Academic literature on the topic 'Re-employability'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Re-employability.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Re-employability"
1
Kendall, Alexandra, and Amanda French. "Re-thinking employability with a literacies lens." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 164–78. http://dx.doi.org/10.1108/heswbl-09-2017-0055.
Full textAbstract:
Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).
2
Kiettikunwong, Narong. "Re-Employability of Older People in Khon Kaen Municipality (KKM)." Ageing International 43, no. 2 (November 29, 2017): 141–57. http://dx.doi.org/10.1007/s12126-017-9316-4.
Full text
3
Jackson, Denise. "Re-conceptualising graduate employability: the importance of pre-professional identity." Higher Education Research & Development 35, no. 5 (February 17, 2016): 925–39. http://dx.doi.org/10.1080/07294360.2016.1139551.
Full text
4
Williams, Stella, Anatoli Karypidou, Catherine Steele, and Lorna Dodd. "A personal construct approach to employability: comparing stakeholders’ implicit theories." Education + Training 61, no. 4 (April 8, 2019): 390–412. http://dx.doi.org/10.1108/et-08-2017-0112.
Full textAbstract:
PurposeThe purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. The study explores differences in the implicit employability theories of those involved in developing employability (educators) and those selecting and recruiting higher education (HE) students and graduates (employers).Design/methodology/approachA repertory grid technique (RGT) was employed to uncover the implicit theories of 22 employers and 14 educators across the UK.FindingsA total of 717 constructs were elicited. A differential analysis of data gathered demonstrated several areas of consensus among employers and educators (including emotional management, confidence, professionalism), as well as divergence in representations of commitment, proactivity, interpersonal competencies and vision to the conceptualisation of employability.Practical implicationsFindings from this analysis indicate a need to integrate group process assessments within undergraduate programmes and recruitment procedures.Originality/valueThis study represents a personal construct approach to employability, utilising the unique value of RGT to further inform our understanding of employability within an HE context. This study contributes to an understanding of employability as a continually re-constructed concept. This study provides insights to its nature via two information rich cases that have extensive knowledge on the topic.
5
Fakunle, Omolabake, and Anne Pirrie. "International Students’ Reflections on Employability Development Opportunities During a One-Year Masters-level Program in the UK." Journal of International Students 10, S2 (November 10, 2020): 86–100. http://dx.doi.org/10.32674/jis.v10is2.2719.
Full textAbstract:
This article explores reflection and reflective thinking, drawing upon qualitative research on international students’ perceptions of developing their employability while studying in the UK. It addresses a gap in the literature by making a connection between internationalization and employability, concepts that are mainly framed as separate discursive realms. The literature on internationalization is focused around international student recruitment and the benefits to the host institution; the employability discourse is oriented towards national policies on the development of human capital through home students in the domestic market. The reflective thinking demonstrated by the international students illustrates the challenges they faced in seeking opportunities to enhance their employability within and outside the university; and to (re)assess learning opportunities that are integrated with work experience. The findings suggest that there is scope for embedding employment development opportunities (EDOs) at a systemic level in order to enhance the experience of international students.
6
Abd Majid, Faizah. "iCGPA, IR4.0 and Graduate Employability from the Lens of the Academics." Asian Journal of University Education 15, no. 3 (December 31, 2019): 245. http://dx.doi.org/10.24191/ajue.v15i3.7803.
Full textAbstract:
This paper focuses on heated issues in the Malaysian public universities of late. Specifically, the paper uncovers the perceptions of a group of lecturers in a selected public university regarding iCGPA, IR4.0 and Graduate Employability. In eliciting relevant data, series of semi-structured interview were conducted. A total of ten lecturers from a faculty volunteered as participants. In collecting the data through the semi-structured interview, saturation stage was achieved at the end of the 5th participant. Anticipating no new themes could emerge from the subsequent interviews upon the saturation stage, it was decided that the research findings would be derived from the relevant excerpts from the existing five interviews. The interviews were done separately, and each lasted between 45 minutes and an hour. In ensuring the trustworthiness of the research findings interpretations, member-checks and an inter-rater were done. The salient findings include frustration over iCGPA implementation and a vague understanding of IR4.0 among the participants. The findings, however, revealed the participants’ awareness of graduate employability. Most importantly, the findings concluded that though the participants were clear with the importance of graduate employability, they were unsure about iCGPA’s role in enhancing graduate employability and how IR4.0 could be embedded in their syllabus to promote graduate employability. All in all, this paper has confirmed a potential gap between the three main aspects namely; iCGPA, IR4.0 and graduate employability. The implications include the need to revisit the existing curriculum in complementing the training needs of IR4.0 skills, to re-skill lecturers in their teaching approaches and to examine the implementation of iCGPA as a platform to indicate IR4.0 skills and to promote graduate employability. Various parties could benefit from the research findings such as the curriculum developer, the lecturers themselves and most importantly the policymakers.
