下面为大家整理一篇优秀的essay代写范文- The employment ability cultivation mechanism of British university students，供大家参考学习，这篇论文讨论了英国大学生就业能力培育机制。随着博洛尼亚进程的不断推进，提升大学生就业能力已成为欧洲高等教育区的热点议题。英国高等教育质量保障署将就业能力视为高等教育标准和质量保证的重要组成部分，通过协调高等教育的各个利益相关者，参与提高课程教学实效、开展企业和创业教育、实施可持续发展教育和编制就业能力指南等，促使越来越多的高校高度关注大学生就业能力的提升。
Under the influence of international community initiative, eu employment policy and bologna process, UK higher education sector actively responds to the pressure of domestic employment competition and continuously explores the cultivation mechanism of college students' employment ability. The higher education quality assurance agency has been coordinating various stakeholders to participate in improving the teaching effectiveness of courses, rewarding achievements in extracurricular activities, carrying out enterprise and entrepreneurship education, implementing sustainable development education and compiling employability guidelines, so that more and more colleges and universities pay attention to the cultivation of college students' employability. Thus, the UK's employment ability oriented ideas, build stakeholder cooperation mechanism, to establish open and transparent information sharing mechanism, the innovation of college students' employment guidance service system etc, achieved positive results, but there is also a concept conflict, ignoring the personalization and characterization, problems such as lack of unified management institutions.
With the continuous advancement of bologna, improving the employability of university students has become a hot issue in the European higher education area. The UK higher education sector regards employability as an important part of the quality of higher education, actively explores the cultivation mechanism of college students' employability, and has achieved good results. Therefore, this paper attempts to conduct a preliminary discussion on the background, reasons, paths and methods, effects and problems of the cultivation of the employability of British college students from the national macro level, so as to see the teacher in fang.
Under the influence of the international community initiative, the eu employment policy and the bologna process, the higher education sector of the UK has learned from the practical experience of the cultivation of university students' employability in European countries and actively constructed the cultivation mechanism of university students' employability. Its background and reason have the following five respects.
With the popularization of higher education, the employment of college students has attracted extensive attention from the international community. UNESCO has pointed out: "higher education must take a corresponding and proactive attitude towards the labor market, new employment fields and forms of employment. Attention must be paid to changes in major market trends in order to adapt curricula and learning arrangements to the changing environment and increase employment opportunities for graduates." With the support of UNESCO, the council of Europe has adopted the convention on the recognition of higher education qualifications in Europe, which has given a strong boost to the mutual recognition of higher education qualifications and the mobility of teachers and students in Europe and laid the foundation for the bologna process. The world higher education conference also pointed out: "in order to facilitate the employment of graduates, higher education should focus on cultivating entrepreneurial skills and initiative; Graduates are no longer just job seekers; they are job creators first and foremost. In a word, the active initiative of the international community is an important international background for the establishment of the employability cultivation mechanism for university students in the UK.
In 1997, the 15 eu member states held a summit meeting in Amsterdam to review and adopt the Amsterdam treaty and establish the common employment policy framework of the eu. That same year, the European Union jobs for the first time special meeting in Luxembourg, release the common employment report and the 1998 employment guide, open the "process" Luxembourg, established in order to "carry forward the spirit of enterprise, improve the employment ability, enhance the adaptability and the pursuit of equality of opportunity", such as the common employment policy framework for the strategy of priority. In 2000, the special summit of the eu formulated the "Lisbon strategy", which proposed to build the eu into the "knowledge-based and most competitive economy in the world" by 2010. The two most important indicators are employment rate and scientific research investment. The European commission is highly concerned about the role of higher education in enhancing European competitiveness and implementing the Lisbon strategy. For example, during Britain's eu presidency in 2005, the Hampton court summit identified universities and research as key drivers of the response to globalisation. In short, the positive impact of the eu common employment policy is the external impetus for the UK to build a mechanism for cultivating the employability of university students.
