From the perspective of our University, very little. The focus remains on the traditional academic areas and within that focus comes areas such as Southern Studies. Excellent academic areas but many graduates struggle to find productive employment in their fields of study.

Although we do have a careers office which does provide some very useful strategies for our students(resume assistance, practice interviews, dress for success, job fairs etc.) , it the internship program that seems to work best at getting our students the jobs that they would like. We have a very strong internship program within our academic unit and most other department do as well. People hire their interns. In our department (criminal justice) we also encourage our students to do resume/vitae enhancers such as participate in academic paper or poster competitions, join and participate in student groups and research/write with faculty. We have a very high success rate of getting out students employed after graduation (>90% within 6 months).

Hi Eric,

Our institution will award academic credit for certain vocational certifications, and apply the credit toward a bachelor's degree. Here's the link (see 'Special Admission Requirements ...' near the bottom of the page):

http://catalog.uwa.edu/preview_program.php?catoid=15&poid=596&returnto=568

Have a great day!

--Adrian

Some institutions use Competency Based Education--mastery of a level before you can move on to the next. In many other cases, Grad Schools' catalogs/online listings note career prospects and Gainful Employment. Internships at many levels are also stressed, but many of these are subject to federal and state regulations of "physical presence" and professional licensure.

Like Gregg and Daniel inputs, many universities in Lebanon have dedicated student employment offices and provide Internship training by the 3rd year. My institution does that among the others [though the employment office is still under construction since we are a new institution]. Moreover, we are signing joint agreements with ICT providers to institute programming software in our courses [certain majors] in such a way students get certified at the same time they finish their courses.

One year internship as part of the academic training for first degree students in third year. Also, project works are often given vocational students to hone their practical skills.

I am Director of Career Center at a local private college in Japan while I pursue my doctoral degree at Hitotsubashi. My office offers variety of seminars to assist students with interview training, resume refining, social skills through out the year. In addition, I offer a coaching skills class to undergraduate students so that they could improve their communication skills as well as self-coach for their career choices in future.

Thank you all for your thorough answers, your examples and practices will make a great contribution to my research. It is lovely to see contributions from all over the world.

In my country, the universities have an orientation program to the student to help him in the application of their career, and already in the university a subject called "Education for the Work" and the movement of helping students, this is in medicine, in second year they request the specialty in which want to be helping students, although from first year they make guard with an assigned professor, they go this way being formed and at the end of the career to choose their specialty

I strongly believe that the Competency-Based Approach to Teaching and Learning, along with the Program-Based Approach, helps to meet the students' vocational goals. The learning tasks should always pertain to the students' expectations, for learning and professional development, as these expectations drive the students' vocational goals. Moreover, these goals become clearer and motivational when all the learning activities, within a specific program, are designed to achieve a set of outcomes in a comprehensive way. Therefore, faculties of the same program should work together to set links between the different subjects they teach. This reflexive collaboration between the faculties, centered on the students' learning goals and their expectations for professional development, ties up the program in a whole body of knowledge that gives sense to the training and thereby develops integrated skills needed on the job market. In addition to that, the institution should have an office that encourages and supports the students with projects on professional development by providing them with orientation and information. This points out the question of the relationship between the University and the job market. To really meet the students' vocational goals in this perspective, the institution should always bridge the gap between the training programs it offers and the realities of the professional practices, in terms of integrating theory to practice in order to build up meaningful experiential knowledge. So, there should be a constant dialogue between companies and the University, so that the latter contribute efficiently to the development of the expertise needed.

In my MA TVET graduate courses, I design assignments that require students to go out into industry and learning activities that bring guest speakers from industry into the classroom for interacting with students. In this way, they are aware of the current trends and issues in industry and can use their knowledge and skills to address these, making them more work ready.

Many thanks,

Debra

yes, a coaching skills class to undergraduate students will be important

Agree with Daniel Doss

regards

Interesting question.

Following

I have an academic background and I am working in industry. In part, that is why I tend get involved with a lot of graduate / undergraduate activities.

At my organisation we accept Undergraduate Placements from Universities from around the country and they will either do a three month or 1 year placement in the organisation.

Internally, we will employee apprentices and as they progress through their apprenticeship scheme they will become engaged with one of the companies University partners and potentially pursue a degree.

One thing I have noticed in recent years in the UK is the increase in Degree Apprenticeships which I am personally all for. It gives the applicants real world experience whilst combining it with academic study, which definitely has advantages over a pure academic qualification or likewise a pure apprenticeship.

This is my own opinion on the degree apprenticeships but I think they are being driven by two things. No. 1 The current cost of going to University and the risk of not getting a job / No. 2 A demand from employers in the UK to get graduates who can hit the ground running and have experience of working rather than a pure academic / schooled background.

To put this answer into context, I am working in engineering and this is my experience of engineering / academia / graduates / undergraduates.

At UPEI where I am based, great efforts are being made to develop a unit that handles experiential learning and career advice holistically, so I think that yes, indeed, experiential curriculum design and employment support are increasingly handled together more seamlessly by campuses. http://www.upei.ca/experientialeducation/

Curriculum design and delivery method of teaching are important

Considering the importance of the subject of university education within the framework of universities and the need to adopt policies and ways to develop it and activate its role alongside the university education government, the problem of research includes the study and analysis of this relationship, from the perspective of philosophy, which was based on university education itself.

