tools in assessing transversal skills (critical thinking, communication and soft skills of different types in general) of workers and adult students while empowering them to develop those same skills in a reliable trustworthy way. Companies seek workers with key transversal skills that can make a difference between workers now and in the future. However, critical thinking seems to be the one of the most imprtant skill, bringing unexplored ideas and company growth in business contexts. What employers have been reporting since years now, is that this skill is lacking in the majority of workers and adult students, and this is particularly visible trough their writing. This paper investigates how critical thinking and communication skills are currently developed in Higher Education environments through use of AI tools at postgraduate levels. It analyses the use of a branch of AI namely Machine Learning and Big Data and of Neural Network Analysis. It also examines the potential effect the acquisition of these skills through AI tools and what kind of effects this has on employability This paper will draw information from researchers and studies both at national (Italy & UK) and international level in Higher Education. The issues associated with the development and use of one specific AI tool Edulai, will be examined in details. Finally comparisons will be also made between these tools and the more recent phenomenon of Chat GPT and forthcomings and drawbacks will be analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=chat%20GPT" title=" chat GPT"> chat GPT</a> </p> <a href="https://publications.waset.org/abstracts/164602/detect-critical-thinking-skill-in-written-text-analysis-the-use-of-artificial-intelligence-in-text-analysis-vs-chatgpt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Youth Empowerment: A Pathway to Unlocking Entrepreneurial Skills and Employability in Enugu State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica%20Ngozi">Odenigbo Veronica Ngozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukwuaba%20Loretta%20Chika"> Ukwuaba Loretta Chika</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukamaka%20Eze"> Ukamaka Eze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delved into youth’s empowerment pathway to unlocking entrepreneurial skills and employability in Enugu state, Nigeria. The purpose of the study is to ascertain the effect of youth joblessness in Enugu State. Two research questions guided the study, and two null hypotheses, which were formulated and tested at a 0.05 level of significance, were used for the analysis. A descriptive survey research design was employed for the study. The population for the study consisted of 103 male and female youths in Enugu state, who were randomly sampled among youths as respondents. A structured questionnaire which was developed by researchers and titled ‘Youth Empowerment a Pathway to Unlocking Entrepreneurial Skills and Employability (YEPUESEQ)’, was used to elicit information from the respondents. The instrument was validated by three experts, one from the Department of Measurement and Evaluation and two from the Department of Continuing Education and Development Studies, all from Enugu State University of Science and Technology, Agbani (ESUT). Cronbach Alpha reliability estimate was used to determine the internal consistency of the instrument with a reliability index of 0.74, indicating that the instrument is highly reliable and suitable to elicit information from the respondent. Data collected were analyzed using mean and standard deviation to answer the two research questions, while the null hypotheses were tested at 0.05 level of significance using a t-test. The findings of the study indicated that when the youths are jobless, they tend to join bad gangs in as much as they can get money, but when they are empowered, they tend towards supporting themselves, the community, and the nation as a whole in bringing in human, economic and social development to society. Based on the findings, the researchers recommended, among others, that the government should establish skill acquisition centers while the youths can enroll for a particular skill of their choice with good facilities, infrastructures and qualified facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=youth" title="youth">youth</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skill" title=" entrepreneurial skill"> entrepreneurial skill</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skill" title=" employability skill"> employability skill</a> </p> <a href="https://publications.waset.org/abstracts/192659/youth-empowerment-a-pathway-to-unlocking-entrepreneurial-skills-and-employability-in-enugu-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> Mindfulness and Employability: A Course on the Control of Stress during the Search for Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Lasaga">O. Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Defining professional objectives and the search for work are some of the greatest stress factors for final year university students and recent graduates. To manage correctly the stress brought about by the uncertainty, confusion and frustration this process often generates, a course to control stress based on mindfulness has been designed and taught. This course provides tools based on relaxation, mindfulness and meditation that enable students to address personal and professional challenges in the transition to the job market, eliminating or easing the anxiety involved. The course is extremely practical and experiential, combining theory classes and practical classes of relaxation, meditation and mindfulness, group dynamics, reflection, application protocols and session integration. The evaluation of the courses highlighted on the one hand the high degree of satisfaction and, on the other, the usefulness for the students in becoming aware of stressful situations and how these affect them and learning new coping techniques that enable them to reach their goals more easily and with greater satisfaction and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=relaxation%20techniques" title=" relaxation techniques"> relaxation techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/61373/mindfulness-and-employability-a-course-on-the-control-of-stress-during-the-search-for-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Work Experience and Employability: Results and Evaluation of a Pilot Training Course on Skills for Company Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20Barraycoa">Javier Barraycoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga"> Olga Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work experience placements are one of the main routes to employment and acquiring professional experience for recent graduates. The effectiveness of these work experience placements is conditioned to the training in skills, especially teaching skills, of company tutors. For this reason, a manual specifically designed for training company tutors in these skills has been developed. Similarly, a