Improving the employability and mobility of European citizens is the primary goal of the bologna process. By 2010, the diplomas and grades of university graduates from any of the signatory countries will be recognized by other signatory countries, and university graduates can apply for master's degree courses or seek employment opportunities in other signatory countries without any obstacles. In order to achieve this goal, the European higher education region has carried out a series of reforms, including the construction of the European higher education system with a "three-cycle" structure. In order to make this structure comparable and compatible, each cycle is required to design employability for the labor market. In particular, all the ministerial summits of bologna process have focused on the cultivation of university students' employability. The bergen communique, for example, made clear the need for increased dialogue between governments, universities and social partners to improve the employability of graduates with undergraduate degrees. In other words, the improvement of college students' employability requires dialogue, coordination and cooperation among various stakeholders. Therefore, it is very important to build a employability cultivation mechanism involving multi-dimensional stakeholders such as the government, universities, employers, social institutions, families and students.
The bologna process workshop was held in Swansea in July 2006 to discuss how to improve the employability of European university students in the context of the "three cycles" of the bologna process. The workshop Shared examples and experiences of the employability development of UK graduates, particularly those with a bachelor's degree, in order to promote the employability development of university students in bologna and other signatory countries. Established in May 2007 in bologna follow-up working group employability team, the team of the host is the innovation, universities and skills of Rachel green ・, its members have Austria, Croatia, the Czech republic, Finland, France, Georgia, Germany, Hungary, Luxembourg, Poland, Spain, Britain and other countries and some international organizations in Europe. Employability team respectively in October 2007 and February 2008 in London, in Berlin in July 2008, held in London in January 2009, four seminars, research the bologna process "three loop" background and lifelong learning situation the challenges faced by European countries to promote university students' employment ability, action plan, and the practical experience obtained, and shall submit to the bologna process 2009 ministerial summit employability research report.
First, the need for the transformation of the graduate labor market. Now that the UK economy has shifted to a knowledge-based economy, the continued growth of the service sector, the decline of manufacturing and the expansion of specialist occupations have led to significant changes in the employment structure. For example, the employment and skills commission's "future employment research 2007-2017" project predicts that manufacturing employment will continue to decline, services employment will continue to grow, management, professional, quasi-professional and technical occupations will grow, and demand for manual labor will continue to decline. This change in the nature of the job requires college graduates to have higher levels and skills to adapt to the competition in the labor market. Second, the need for higher education transformation. With the development of the popularization of higher education, the number of students continues to increase. On the one hand, students are becoming increasingly diversified in terms of age, background, previous education experience, interests and goals. On the other hand, the job market for graduates has been and is undergoing transformation. In Britain, for example, 400,000 graduates were recruited from 18,000 units in 2000. This has prompted the UK higher education sector to take steps to boost the employability of graduates.
UK higher education quality assurance department employment ability is regarded as an important part of higher education standards and quality assurance, through the coordination of the various stakeholders of higher education, improve teaching effectiveness, extracurricular activities, achievements, to carry out the enterprise and entrepreneurship education, implementing sustainable development education and employment ability to guide and encourage more and more attention to students' employment ability. Specifically, there are the following aspects.
With the popularization of higher education fees, people pay more and more attention to the degree to which professional courses can improve students' employability and earning ability. Therefore, higher education funding council of England and wales, the council for higher education funding, Scottish funding council, employment and learning department to entrust in Northern Ireland and fund Oakley consultancy and Stamford university research to develop a "key information sets", establish Unistats official website, collect and compare the British universities and college undergraduate course data information, for the students "learn what and where is the" the decision to provide important reference. Its contents include: "national student survey" of student satisfaction; The students' learning objectives of the "survey on the training objectives of college graduates"; The teaching method and learning mode of the course; Course assessment method; Course certification; Course costs, etc. These "key information sets" can also help students predict job prospects after the course. In this context, British universities have to increase the investment in curriculum construction, actively involve employers in curriculum design, development and implementation, and implant employability into curriculum, so as to improve the practicality and effectiveness of academic curriculum teaching.
