By Harald Schomburg, Ulrich Teichler
A decade after the Bologna assertion has known as for the institution of a cycle approach of research programmes and levels all over the place Europe the alterations really having happened during this reform technique will be measured and assessed. To what volume did the bachelor scholars received overseas reports in the course of or after their research software? what's the percentage of bachelor measure holders who're hired approximately 12 months after commencement? What are the hard work marketplace stories of these bachelor graduates who began to paintings? used to be it tough to realize correct employment? What are the employment stipulations for bachelor graduates by way of source of revenue, place, operating time, limitless time period contracts in comparison to conventional graduates? To what volume are bachelor graduates operating in parts with shut relation to their box of analysis (horizontal match)? Is their point of schooling wanted for his or her paintings projects (vertical match)? those are the most important questions with a purpose to be replied during this quantity in accordance with surveys of graduates from associations of upper schooling lately undertaken in ten ecu international locations (Austria, Czech Republic, France, Germany, Hungary, Italy, Norway, Netherlands, Poland, and United Kingdom). The bachelor-master-structure really carried out varies considerably among the nations and in addition the implications of those reforms vary strikingly. In a few international locations, extra scholars spend a interval of analysis out of the country than the objective set for the yr 2020 within the Bologna procedure; in different nations, no longer but 1 / 4 of the predicted expense is accomplished. additionally the frequency of bachelor graduates differs by way of nation who decide upon additional research, move to employment or are either hired and scholars. The comparative examine additionally presents a wealth of knowledge in regards to the employment and paintings scenario of bachelor graduates compared to different graduates from associations of upper schooling. The booklet presents correct info for college students and educating employees at associations of upper schooling, employers and politicians and administrative employees facing greater schooling concerns.
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Extra info for Employability and Mobility of Bachelor Graduates in Europe
In the Bologna Process, a controversial debate developed about the functions of higher education. The discourse on “knowledge society” and “knowledge economy” underscores that higher education is becoming increasingly more important for technology, economy, society and culture and that, as a consequence, it is increasingly under pressure to provide evidence that it is useful for society. Extreme voices are frequently heard. On the one hand, we hear that higher education should have a close “match” to the current visible “demands” formulated by employers or inferred from the trends on the labour market.
Teichler, 2007a, 2007c). Do we note differences in the weight of these factors with regard to graduates from Bachelor programmes with an academic emphasis as compared to a vocational emphasis, or differences in those respects between Bachelor and Master graduates (see Allen & Van der Velden, 2007)? Such complex analyses are needed because professional success is not the same as “output” of higher education. Rather, other “intervening variables” may explain success, notably different socio-biographic preconditions of students of certain institution types, institutions and programmes, differences according to learning prior to and outside higher education, differences in the study behaviour during the course of study in higher education, processes of recruitment and job search, regional labour markets, and disciplinary labour markets.
Beyond acquisition of knowledge: general competences and practice-oriented learning There is no comprehensive analysis of the major curricular thrusts which have emerged in the process of curricular reforms that accompany the introduction of a convergent cycle system of study programmes and degrees in the various European countries. Most available documents suggest that two curricular thrusts that are linked to the frequently used term “competences” (see the overviews of concepts in Bennet, Dunne & Carrée, 2000; Knight & Yorke, 2002, 2003) have gained mo30 BOLOGNA – MOTOR OR STUMBLING BLOCK mentum.
Employability and Mobility of Bachelor Graduates in Europe by Harald Schomburg, Ulrich Teichler