KEYWORDS: iCGPA, IR4.0, Graduate Employability, Higher Education
7
Morales, Ramon. "Re: emergency physician hiring practices: the effects of certain conditions on employability." Journal of Emergency Medicine 19, no. 2 (August 2000): 190–92. http://dx.doi.org/10.1016/s0736-4679(00)00215-8.
Full text
8
Tomlinson, Michael. "Forms of graduate capital and their relationship to graduate employability." Education + Training 59, no. 4 (April 10, 2017): 338–52. http://dx.doi.org/10.1108/et-05-2016-0090.
Full textAbstract:
Purpose In the context of far-reaching changes in higher education and the labour market, there has been extensive discussion on what constitutes graduate employability and what shapes graduates’ labour market outcomes. Many of these discussions are based on skills-centred approaches and related supply-side logic. The purpose of this paper is to develop an alternative, relational conceptualisation of employability based on the concept of capitals. It discusses how this provides a more detailed and multi-dimensional account of the resources graduates draw upon when transitioning to the labour market. Design/methodology/approach The paper presents a new model on graduate employability, linked to five areas of capital which are seen as constitutive of graduates’ employability and significant to their transitions to the labour market. The paper draws together existing conceptual approaches and research studies to illustrate the different features of the model and how they relate to graduate employability. It also discusses some practical implications for those helping to facilitate graduates’ transitions to the job market. Findings The paper argues that the graduate capital model presents a new way of understanding graduate employability which addresses the challenges of facilitating graduates’ transitions and early career management. The forms of capital outlined are conceived as key resources that confer benefits and advantages onto individuals. These resources encompass a range of human, social, cultural, identity and psycho-social dimensions and are acquired through graduates’ formal and informal experiences. Research limitations/implications Whilst this is a conceptual model, it has potentially strong implications for future research in this area in terms of further research exploration on the core components and their application in the labour market. Practical implications This re-conceptualization of graduate employability has significant implication for graduates’ career management and strategising in developing resources for enhancing their transitions to and progression within the labour market. It also has implications for career educators in developing practical employability strategies that can be used within institutional settings. Social implications The paper raises salient implications for the effective and equitable management of graduate outcomes post-graduation which has clear relevance for all stakeholders in graduate employability, including students/graduates, career educators and employers. Originality/value The paper develops a new model for conceptualising graduate employability and illustrates and applies this to discussion of graduate employability. It also raises practical applications around the different components of the model.
9
English, Peter, Margarietha Johanna de Villiers Scheepers, David Fleischman, Jacqueline Burgess, and Gail Crimmins. "Developing professional networks: the missing link to graduate employability." Education + Training 63, no. 4 (February 23, 2021): 647–61. http://dx.doi.org/10.1108/et-10-2020-0309.
Full textAbstract:
PurposeResponding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications.Design/methodology/approachA qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university.FindingsThe findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability.Research limitations/implicationsThis paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum.Originality/valueDrawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities.
10
Hora, Matthew T., Ross J. Benbow, and Bailey B. Smolarek. "Re-thinking Soft Skills and Student Employability: A New Paradigm for Undergraduate Education." Change: The Magazine of Higher Learning 50, no. 6 (November 2, 2018): 30–37. http://dx.doi.org/10.1080/00091383.2018.1540819.
Full textDissertations / Theses on the topic "Re-employability"
1
Foley, Elizabeth, and n/a. "Reentry and retention: a study of the relationship between characteristics of reentry nurses and reemployment in nursing." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050711.151302.