QAA works with universities to develop "knowledge of extra-curricular achievement: an optimized strategy and practice toolkit" to help them reflect on their educational activities and identify their students' extra-curricular benefits and set up an award scheme for extra-curricular activities; On the other hand, students are encouraged to actively participate in extracurricular activities, such as volunteer service, student representatives, community participation, student associations and associations, vocational services, etc., so that students can obtain more higher education experience and take responsibility for personal and professional development. The purpose of the award is to provide a way for students to better understand, improve and demonstrate their abilities. In the short term, the incentive plan can encourage students to express clearly and provide evidence that the extracurricular activity improves their employability. In addition, it potentially demonstrates the long-term value of lifelong learning for students, because higher education is not just about getting a diploma and a job. More generally, it also emphasizes the importance of reflection on practice and its impact on personal and professional development. Under its influence, more and more British colleges and universities have launched after-school activity incentive plans one after another. On the one hand, the reason lies in the fact that colleges and universities pay more and more attention to proving their value-added education and students' employability, so as to form higher education performance reports. On the other hand to meet the needs of students to participate in non-academic activities during college; At the same time, it also reflects that the government, professional groups and employers and other stakeholders put forward more and higher requirements for the employability of college graduates. According to the 2013 QAA achievement in extra-curricular activities survey, 75 percent of institutions have established incentive plans and 16 percent will do so in the future. In the current incentive scheme, 84% are set within the past five years; All of the award programs are for undergraduate students, nearly three-quarters are for coursework graduate students, more than half are for research graduate students, and nearly one-third are for special groups of students, such as student representatives.
Universities were encouraged to help students start businesses as early as the 1980s, but the number fell in the 1990s. However, in 2000, the confederation of British universities again listed business and enterprise development as one of the strategic objectives of British universities. The following year, the UK government launched the higher education innovation fund to support entrepreneurship among teachers and students. In this context, business and entrepreneurship education is on the rise again. Business: unlocking British talent, published by the department for business, enterprise and management reform in 2008, even stressed the need for entrepreneurship education from primary school to university. According to the 2010 national survey on university business and entrepreneurship education, 16% of students in the UK participated in business and entrepreneurship education, up from 11% in 2007. The average university has 28 startups, up from 22 in 2007. Sixty-three percent of colleges and universities have set enterprise and entrepreneurship education as one of their goals, up from 45 percent in 2007. In 2011, the UK higher education white paper even identified business and entrepreneurship education as an important element of higher education. In order to further promote business and entrepreneurship education, QAA released the "business and entrepreneurship education: UK higher education institutions guide" in December 2012. The ultimate goal of enterprise and entrepreneurship education is to improve entrepreneurial efficiency. Therefore, colleges and universities should adopt multi-disciplinary approaches and mixed teaching methods to develop students' knowledge and ability in a balanced way so as to cultivate their entrepreneurial consciousness, thoughts and abilities. Second, educational output, namely graduates' entrepreneurial behaviors, traits and skills. Specifically, it includes: creativity and innovation ability; Identification, creation and evaluation of entrepreneurial opportunities; Make decisions through critical analysis and judgment; Implement decisions through leadership and management; Reflect and act; Interpersonal skills; Communication and strategic skills. Third, the educational approach, namely teaching, learning and examination. By designing entrepreneurship courses, creating entrepreneurship scenarios, participating in entrepreneurship practices and other ways, students can develop and discover their entrepreneurial effectiveness and encourage students to start businesses now or in the future. Therefore, teachers and students should achieve the following changes in the teaching process: from case study to the latest situation study; From focusing on abstract issues to innovation; From passive learning to active learning; From objective analysis to subjective experience; From text communication to multimedia communication; From the neutral principle to the individual perspective; From formal education activities to artistic activities; From fear of failure to learning from failure; From dependence to self-reliance and adaptability. In addition, the guideline not only recommends that universities offer courses on business and entrepreneurship, but also recommends that business and entrepreneurship education be embedded in all subject areas.