pilot semi-attendance course to provide the resources that enable tutors to improve their role as instructors was carried out. The course was quantitatively and qualitatively evaluated with the aim of assessing its effectiveness, detecting shortcomings and areas to be improved, and revising the manual contents. One of the biggest achievements was the raising of awareness in the participating tutors of the importance of their work and of the need to develop teaching skills. As a result of this project, we have detected a need to design specific training supplements according to knowledge areas and sectors, to collate good practices and to create easily accessible audiovisual materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=company%20tutors" title="company tutors">company tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills"> teaching skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/61376/work-experience-and-employability-results-and-evaluation-of-a-pilot-training-course-on-skills-for-company-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> Poor Proficiency of English Language among Tertiary Level Students in Bangladesh and Its Effect on Employability: An Investigation to Find Facts and Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanvir%20Ahmed">Tanvir Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nahian%20Fyrose%20Fahim"> Nahian Fyrose Fahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Subrata%20Majumder"> Subrata Majumder</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarker%20Kibria"> Sarker Kibria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English is unanimously recognized as the standard second language in the world, and no one can deny this fact. Many people believe that possessing English proficiency skills is the key to communicating effectively globally, especially for developing countries, which can bring further success to itself on many fronts, as well as to other countries, by ensuring its people worldwide access to education, business, and technology. Bangladesh is a developing country of about 160 million people. A notable number of students in Bangladesh are currently pursuing higher education, especially at the tertiary or collegiate level, in more than 150 public and private universities. English is the dominant linguistic medium through which college instruction and lectures are given to students in Bangladesh. However, many of our students who have only completed their primary and secondary levels of education in the Bangla medium or language are generally in an awkward position to suddenly take and complete many unfamiliar requirements by the time they enter the university as freshmen. As students, they struggle to complete at least 18 courses to acquire proficiency in English. After obtaining a tertiary education certificate, the students could then have the opportunity to acquire a sustainable position in the job market industry; however, many of them do fail, unfortunately, because of poor English proficiency skills. Our study focuses on students in both public and private universities (N=150) as well as education experts (N=30) in Bangladesh. We had prepared two sets of questionnaires that were based upon a literature review on this subject, as we had also collected data and identified the reasons, and arrived at probable solutions to overcoming these problems. After statistical analysis, the study suggested certain remedial measures that could be taken in order to increase student's proficiency in English as well as to ensure their employability potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education" title="tertiary education">tertiary education</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20proficiency" title=" English language proficiency"> English language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment%20problems" title=" unemployment problems"> unemployment problems</a> </p> <a href="https://publications.waset.org/abstracts/160248/poor-proficiency-of-english-language-among-tertiary-level-students-in-bangladesh-and-its-effect-on-employability-an-investigation-to-find-facts-and-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> The Impact of Human Resources Management on the Job Security of Self-Initiated Expatriates after the Brexit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yllka%20Hysaj">Yllka Hysaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Ylberina%20Hysaj%20Arifi"> Ylberina Hysaj Arifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, with BREXIT taking place, organizations and employees have been affected in the way of job and employment security. Career-oriented human resources management (HRM) practices are likely to facilitate self-initiated expatriates’ adjustment to the host country. This was related to the career security (job security and employment security), which were missing in their home country and seemed to be important elements to adjust to the host country. The aim of this study is to assess whether the perception of career security by Frances self-initiated expatriates (SIEs) have changed in the wake of the referendum result. Quantitative research method will be used, and the data will be collected through electronic questionnaires. Data will be analyzed through Statistical Package for the Social Sciences (SPSS). The study variables will include an adjustment to the host country, HRM practices, employability, and job security. Predicted results consist that career-oriented HRM practices are positively related to the adjustment to the host country, employability, and job security. However, with Brexit, there might be a negative relationship between career-oriented HRM practices and job security. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=migration" title="migration">migration</a>, <a href="https://publications.waset.org/abstracts/search?q=self-initiated%20expatriates" title=" self-initiated expatriates"> self-initiated expatriates</a>, <a href="https://publications.waset.org/abstracts/search?q=Brexit" title=" Brexit"> Brexit</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20security" title=" job security"> job security</a> </p> <a href="https://publications.waset.org/abstracts/92279/the-impact-of-human-resources-management-on-the-job-security-of-self-initiated-expatriates-after-the-brexit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> A Triad Pedagogy for Increased Digital Competence of Human Resource Management Students: Reflecting on Human Resource Information Systems at a South African University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Pearl%20Palmer">Esther Pearl Palmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Driven by the increased pressure on Higher Education Institutions (HEIs) to produce work-ready graduates for the modern world of work, this study reflects on triad teaching and learning practices to increase student engagement and employability. In the South African higher education context, the employability of graduates is imperative in strengthening the country’s economy and in increasing