Full textAbstract:
The purpose of this study was to examine the relationship
between characteristics of refreshed registered nurses and
reemployment in the nursing workforce post Refresher
programme. The application forms completed by the
participants of the six programmes conducted by the ACT
Health Authority (ACTHA, now Department of Community Services
and Health ACT) provided data for a profile analysis.
Employment data was derived mostly from statistics compiled
by the Research Officer, Nursing, ACTHA.
The findings of this study demonstrated that inactive
registered nurses do return to nursing from periods of
non-participation as nurses, following completion of
Refresher programmes. Moreover, significant numbers of these
returning nurses remain in nursing employment. In relation
to that aspect of workforce planning which considers sources
of supply for the registered nurse labour market an area for
further study would be to explore the area of patient care in
which the greater concentration of refreshed nurses were to
be found post programme: acute care settings or extended care
facilities.
The study found that predictions of the successful reentry to
nursing of the individual refreshed nurse and of retention in
the nursing workforce could not be based on the
characteristics of that person, alone. These findings
supported the study's hypothesis that there would be no
statistically significant difference between the
characteristics of refreshed registered nurses who returned
to, and remain in, the nursing workforce and those refreshers
who either did not reenter nursing post programme or who left
during the following twelve months. The characteristics
examined were age, family status, post registration nursing
experience, post registration nursing courses, worked as a
nurse in the ACT prior to the programme, previous employment
status, and time inactive from nursing pre-Refresher
programme.
Trends were identified which indicated that with some
characteristics there was a greater likelihood of post
programme reemployability in nursing. Refreshed nurses who
reentered and remained in the nursing workforce tended to be
younger.than those not working as nurses. There was a trend
for post programme participators in the nursing workforce to
have had fewer years of post registration nursing experience
and to be more likely not to have obtained post registration
nursing qualifications than their counterparts not working in
nursing positions.
Perhaps not surprisingly the study found that a higher
proportion of the refreshers employed as nurses had
previously worked at some stage in ACT health care facilities
as registered nurses. A somewhat unexpected finding was that
amongst the group of refreshed nurses working in nursing the
largest contingent had been inactive from nursing for more
years than was the case for those not working as nurses.
The majority of refreshed registered nurses, whether they
were working as nurses post programme or not had a family
status of partner/husband and child(ren) and were unemployed
before undertaking the Refresher programme.
Refreshed registered nurses have provided a source of supply
to the nursing workforce during a period of shortage of
qualified nurses in the health care system. In the latter
part of the 1980's there have been indications that shortage
is largely confined to nurses with specialised skills. The
findings from this study should assist the nursing profession
in deciding the future role of programmes of reentry for
inactive registered nurses who require reskilling for current
clinical competence for general patient care areas.
2
Machado, Monike Caroline Zirke. "Pedagogos nos espaços corporativos de educação : identidades profissionais em (re)definição." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/1018.
Full textAbstract:
Made available in DSpace on 2016-12-08T16:35:07Z (GMT). No. of bitstreams: 1
123544.pdf: 902544 bytes, checksum: 8245fb6ce4f35fab8e13b7ca358339a3 (MD5)
Previous issue date: 2014-08-21Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to investigate what is the interest/motivation of pedagogues on pursue employability out of the school environments, in companies that sell professional qualification for different segments of the labor market. To that end, it analyzes how the pedagogues insert themselves on these companies, how they organize their personal job situation, and what professional activities they assume. It considers that college institutions, as they offer licentiate in pedagogy, have as their goal, prepare pedagogues to perform Basic Teaching Education. However, it was noticed that pedagogues are hired to work on places other than schools and colleges. The objective is to investigate the corporative employability process and the stress that it causes on the pedagogue s professional identity. For this purpose, from biographical interviews, empirical research with seven pedagogues, whom are part of companies like those, was done. The interviews were done individually on places chosen by the interviewees. Finally, the transcription of the interviews and the analysis based on selected theoretical reference were made. The results demonstrate that rarely pedagogues understand this displacement of the school environment as a deviation of their ―pedagogue being‖ - whether through teaching or learning theories or even by their previous experiences as teachers. It shows that this detachment might be related to several attractive compensations from the corporate environment; nonetheless, it demonstrates that do not always there is a drop on the link with the academy. Furthermore, we can notice that the relationship between Pedagogy with the didactic seems to be the main corporative interest.
