614 research outputs found
Employability skills developed by non-traditional students along their undergraduate program
This paper was developed in the context of the European project EMPLOY (Enhancing
the employability of non-traditional students in higher education, Erasmus Plus Program
2015-2017), a qualitative, interdisciplinary and biographical research focusing on nontraditional
university students and graduates from six European countries (Sweden,
Poland, United Kingdom, Ireland, Portugal and Spain). The project aims are, among
others: a) to understand the employability from the perspective of students and graduates;
b) to increase knowledge and understanding of the factors that promote or hinder
employability; c) to explore the impact of age, gender, social class, ethnicity and disability
in employment prospects of students; etc.
In spite of the fact that university graduates are in better conditions when accessing to the
labor market, non-traditional students might experience special difficulties related to their
specific characteristics. We lack of disaggregated information related to employment
rates for higher education graduates and there is not specific research which deepens in
the transition process of non-traditional groups. Our study is concerned with identifying
which employability skills have been developed by non-traditional students during their
stay at the University of Seville. For this purpose we consider the formal learning
associated to their syllabuses, the extracurricular training they have been involved in, as
well as the previous work experiences.
We have carried out seven biographical in-depth interviews with students of the
University of Seville (4 females, 3 males), all of them studying degrees in different areas
of knowledge: Pedagogy, Philosophy, Mechanical Engineering, Pharmacy, Biology and
Business Management. All participants were in the final year of their undergraduate
program. In addition, all of them represented different characteristics of non-traditional
students: adult and mature students (3), immigrants (2) and learners with low economic
and cultural capital (2).
As for the results and following the classification of professional competences raised by
Bunk (1994), we note that through the university syllabuses students developed the
methodological competence, that is the reaction from previous experiences and problem
solving skills. However, work experience and extracurricular activities promoted social
competence, one that enables them to collaborate with others in a communicative and
constructive way, showing interpersonal understanding. In addition, in the three training
fields, the specific skills or qualifications of the job, technical competence, were also
developed.
Finally, it can be noted that in the three areas considered in our analysis, there is a lack in
the development of the participatory competence, which refers to coordination and
organisational skills, leadership and ability to make decisions and take responsibility.Unión Europea 2014-1-UK01-KA203-00184
In search of decent work after university: student handbook: a career-development learning resource for non-traditional students and graduates
Good practices in school to educate critical citizens: the youth parliament programme from the perspective of secondary school teachers in training
ERPA International Congresses on Education 2018This paper refers to the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy, Reference number 580426). The aim of this project is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in both educational institutions and informal and community learning environments. In this context, over the course of a year, a number of experiences considered relevant have been selected, which constitute the sample of this research on good practices. This contribution presents the educational programme “Youth Parliament”. This is a project with a long history and whose main objective is to train responsible citizens, with the collaboration of various educational agents. The evaluation carried out by the Secondary Education teachers in training on the potentialities and limitations of the programme is shown, based on the experiences carried out in the participating educational centres during the academic year 2016-2017
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