competitiveness. Within this context, the field of Human Resource Management (HRM) calls for innovative methods and approaches to teaching and learning and assessing the skills and competencies of graduates to render them employable. Digital competency in Human Resource Information Systems (HRIS) is an important component and prerequisite for employment in HRM. The purpose of this research is to reflect on the subject HRIS developed by lecturers at the Central University of Technology, Free State (CUT), with the intention to actively engage students in real-world learning activities and increase their employability. The Enrichment Triad Model (ETM) was used as theoretical framework to develop the subject as it supports a triad teaching and learning approach to education. It is, furthermore, an inter-structured model that supports collaboration between industry, academics and students. The study follows a mixed-method approach to reflect on the learning experiences of the industry, academics and students in the subject field over the past three years. This paper is a work in progress and seeks to broaden the scope of extant studies about student engagement in work-related learning to increase employability. Based on the ETM as theoretical framework and pedagogical practice, this paper proposes that following a triad teaching and learning approach will increase work-related skills of students. Findings from the study show that students, academics and industry alike regard educational opportunities that incorporate active learning experiences with the world of work enhances student engagement in learning and renders them more employable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20competence" title="digital competence">digital competence</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20triad%20model" title=" enriched triad model"> enriched triad model</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20information%20systems" title=" human resource information systems"> human resource information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=triad%20pedagogy." title=" triad pedagogy."> triad pedagogy.</a> </p> <a href="https://publications.waset.org/abstracts/166495/a-triad-pedagogy-for-increased-digital-competence-of-human-resource-management-students-reflecting-on-human-resource-information-systems-at-a-south-african-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Transforming Higher Education in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samir%20Sarfraj%20Terdalkar">Samir Sarfraj Terdalkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India needs to step into affordable higher education with more focus on skill development and employability. The general scenario of higher education in India revolves around two major branches of higher education ie., Engineering and Medical Sciences. These two branches still cannot be considered as affordable. Hence, skill development of each and every student beginning from the school education should emphasize on learning skills with special focus on physics and mathematics. In India, the Central Government initiated a survey based process of all higher Educational Institutes/ Universities and colleges in India. This survey/ process was – All India Survey On Higher Education (AISHE). The focus of this process was understand and Though the increase is significant, it is necessary to propagate skill and vocational education which would add to the employability factor. Similarly, there has been a significant increase in number of higher education institutes, there is need to rethink on the type of education/ curriculum offered by these institutions. In this regard, vocational education has helped to build skill sets to certain extent. There is need to bring in this vocational educational in main stream education which could be complementary for undergraduate / post graduate education. The paper focuses on different policies to bring in vocational/ skill education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational" title=" vocational"> vocational</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/166335/transforming-higher-education-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Employability Potential of Differently Abled in the Indian Apparel Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gunjita%20Shami">Gunjita Shami</a>, <a href="https://publications.waset.org/abstracts/search?q=Noopur%20Anand"> Noopur Anand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pilot run of 50 days was undertaken to test employability potential of people with visual and hearing & speech impairment. Various roles in an apparel manufacturing set up like spreading of fabric for cutting, folding, sealing and labeling cartons, pasting size barcode stickers on packed garments, removing tickets from the garments in the finishing stage were studied. Their performance was quantified basis timesheets for all the days and improvement per day was quantified. Their final day output was compared to that of the able-bodied worker. For example in the carton making activity on day one visually impaired worker was making one box every three minutes which improved to four boxes per minute on day 28 displaying 91.6% improvement compared or an improvement of 3.6% per day which was comparable to the able-bodied seasoned workers, who were making 5 boxes per minute. The performance of persons with hearing and speech impairment in the finishing department was 10% higher than that of able-bodied seasoned workers in the same process. Overall in all the activities the differently abled showed day to day improvement of 65% while able bodied displayed improvement of 52%. On the first day performance of able-bodied worker was 75% better than that of differently abled while on the 50th day it was only 20% better. Therefore the performance of persons with disabilities was found comparable to the able bodied person. The results, though on a small scale, showed a big promise of employment of persons with disability in the apparel industry. Armed with the promising result a full-scale study has been undertaken to identify the roles suitable for certain kind of disability in apparel production, work-aids required to assist the differently abled to improve performance and measures to be undertaken to make production floor 'friendlier' for them. The results have been discussed in this paper which opens doors for integrating differently abled into the world projected and assumed for only able-bodied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apparel%20sector" title="apparel sector">apparel sector</a>, <a href="https://publications.waset.org/abstracts/search?q=differently%20abled" title=" differently abled"> differently abled</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=work-aid" title=" work-aid"> work-aid</a> </p> <a href="https://publications.waset.org/abstracts/82042/employability-potential-of-differently-abled-in-the-indian-apparel-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div 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