Nesta pesquisa investiga-se qual o interesse/motivação dos pedagogos em buscarem inserção profissional fora dos espaços escolares, em empresas privadas que vendem serviços de capacitação para diferentes segmentos do mercado de trabalho. Para isso, analisa-se como os pedagogos inserem-se nessas empresas, como organizam suas situações de trabalho e que atividades profissionais assumem. Parte-se do pressuposto de que as Instituições de Ensino Superior, ao oferecerem a licenciatura em Pedagogia, têm como objetivo formar pedagogos para a atuação na docência da Educação Básica. Constata-se, no entanto, que pedagogos são contratados para atuarem em espaços educativos não escolares. O interesse é investigar o processo de inserção no espaço não escolar corporativo e o tensionamento que provoca na constituição da identidade profissional do pedagogo. Para isso, a partir de entrevistas biográficas, optou-se por uma pesquisa empírica junto a sete pedagogos que possuem vínculo com empresas com essas características. As entrevistas foram realizadas individualmente em locais escolhidos em conjunto com as entrevistadas. Por fim, foi feita a transcrição das entrevistas e a análise com base no referencial teórico selecionado. Os resultados demonstram que nem sempre os pedagogos entendem o afastamento da docência e do ambiente escolar como um afastamento do ―ser pedagogo‖ seja pela didática, pelas teorias de aprendizagem ou mesmo pela experiência que vivenciaram como docentes. Mostram que esses afastamentos podem estar relacionados com diferentes atrativos do meio corporativo, mas, em contrapartida, demonstram que nem sempre há uma quebra de vínculo com o meio acadêmico. Além disso, percebemos que a relação da Pedagogia com a didática parece ser o maior interesse dos ambientes corporativos em relação aos pedagogos.
3
"Re-employability assessment of persons with traumatic brain injury." Thesis, 2015. http://hdl.handle.net/10210/13574.
Full textAbstract:
Ph.D (Industrial Psychology)Brain injuries often occur suddenly and without warning, and from that instant, a normal life can be changed. Traumatic Brain Injury (TBI) may result in significant impairment of an individual’s physical, cognitive and psychosocial functioning. Although there is a fair amount of research on the concept of brain damage and the consequent effects on the family and return to work (RTW) prospects, there is far less information available on the actual assessment of workplace capability or workplace potential following the head injury incident. This is important, since the concept of work or job value has been well documented. Employment is far more than just a job; it not only provides for basic sustenance needs and decent living conditions, but also allows someone to fit into the world, create relationships, use talents and skills, learn, grow and build, and develop a sense of identity and belonging. While the value of work is well-documented, the statistics regarding unemployment following a head injury are concerning. It is estimated that approximately 1.5 million Americans sustain head injuries each year, with the majority of these people being under the age of 35 and in their prime years of vocational productivity. A baseline figure of 2% of the American population is currently living with disabilities as a result of head injuries. In South Africa, the rate of occurrence seems to be even more alarming, with published rates of 89,000 cases for 2009. In 2001, this was a baseline figure of 5% of the population living with disabilities resulting from head injuries. Various sources put the occurrence of head injuries in South Africa at 1.5 to 3.5 times higher than the estimated global rate. The negative impact of this on the individual, the family, community and economy is clear.
4
CHAN, HUEI YU, and 詹蕙宇. "Framework and Constructing Process of Employability of Re-Employment Scale." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x2qyu9.
Full textAbstract:
碩士國立臺北教育大學
心理與諮商學系碩士班
106
The purpose of the study was to explore the content and framework of employability of the re-employed and record the process of constructing a scale aimed for the re-employed with descriptive data. Focus group and personal interviews with employment specialists and the re-employed were conducted in order to collect descriptive data. The result revealed that the content of employability of the re-employed, which took the evalution of personal status quo, career values and experiences of fomer workplace into consideration, contrasted sharply with the first employed. The re-employed gained more insight into what is vital to the adaption of workplace than the first employed, and valued the balance between life and job most. The study findings may serve as the guidance for further understanding of the need of the re-employed, and providing appropriate assisteance for them. For employment specialists, the scale may also serve as an entry point with those who seek for job opportunities.