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Under the influence of international community initiative, eu employment policy and bologna process, UK higher education sector actively responds to the pressure of domestic employment competition and continuously explores the cultivation mechanism of college students' employment ability. The higher education quality assurance agency has been coordinating various stakeholders to participate in improving the teaching effectiveness of courses, rewarding achievements in extracurricular activities, carrying out enterprise and entrepreneurship education, implementing sustainable development education and compiling employability guidelines, so that more and more colleges and universities pay attention to the cultivation of college students' employability. Thus, the UK's employment ability oriented ideas, build stakeholder cooperation mechanism, to establish open and transparent information sharing mechanism, the innovation of college students' employment guidance service system etc, achieved positive results, but there is also a concept conflict, ignoring the personalization and characterization, problems such as lack of unified management institutions.
With the continuous advancement of bologna, improving the employability of university students has become a hot issue in the European higher education area. The UK higher education sector regards employability as an important part of the quality of higher education, actively explores the cultivation mechanism of college students' employability, and has achieved good results. Therefore, this paper attempts to conduct a preliminary discussion on the background, reasons, paths and methods, effects and problems of the cultivation of the employability of British college students from the national macro level, so as to see the teacher in fang.
Under the influence of the international community initiative, the eu employment policy and the bologna process, the higher education sector of the UK has learned from the practical experience of the cultivation of university students' employability in European countries and actively constructed the cultivation mechanism of university students' employability. Its background and reason have the following five respects.
With the popularization of higher education, the employment of college students has attracted extensive attention from the international community. UNESCO has pointed out: "higher education must take a corresponding and proactive attitude towards the labor market, new employment fields and forms of employment. Attention must be paid to changes in major market trends in order to adapt curricula and learning arrangements to the changing environment and increase employment opportunities for graduates." With the support of UNESCO, the council of Europe has adopted the convention on the recognition of higher education qualifications in Europe, which has given a strong boost to the mutual recognition of higher education qualifications and the mobility of teachers and students in Europe and laid the foundation for the bologna process. The world higher education conference also pointed out: "in order to facilitate the employment of graduates, higher education should focus on cultivating entrepreneurial skills and initiative; Graduates are no longer just job seekers; they are job creators first and foremost. In a word, the active initiative of the international community is an important international background for the establishment of the employability cultivation mechanism for university students in the UK.
In 1997, the 15 eu member states held a summit meeting in Amsterdam to review and adopt the Amsterdam treaty and establish the common employment policy framework of the eu. That same year, the European Union jobs for the first time special meeting in Luxembourg, release the common employment report and the 1998 employment guide, open the "process" Luxembourg, established in order to "carry forward the spirit of enterprise, improve the employment ability, enhance the adaptability and the pursuit of equality of opportunity", such as the common employment policy framework for the strategy of priority. In 2000, the special summit of the eu formulated the "Lisbon strategy", which proposed to build the eu into the "knowledge-based and most competitive economy in the world" by 2010. The two most important indicators are employment rate and scientific research investment. The European commission is highly concerned about the role of higher education in enhancing European competitiveness and implementing the Lisbon strategy. For example, during Britain's eu presidency in 2005, the Hampton court summit identified universities and research as key drivers of the response to globalisation. In short, the positive impact of the eu common employment policy is the external impetus for the UK to build a mechanism for cultivating the employability of university students.
Improving the employability and mobility of European citizens is the primary goal of the bologna process. By 2010, the diplomas and grades of university graduates from any of the signatory countries will be recognized by other signatory countries, and university graduates can apply for master's degree courses or seek employment opportunities in other signatory countries without any obstacles. In order to achieve this goal, the European higher education region has carried out a series of reforms, including the construction of the European higher education system with a "three-cycle" structure. In order to make this structure comparable and compatible, each cycle is required to design employability for the labor market. In particular, all the ministerial summits of bologna process have focused on the cultivation of university students' employability. The bergen communique, for example, made clear the need for increased dialogue between governments, universities and social partners to improve the employability of graduates with undergraduate degrees. In other words, the improvement of college students' employability requires dialogue, coordination and cooperation among various stakeholders. Therefore, it is very important to build a employability cultivation mechanism involving multi-dimensional stakeholders such as the government, universities, employers, social institutions, families and students.
