The cultivation of the employability of British university students

下面为大家整理一篇优秀的assignment代写范文- The cultivation of the employability 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的培养。英国的高等教育从19世纪中期开始从实践中不断总结和改进工作，目的是为了培养具备就业能力的学生。而大学的就业能力植入、促进与融合优秀教学中心是英格兰高等教育基金委员会唯一资助的研究就业能力的国家级优秀教学中心。该中心致力于支持和赞助学校一系列有助提高学生就业能力的项目。

Employability is the subject of higher education in the UK. As early as 1963, the British "Robbins report" stressed that the goal of higher education should be: to provide teaching of universal skills applicable to the labor field. One of the most important tasks of higher education has been identified by the department for education and employment as helping university students develop higher levels of competence and skills to improve their long-term employability.

Compared with foreign countries, the cultivation of Chinese students' employability started relatively late. Therefore, an in-depth understanding of the successful experience of foreign colleges and universities is of great benefit to the improvement of the employability of Chinese college graduates.

In order to cultivate employable students, higher education in Britain began to summarize and improve its work from practice in the mid-19th century. The university's "centre for excellence in employability implantation, promotion and integration" is the only national centre of excellence in employability research funded by the higher education foundation of England. The centre is committed to supporting and sponsoring a range of programmes in schools to enhance students' employability, such as promoting various disciplines and business simulation activities, vocational planning skills training, etc. In addition, many universities have set up career and employment service centers and employment network service centers.

The job responsibilities and qualifications of UK employment guidance staff are very clear. Career counselor, for example, a career counselor job responsibilities include vocational guidance, psychological evaluation, organize job fairs, arrangement of unit of choose and employ persons to preach, reception of the foreign experts to visit, accept students consulting and mentoring, relay based on the syllabus of employability link, each week for students career mentoring programs, development of multimedia resources center, guide students in the school practice base practice, etc. In addition, career counselors provide students with extensive and practical courses and lectures. These courses are designed for the life trajectory of students in different grades and have the characteristics of gradual progress. Taking three-year university as an example, I learned basic vocational management skills in my freshman year and understood paid internship. Prepare for paid internship and take part time job in sophomore year; In the last year, I made clear my employment goals, attended job fairs, and took psychological tests. Teachers who serve as career counselors include full-time teachers and part-time teachers, with a larger proportion of the latter, because professional teachers and part-time career counselors can better integrate employability into the teaching syllabus and reflect it in specific teaching links. A career counselor must have a relevant educational background and experience.

Employability is a continuum that encompasses everything from getting a job to developing students' qualities and the ability to sustain personal development. British universities focus on the promotion of graduates' lifetime employability, and study the quality of graduates required by employers: intelligence, flexibility, self-awareness, lifelong learning, communication, interaction and team work skills, and study the value and development ability of graduates to enterprises.

In order to ensure the placement of employability, British universities set the detailed rules of all majors, including curriculum setting, assessment methods, admission requirements, etc. in line with the principle of "employability framework", and display and training the teachers of the whole university, and the specific implementation situation is reviewed by the teaching evaluation supervisor of the university. The teachers who are responsible for the implantation of employability are both professional course teachers and career guidance teachers. The school integrates a series of consistent syllabus features based on employability improvement into all majors, and then realizes the "integration", "transformation" and "transfer" of professional knowledge and professional skills. "Implantation" means using relevant learning and teaching methods and assessments to facilitate learning outcomes; "Fusion" means putting all the features together, and then the students can relate the features; "Transformation" means that theoretical courses not only grant students professional knowledge, but also transform students' ideas and cultivate the characteristics needed by enterprises. "Transfer" means transferring skills from the book state to the application state in the real world.

To realize the implantation teaching of employability, it is necessary to concretely realize the integration of employability in learning, teaching and evaluation.

Sheffield hallam university, for example, provides students with simulated internships on campus to develop the necessary skills. This simulation activity permeates each grade and sets roles according to the characteristics of students in each grade, so that all students have the opportunity to experience the characteristics of junior employees, middle managers and senior managers. The university has set up a database for these commercial projects, which complement each other to form a "social body" within the campus. Schools also set up internal "Banks" for these programmes to generate "cash flows", and students who are hired receive income. Schools buy software that assesses the viability of commercial projects and make it available to all students.

A new understanding of employability diversification employability is not only the ability to "get" a job, but more importantly the ability to "maintain" employment after getting a job. Training interview skills, resume production and other specific measures to achieve "employment", is to achieve short-term purposes; More importantly, the cultivation of "employability" should be implanted in every link of teaching, so that students can truly have the ability to learn independently, transform knowledge into skills, adapt to changes in the environment and other aspects.

Building a employability oriented talent development model many British universities have fully listened to the needs and opinions of enterprises on the skills of graduates when compiling their curricula. This information from employers provides valuable information for the implementation of employability implantation. Taking the employability of graduates as the orientation of talent cultivation will realize the win-win situation of graduates, enterprises and schools, and realize the transformation of talent cultivation mode from traditional product orientation to customer orientation.

In the context of two-way selection in the employment market, colleges and universities should restructure their teaching plans and employment policies around career paths, and push back the application-oriented talent training mode according to market demands, especially vocational schools and application-oriented undergraduate schools.

The successful cases of "learning on the job" and "training base on campus" in British universities provide us with two experiences.

Learning from work and learning the practical application of knowledge and skills in practice or classroom scenario simulation does not reduce the weight of theoretical knowledge, but emphasizes that "real learning focuses on the real world, complex problems and their solutions, and USES role-playing training methods and problem-solving oriented activities. Real learning has the following characteristics: real-world relevance, questions that define simulations, ongoing investigation, diverse resources and perspectives, collaboration, meta-cognition, cross-scientific perspectives, integrative assessment, multiple presentations and outcomes. Simulating a real workplace environment helps connect school education with workplace needs.

The training base comes not only from enterprises, but also from schools. Break down the conceptual walls of the campus and the enterprise, treat the society as the classroom in a broad sense and the school as the shrinking society. On the one hand, the university needs to establish a long-term mutually beneficial cooperative relationship with enterprises and establish a mechanism to encourage enterprises and institutions to accept students for internship and employment. The university provides intellectual support and academic guidance to enterprises and institutions through scientific research and training. Enterprises and public institutions shall participate in the determination and cultivation of talent training mode of schools, provide places for graduates' practical training, and arrange senior technical personnel to be internship tutors and guest lecturers. On the other hand, the school itself is a shrinking society, and training opportunities abound. Student associations, work-study programs, and the second classroom are all ways of learning on the job.

In recent years, entrepreneurship education has become the focus of employment education in colleges and universities in China. Entrepreneurs tend to have better business knowledge, social skills, teamwork, hard work, risk awareness and other qualities valued by employers than the average candidate. Entrepreneurs are often not unemployable. Therefore, the significance of entrepreneurship education lies not only in the number of short-term incubation entrepreneurship projects or the amount of venture funding; What's more important is to equip a wide range of students with the concept of business operation, learn how to deal with crisis, grasp business opportunities, and learn about customers and competitors through market research. These ideas will benefit every student for life. In the short term, the number of business incubation is only the explicit short-term benefit of business education. The long-term goal and the driving force for sustainable development of entrepreneurship education is to enable students to learn to think from the perspective of enterprises and employers by cultivating entrepreneurship awareness, getting familiar with business operations and understanding the workplace environment, so as to realize the transformation from campus people to professionals more quickly and better.

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