5
WANG, SIAO-CIAO, and 王曉喬. "The Study on Re-employment of Unemploy Workers: The Labor Character and Employability Perspective." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62294452528230143542.
Full textAbstract:
碩士國立高雄應用科技大學
人力資源發展系
98
Abstract The jobless rate of Taiwan continuously increases from 1995, in addition of 2008 financial tsunami of deriving from the United States to gobble up in the world, make our country’s jobless rate set since 1985 of new high that has ever had. Bring unemployed problem to employment Fu is can not ignore. In order to sake of the exaltation employment and help an unemployed labor employment effectively, our research is thorough to inquire into unemployed labor impact factor of employment is again and the employment power that investigates unemployed labor works again to it of influence. This research makes use of a questioinnaire employment to job-center in 2010, the survey period of this research is from January, 2010 to April. In view of the issue, a total of 1000 questionnaires were sent out to involuntary unemployment labors, and 912 effective ones were received. The questionnaire recalls after a month, and tracks an interview employment by telephone or not. Finally 872 effective ones were received. The main results of this study were: 1. Whether unemployed labor workses again or not meeting because personal age of condition, living ground, marital status, sex and have difference. 2. The unemployed labor unemployed period has difference because of the dissimilarity of age and living ground, marital status. 3. The unemployed labor looks for job motive meeting to have difference because of the dissimilarity of age, level of education and living ground, marital status and sex. 4. The unemployed labor again employment or not meeting because of last time different occupation, seniority and have difference. 5. The unemployed labor again employment or not meeting because of front company occupation train and have difference. 6. The employability meeting of unemployed labor has difference because of age, level of education, marital status and sex.
6
Erasmus, Cindy. "The psychometric assessment of the re-employability (on a labourer level) of the brain-damaged." Thesis, 2012. http://hdl.handle.net/10210/7032.
Full textAbstract:
M.A.Certain topics almost have an interdicted status surrounding them. Avoidance of the unknown is a common reaction displayed by people especially when it involves a condition that strips another of normality. One such topic is brain damage. This study was undertaken to provide an alternative method of viewing a condition that is known to affect many individuals. Brain damage may be acquired by anyone at any point in time as a result of the forces of nature, such as illnesses or intervention of mankind, such as motor vehicle accidents. It seems more valuable to research the issue and provide some resolve, than to ignore or avoid it. To ensure that a well-founded study was accomplished one dimension of daily living affected by head injuries, was focused upon. Re-employability of labourers following mild to moderate brain damage was the area selected for this study. To achieve this objective, a psychometric battery which assesses the capabilities of an unskilled or semiskilled labourer with brain damage, has been designed. In order to assess the validity of the battery, it was administered to two groups of individuals. The first group constituted 25 brain-damaged labourers and the second group consisted of 100 normal labourers. By comparing the performance of the two groups, it became possible to determine whether the battery was feasible as an instrument of skill disparity. The data accumulated by the study showed that the battery does have the capability of distinguishing between the groups. A significant result of this study is that there now appears to be a method of differentiating between the jobrelated skills retained by brain-damaged labourers as opposed to normal labourers. This infers that the instrument has the capacity to assess how close to normal the skill competencies of injured persons are. In this setting this invariably implies an evaluation of the reemployability status of a person. Brain-damaged individuals are thereby given some recourse to determine their future work prospects and are provided with some clarity on one dimension of their functioning.
7
Gomes, Andreia Isabel da Rocha. "Avaliar a eficácia de Programas Municipais de Ação Social : o caso de Castelo de Paiva." Master's thesis, 2013. http://hdl.handle.net/10400.14/16923.