The bologna process workshop was held in Swansea in July 2006 to discuss how to improve the employability of European university students in the context of the "three cycles" of the bologna process. The workshop Shared examples and experiences of the employability development of UK graduates, particularly those with a bachelor's degree, in order to promote the employability development of university students in bologna and other signatory countries. Established in May 2007 in bologna follow-up working group employability team, the team of the host is the innovation, universities and skills of Rachel green ・, its members have Austria, Croatia, the Czech republic, Finland, France, Georgia, Germany, Hungary, Luxembourg, Poland, Spain, Britain and other countries and some international organizations in Europe. Employability team respectively in October 2007 and February 2008 in London, in Berlin in July 2008, held in London in January 2009, four seminars, research the bologna process "three loop" background and lifelong learning situation the challenges faced by European countries to promote university students' employment ability, action plan, and the practical experience obtained, and shall submit to the bologna process 2009 ministerial summit employability research report.
First, the need for the transformation of the graduate labor market. Now that the UK economy has shifted to a knowledge-based economy, the continued growth of the service sector, the decline of manufacturing and the expansion of specialist occupations have led to significant changes in the employment structure. For example, the employment and skills commission's "future employment research 2007-2017" project predicts that manufacturing employment will continue to decline, services employment will continue to grow, management, professional, quasi-professional and technical occupations will grow, and demand for manual labor will continue to decline. This change in the nature of the job requires college graduates to have higher levels and skills to adapt to the competition in the labor market. Second, the need for higher education transformation. With the development of the popularization of higher education, the number of students continues to increase. On the one hand, students are becoming increasingly diversified in terms of age, background, previous education experience, interests and goals. On the other hand, the job market for graduates has been and is undergoing transformation. In Britain, for example, 400,000 graduates were recruited from 18,000 units in 2000. This has prompted the UK higher education sector to take steps to boost the employability of graduates.
UK higher education quality assurance department employment ability is regarded as an important part of higher education standards and quality assurance, through the coordination of the various stakeholders of higher education, improve teaching effectiveness, extracurricular activities, achievements, to carry out the enterprise and entrepreneurship education, implementing sustainable development education and employment ability to guide and encourage more and more attention to students' employment ability. Specifically, there are the following aspects.
With the popularization of higher education fees, people pay more and more attention to the degree to which professional courses can improve students' employability and earning ability. Therefore, higher education funding council of England and wales, the council for higher education funding, Scottish funding council, employment and learning department to entrust in Northern Ireland and fund Oakley consultancy and Stamford university research to develop a "key information sets", establish Unistats official website, collect and compare the British universities and college undergraduate course data information, for the students "learn what and where is the" the decision to provide important reference. Its contents include: "national student survey" of student satisfaction; The students' learning objectives of the "survey on the training objectives of college graduates"; The teaching method and learning mode of the course; Course assessment method; Course certification; Course costs, etc. These "key information sets" can also help students predict job prospects after the course. In this context, British universities have to increase the investment in curriculum construction, actively involve employers in curriculum design, development and implementation, and implant employability into curriculum, so as to improve the practicality and effectiveness of academic curriculum teaching.