Universities and research centers are among the most important elements of community development. As they have an important and active role in social, economic, agricultural and political development. Hence the need of the society to establish and develop institutions of higher education and linking them to development plans and the needs of society.

The early realization and awareness of the importance of scientific research and development prompted the industrial and agricultural countries to allocate large sums to spend it and create the right atmosphere for it through the establishment of scientific institutions and the provision of necessary equipment and devices and the development of plans and strategies to promote research and development to a level where scientific research and development is a catalyst for economic and agricultural development and engine

This is my own opinion and based on my experience in both education and technical background. The education sector will continue to be a key focus in building human capital and driving towards developed countries. However, the level of effectiveness of a program is important as a benchmark on the release of a training program. There for the curriculum, training and "employability" should be balanced with perfect infrastructure, adequate equipment and high discipline among trainees to produce quality trainers, in line with the labor market expectations. The quality produced will complement the focus of the people through the New Economic Model. If it is not addressed, it is feared that a training center will only produce a beautiful coach in the name but not in terms of the knowledge and skills required by the labor market. The training centers should came out with a picture of quality and effectiveness in the training program. Furthermore, TVET is considered less attractive than conventional university education. Therefore, university needs to shift from a higher education system that focuses only on conventional university education, as the only career path, to two separate paths that take into account TVET to produce industrial generation.

Dear Researcher,

Thanks a lot for the idea you have raised, I think you can get benefit from the following cite

https://career.najah.edu/

Thanks for your recommendations. By the way you will find true stories from An-Najah National University graduates

In Baden-Wuerttemberg, the southwestern Federal State of Germany we have the Baden-Wuerttemberg Cooperative State University (DHBW) which integrates academic studies with workplace training. Founded in 2009, DHBW traces its roots back to the Berufsakademie Baden-Wurttemberg. Today the university continues to carry on the highly successful tradition of cooperative education. (www.dhbw.de/de/english)

In the Steinbeis University Berlin, which is a private university affiliated to the Steinbeis Foundation Baden-Wuerttemberg (www.steinbeis.de/en) we have the concept of “project competence” which is based on the fundamental premise of Steinbeis: that knowledge or know-how in itself is of crucial importance to the success of a business, but that ultimately success is about the ability to apply knowledge in any given situation, under one’s own initiative. During their studies, students work on projects in cooperation with a company. Ideally, the project is implemented directly at the workplace. As an integral part of the transfer processes, the projects receive academic supervision to ensure that the students develop the required skills during their studies and are thus in a position to apply the acquired knowledge to a live business application. Simultaneously, the projects ensure that the individual interests and goals of the students are closely followed during the entire period of study – and that the company sponsoring the student derives benefit from the project. Every student works on a project that has been agreed with the company for the duration of their studies. They also attend seminars to acquire the theoretical know-how and relevant methods.

(www.steinbeis.de/en/network/steinbeis-university-berlin-shb/university/history)

It is a highly complex issue

There is a tendency towards professional reinforcement work that is implemented in our country.

It consists, among other alternatives, of offering an explicit link between the contents of the subjects that the student receives regarding their usefulness in professional practice.

There is an analysis of the impacts that even these dual relationships have on the well-being of the teacher.

The vocational preferences of the students, usually condition , a specific way in their behaviors.

Student behaviors have a direct impact on the emotional health of the educator.

We can speak of a triad with a vocational base.

There are other details in:

Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH

Chapter Quality of life and education in the knowledge society

Thanks Reinaldo Requeiro

Good details

Thanks Rienaldo for this contribution

Regards

Thank you all for you contributions and recommendations, I hope we can continue this discussion further.

From the perspective of our University, very little. The focus remains on the traditional academic areas and within that focus comes areas such as Southern Studies. Excellent academic areas but many graduates struggle to find productive employment in their fields of study.

I work at a university of applied science, so all our tracks are about vocational goals. I agree with El Hadji Yaya Kone that designing your curriculum in a competence based way helps, as long as you don't go overboard and forget about building a knowledge base.

Something I can add is to look at your system of assessments and tests, not just the way you design your courses. Students want to know what is expected of them and will learn towards the test, especially if the programme has a lot of smaller courses that students are receiving credits for. If you don't like this, the best strategy is to make assessments that you do like and reflect the vocational goals of students. Ignoring this part of the curriculum won't work. See also John Biggs on constructive alignment http://www.johnbiggs.com.au/academic/constructive-alignment/ .

Another tip is to make larger units/courses and to postpone the grading and giving out of credits. Research on this has been done in the medical professions in university. It's called programmatic assessment. See for example here: http://www.ceesvandervleuten.com/publications/Programmatic-assessment

Because as a university, you are only giving students a start as a professional, it is also important to install practices that are geared towards their continued development. What helps there is formative assessment, assessment for and as learning and a concept I recently encountered called boundary crossing. These can be found on google scholar.

The methods used are those in which innovation and technology are reference, because the practical applicability of knowledge is highlighted, however, this utilitarianism that occurs in these methodologies ends up in creating a well between theory and practice, because in the Western institution the pragmatic perspective is still hegemonic.

Vocational Education and Training:

Is a process to provide and develop knowledge, skills and behavior to meet the requirements. ... is a pattern of formal higher education that includes educational preparation and imparting skills and technical knowledge, which is based on efficiency to demonstrate the importance of the ability to apply ... This requires the development of policies and strategies for education and vocational training and specific objectives before the beginning .