Full textAbstract:
Este trabalho tem por objetivo avaliar o impato do Projeto Incluir (PI) – programa municipal de ação social no Município de Castelo de Paiva, socorrendo-se da metodologia de análise de implementação de Mendes (2006). Pretende-se avaliar qual o impato que o PI teve nos beneficiários, na comunidade e nas relações interinstitucionais e, paulatinamente, no desenvolvimento do próprio concelho. Foram abordados alguns conceitos teóricos, nomeadamente pobreza, exclusão social e fatores associados a estes, municípios, territorialidade, parceria e intervenção ao nível local, com o intuito de fundamentar as hipóteses de trabalho da presente dissertação, nomeadamente o impacto e a eficácia que este projeto teve sobre as competências pessoais, sociais e profissionais dos beneficiários, assim como ao nível da empregabilidade e isolamento social. Fizemos uma análise ao PI na totalidade dos diversos anos de vigoração (2006 – 2011) em termos de execução/avaliação. Por disponibilidade de dados, e de acordo com pressupostos definidos, centramos a nossa análise numa amostra de 117 pessoas (estiveram integradas no PI durante a sua vigência). Concluímos que o PI teve um impato positivo na amostra e agregados familiares e, paulatinamente, no território, rentabilizando recursos endógenos e parcerias através de respostas individualizadas e sistémicas. Não obstante, o projeto em causa também tem limitações que se correlacionam com restrições orçamentais, parcerias mal definidas, inoperacionais e dificuldades em alguns beneficiários em apreender o projeto como uma ferramenta potenciadora de mudanças sociais e construção de novos projetos de vida.This study aims to evaluate the impact of ‘Include Project’, a social-action driven Municipal program in Castelo de Paiva, supported by the methodology of analysis of Mendes’ (2006) methodology. The goal is to evaluate the 'Include Project’s' impact within the beneficiaries, the community and on the inter-institutional relations, and, gradually, its influence on the County’s development. To evaluate this impact there has been a study of some theoretical concepts, such as poverty, social exclusion (and factors associated to them), municipalities, territoriality, partnership and some local intervention, trying to fundament the work opportunities of this dissertation, such as the impact and effectiveness that this project had upon the personal, social and professional skills of the beneficiaries, as well as the employability and social isolation. We have analyzed the “PI” on its entirety over the years (2006 - 2011) and the various actions related to its execution / evaluation. By data availability, and according to our own defined assumptions, we focused our analysis on a 117 people sample that has been on the project throught its duration. Based in our sample we have concluded that “Include Project” had a great impact within our individuals and their households, and gradually, also on the analyzed territory, maximizing local resources and partnerships by individual and systemic responses. Nevertheless, this project also has some limitations correlated with budgetary restrictions, inoperable and ill-defined partnerships and some obvious difficulties were experienced by some beneficiaries on apprehending the project as a tool to enhance social change and to build new life projects.
Books on the topic "Re-employability"
1
Canada. Human Resources Development Canada. Federal-provincial agreements to enhance the employability of social assistance recipients 1991-1992. Ottawa: Human Resources Development Canada, 1991.
Find full text
2
Canada. Human Resources Development Canada. Federal-provincial agreements to enhance the employability of social assistance recipients, 1991-1992 =: Ententes fédérales-provinciales visant à améliorer l'employabilité des bénéficiaires de l'aide sociale, 1991-1992. Ottawa, Ont: Human Resources Development Canada = Développement des ressources humaines Canada, 1995.
Find full textBook chapters on the topic "Re-employability"
1
Lisimberti, Cristina. "Doctorates and Employability: New Perspectives for Doctoral Education." In Employability & Competences, 425–33. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.46.
Full textAbstract:
Profound processes of change are affecting doctorates all over the world, above all, to provide broader employment prospects. However, the link between the transformations of a doctorate and employability is complex, and entails re-thinking formative pathways for doctorates by focusing on the professional identity of a PhD
2
Rossi, Bruno. "Self-Telling to Orientate Oneself." In Employability & Competences, 91–101. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.16.
Full textAbstract:
The guidance experience, pedagogically considered, is above all the process of identification, recognition and consolidation of individual resources of which the person is the bearer (attitudes, capabilities, inclinations, expectations, desires, projects), is the conquest of one’s own identity, the research of constituent elements of personality, the awareness of ‘being-different-from-everyone-else’. Within this theoretical assumption, the narration is a suitable placement as estimable and relevant device for self-guidance and transformation of the self. In the guidance actions the use of narrative, reflective and autobiographical paradigms can represent an effective aid in the direction of the redefinition of identity, empowerment and self-empowerment. Narration is the search for the truth about the self, or even more the process of re-thinking and re-design the self. It means to discover and achieve a deep knowledge about the self, to reconstruct one’s own life plan, is to de-form to re-emerge, to re-form it. In a broad sense, it is in some way to ‘die’ to be reborn regenerated
3
Striano, Maura. "Higher Education and Work-Related Learning from Professionalism to Professionality." In Employability & Competences, 65–74. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.13.
