Competencies for young European higher education graduates: labor market mismatches and their payoffs

Articolo su competenze acquisite vs richieste e loro relazione con remunerazione e soddisfazione nel mercato del lavoro: analisi comparativa a livello europe

Employability of graduates and development of competencies: mind the gap and mind the step! Empirical evidence for Italy

education; competencies; employability

Market-Driven Management, Competitive Customer Value and Global Network

Market-Driven Management is a corporate strategy that presupposes direct, continuous benchmarking with competitors, in a context of customer value management. Market-driven management therefore favours an 'outside-in' vision, based on: the identification of products with a higher value than that of the competition to provoke the intersection with demand ('Before and Better than Competitors'). In global over-supplied markets, a firm's success is conditioned rather by the intensity of the presence and by the level of sophistication of intangible corporate asset; in other words, the peculiar managerial capabilities that regard brand equity, information system and corporate culture.Market-Driven Management; Global Competition; Global Managerial Economics; Brand Equity; Information System; Corporate Culture

Intervista ad Annick Bizouerne

intervista ad Annick Bizouerne capo progetto del progetto urbano di Rive Gauche a Parigi.Interview with Annick Bizouerne Project Manager for the urban project Paris Rive Gauche

English language knowledge of first-year university students on performance-based tests

Come espresso nelle linee guida del MIUR, gli obiettivi previsti nel curriculum di lingua straniera per gli studenti del 5° anno del liceo corrispondono al livello B2 del Quadro comune europeo di riferimento per la conoscenza delle lingue (QCER). In questo livello gli studenti dovrebbero dimostrare un accettabile livello di fluency linguistica. Questo articolo si occupa della capacità degli studenti del primo anno di università di saper utilizzare la propria competenza in lingua inglese nell’espletamento di compiti autentici. Il test costruito e somministrato valuta la conoscenza linguistica degli studenti a livello B2 mediante due compiti e scale di valutazione olistiche e analitiche basate sul Framework delle competenze linguistiche di Bachman e Palmer. Insieme al test è stato somministrato il questionario. Il risultato rivela che il 23% degli studenti che hanno completato il test soddisfano i requisiti del MIUR.As stated by the Guidelines of the Italian Ministry of Education, the aims and objectives of the fifth-year foreign language curriculum of lyceums correspond to the B2 level of the Common European Framework of Reference for languages (CEFR). At this level, students are expected to demonstrate an acceptable level of fluency in writing and speaking. This paper addresses the issue of the ability of first-year university students to employ their English language knowledge to perform authentic tasks, such as writing an enquiry email. The test designed and administered to gather data aims at evaluating student knowledge at a B2 level, by means of two tasks and holistic and analytic rating scales based on Bachman and Palmer’s framework of language competence. At the same time, a student questionnaire was administered. The results reveal that 23% of students who have completed the test meet the requirements of the Ministry of Education

NEETin with ICT

Science and Technology Advisory Council (STAC) outlines that 49% of EU citizens identified “job creation” and 33% identified “education and skills” as the top priorities for science and technology innovation over the next fifteen years. Both documents justify the needs in Europe for the ICT field especially for the NEET (not in education, employment or training) citizens. On the other hand, Grand Coalition for Digital Jobs (GC4DJ) in Europe identifies: the training and matching digital jobs; certification; innovative learning and teaching; mobility; awareness raising; increasing effectiveness of education; increasing equity and producing positive impact in the economy, as a priority for European countries. NEETin is a project directed to NEET citizens, to be developed by Higher Education Institutions, VET providers and Enterprises in order to help to overcome a social European dimension through lifelong learning. By creating a Joint Vocational Education Training in Digital Competences in a collaboration between VET providers and the Enterprises, widening the access to higher education, in an innovative student-centred learning model to apply in a European level, we aim to contribute to improve the quality of Education. Through this certified JVET, NEET citizens will develop their digital skills and the success of employability of these learners will be enhanced.info:eu-repo/semantics/publishedVersio

'Come sei elegante oggi!': positive politeness in Southern Europe

C

La cultura dei servizi di accoglienza migranti in Italia. Una ricerca esplorativa [The culture of migrant reception services in Italy. An exploratory research]

Italy has a long history of immigration, which has become part of the country’s landscape in a complex and varied way, and has led to significant changes in important contexts such as in the school, the work place, and in the provision of welfare services. And yet, immigration policies still consist in emergency measures that do not recognize the phenomenon in its long -standing and structural dimension. In addition, public opinion is concerned as a result of the alarmist distortion of this issue, as shown by the gapbetween data on immigration and perceived immigration. Since in this research we take into consideration collusively shared experiences, these misunderstandings can not be corrected by providing more information on the real data; we posit that the emotional scope must be recognized in order to address this issue. In particular, we asked ourselves how this context -changes brought by immigration, public opinion, and government policies -is repre sented within the migrant Accordingly, we interviewed a group of reception staff from the Roman area on the type of service that they think they are offering. The results show how, in their experience, this complex reality of immigration is not evoked: the experience within the services is isolated from the Italian narrative and context. However, the voice of migrants and their point of view, emerge as a resource within these services, as openness rather than isolation