QAA works with universities to develop "knowledge of extra-curricular achievement: an optimized strategy and practice toolkit" to help them reflect on their educational activities and identify their students' extra-curricular benefits and set up an award scheme for extra-curricular activities; On the other hand, students are encouraged to actively participate in extracurricular activities, such as volunteer service, student representatives, community participation, student associations and associations, vocational services, etc., so that students can obtain more higher education experience and take responsibility for personal and professional development. The purpose of the award is to provide a way for students to better understand, improve and demonstrate their abilities. In the short term, the incentive plan can encourage students to express clearly and provide evidence that the extracurricular activity improves their employability. In addition, it potentially demonstrates the long-term value of lifelong learning for students, because higher education is not just about getting a diploma and a job. More generally, it also emphasizes the importance of reflection on practice and its impact on personal and professional development. Under its influence, more and more British colleges and universities have launched after-school activity incentive plans one after another. On the one hand, the reason lies in the fact that colleges and universities pay more and more attention to proving their value-added education and students' employability, so as to form higher education performance reports. On the other hand to meet the needs of students to participate in non-academic activities during college; At the same time, it also reflects that the government, professional groups and employers and other stakeholders put forward more and higher requirements for the employability of college graduates. According to the 2013 QAA achievement in extra-curricular activities survey, 75 percent of institutions have established incentive plans and 16 percent will do so in the future. In the current incentive scheme, 84% are set within the past five years; All of the award programs are for undergraduate students, nearly three-quarters are for coursework graduate students, more than half are for research graduate students, and nearly one-third are for special groups of students, such as student representatives.
Universities were encouraged to help students start businesses as early as the 1980s, but the number fell in the 1990s. However, in 2000, the confederation of British universities again listed business and enterprise development as one of the strategic objectives of British universities. The following year, the UK government launched the higher education innovation fund to support entrepreneurship among teachers and students. In this context, business and entrepreneurship education is on the rise again. Business: unlocking British talent, published by the department for business, enterprise and management reform in 2008, even stressed the need for entrepreneurship education from primary school to university. According to the 2010 national survey on university business and entrepreneurship education, 16% of students in the UK participated in business and entrepreneurship education, up from 11% in 2007. The average university has 28 startups, up from 22 in 2007. Sixty-three percent of colleges and universities have set enterprise and entrepreneurship education as one of their goals, up from 45 percent in 2007. In 2011, the UK higher education white paper even identified business and entrepreneurship education as an important element of higher education. In order to further promote business and entrepreneurship education, QAA released the "business and entrepreneurship education: UK higher education institutions guide" in December 2012. The ultimate goal of enterprise and entrepreneurship education is to improve entrepreneurial efficiency. Therefore, colleges and universities should adopt multi-disciplinary approaches and mixed teaching methods to develop students' knowledge and ability in a balanced way so as to cultivate their entrepreneurial consciousness, thoughts and abilities. Second, educational output, namely graduates' entrepreneurial behaviors, traits and skills. Specifically, it includes: creativity and innovation ability; Identification, creation and evaluation of entrepreneurial opportunities; Make decisions through critical analysis and judgment; Implement decisions through leadership and management; Reflect and act; Interpersonal skills; Communication and strategic skills. Third, the educational approach, namely teaching, learning and examination. By designing entrepreneurship courses, creating entrepreneurship scenarios, participating in entrepreneurship practices and other ways, students can develop and discover their entrepreneurial effectiveness and encourage students to start businesses now or in the future. Therefore, teachers and students should achieve the following changes in the teaching process: from case study to the latest situation study; From focusing on abstract issues to innovation; From passive learning to active learning; From objective analysis to subjective experience; From text communication to multimedia communication; From the neutral principle to the individual perspective; From formal education activities to artistic activities; From fear of failure to learning from failure; From dependence to self-reliance and adaptability. In addition, the guideline not only recommends that universities offer courses on business and entrepreneurship, but also recommends that business and entrepreneurship education be embedded in all subject areas.
想要了解更多英国留学资讯或者需要英国代写，请关注51Due英国论文代写平台，51Due是一家专业的论文代写机构，专业辅导海外留学生的英文论文写作，主要业务有essay代写、paper代写、assignment代写。在这里，51Due致力于为留学生朋友提供高效优质的留学教育辅导服务，为广大留学生提升写作水平，帮助他们达成学业目标。如果您有essay代写需求，可以咨询我们的客服QQ：800020041。
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