Full textAbstract:
Within a complex economic, political, and social scenario that requires high-level competencies as well as increasingly active citizenship, the European and international agenda for higher education needs to be renewed and re-articulated according to new goals and priorities. Higher education should offer students the opportunity to develop aptitudes and acquire advanced but flexible competencies and skills that go beyond mere professionalism and instead focus on the development of a sound professionality
4
Goldspink, Sally, and Hilary Engward. "Curiosity and Self-connected Learning: Re-centring the ‘I’ in Technology-Assisted Learning." In Employability via Higher Education: Sustainability as Scholarship, 305–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26342-3_20.
Full text
5
Boffo, Vanna. "Storytelling and other skills: Building employability in higher education." In International and Comparative Studies in Adult and Continuing Education, 31–50. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.03.
Full textAbstract:
The storytelling device introduces the search for our roots, as persons and human beings. To write an autobiography is to seek our roots not only through retrospection, interpretation, and creation but through an act of profound freedom towards ourselves. To tell our story is to put back together the pieces of our existence and, in doing so, to re-build it. Recounting our work, at a certain point in our professional life, is like putting it back at the centre of our lives, it is like giving meaning to our actions, and starting to understand and interpret them again. This is why it is so important to recount our work, both for the narrator and the listen-er. From this point, we are trying to put in front of the educational perspectives the narration of the self as a central point of reflection on the knowledge, competences, and capabilities for entering into the world of work with responsibility, awareness, and a deep sense of citizen-ship. Following these indications, we thought that it could be a useful exercise to reflect on professionals’ stories in order to look inside the self. At the same time, we trust it is very im-portant for young adults transitioning into the world of work.
6
"Re-imagining Graduate Achievement and Employability." In Education for Employability (Volume 1), 73–82. Brill | Sense, 2019. http://dx.doi.org/10.1163/9789004400832_006.
Full text
7
Parkar, Shalaka Sudhir. "Revamping Pedagogies in Indian B-Schools to Create Global Leaders." In Management Education for Global Leadership, 52–69. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch003.
Full textAbstract:
Recent study depicts that only 10% MBA graduates in India are employable due to lack of employability skills and excess supply. In a mad rush of the Indian B-Schools to match up with the industry standards for placements, they have ignored to incorporate a few crucial aspects as a part of their curriculum viz: pedagogies imparting practical knowledge to the MBA students and Employability Skills like Soft Skills, Communication Skills in English, Image Management and also ways to test their troubleshooting capabilities. Instead focus is on extending regular dose of theoretical knowledge in classrooms, which is often restricted to solving case studies from the prescribed text books. Serious re-thought needs to be given by the academic leaders of the B-schools, allied universities and the regulatory bodies to the revamping of the currently prescribed curriculum and pedagogy, in order to produce graduates who are skilled global leaders.
8
Pulker, Hélène, Ursula Stickler, and Elodie Vialleton. "Well-rounded graduates – what languages can do." In Languages at work, competent multilinguals and the pedagogical challenges of COVID-19, 23–35. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.49.1215.
Full textAbstract:
The School of Languages and Applied Linguistics at the Open University (OU) radically re-designed its modern languages curriculum in 2014, launching its first suite of new modules in 2017. The institution as a whole has since also developed a new employability framework. Our paper describes the principles underpinning the design of the new curriculum, demonstrates how it is being implemented, and focuses on an initiative that involved our Associate Lecturers (ALs) in defining a 'well-rounded graduate' and reflecting on plurilingualism and their roles as language teachers in a distance-teaching institution. Presenting our Teaching Excellence project, its processes, and findings in this paper will allow colleagues who teach modern languages to replicate or adapt parts of our approach in their own settings, exemplifying to the wider world how language skills can become an inherent element of the well-rounded graduate in the 21st century.
9
Colin, Lindsay. "Re-connecting with ‘what unemployment means’: employability, the experience of unemployment and priorities for policy in an era of crisis." In Social policy review 22Analysis and debate in social policy, 2010, 120–47. Policy Press, 2010. http://dx.doi.org/10.1332/policypress/9781847427113.003.0007.
Full text