Relevant bibliographies by topics / Employability Skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Employability Skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Employability Skills"

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Nugraha, Hari Din, R. A. Vesitara Kencanasari, Reni Nuril Komari, and Kasda Kasda. "Employability Skills in Technical Vocational Education and Training (TVET)." Innovation of Vocational Technology Education 16, no. 1 (2020): 1–10. http://dx.doi.org/10.17509/invotec.v16i1.23509.

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Employability skills should be a necessity for every TVET graduate. The need for the employability skills is very important in order to prepare TVET graduates in entering the labor market. The purpose of this study is: (1) to verify indicators of employability skills needed by TVET graduates and, (2) to produce proposals for employability skills frameworks for TVET graduates. This article reviews various relevant literature in order to explore the needs of appropriate employability skills. The results of the literature review show the employabilty skills needed by TVET sorted according to rank, namely; Social Skills, Knowledge in the Field of Engineering, Communication Skills, Information and Technology Skills, Management Skills, Creative and Innovative, Problem Solving and Critical Thinking. The implications of this literature review provide information and recommend a set of frameworks for academics to improve the employability skills of TVET graduates.
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Wahyu Safitri, Dinda Aramitha, and Wahyu Indianti. "PERAN MODERASI SELF-ESTEEM PADA HUBUNGAN EMPLOYABILITY SKILLS DAN ADAPTABILITAS KARIER SISWA SMK." Journal of Psychological Science and Profession 5, no. 2 (2021): 115. http://dx.doi.org/10.24198/jpsp.v5i2.32103.

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Berkembangnya teknologi menyebabkan banyak perubahan, terutama pada masa pandemi saat ini di mana berdampak pada dunia industri. Individu yang memiliki adaptabilitas karier diprediksi memiliki kualitas pekerjaan yang baik sehingga dapat menghadapi berbagai tantangan karier. Employability skills dan self-esteem dianggap penting dalam memengaruhi adaptabilitas karier. Penelitian ini bertujuan untuk mengetahui peran self-esteem sebagai moderator hubungan employability skills dan adaptabilitas karier. Subjek penelitian ini terdiri dari 703 siswa SMK (usia 14-23 tahun). Alat ukur yang digunakan adalah Career Adapt-Abilities Scale (α = 0,924), Student Employability Skills Questionnaire (α = 0,939), dan Rosenberg’s Self Esteem Scale (α = 0,791) yang telah diadaptasi ke dalam bahasa indonesia. Hasil penelitian menunjukkan bahwa self-esteem tidak memoderasi hubungan employabilty skill dan adaptabilitas karier. Dengan kata lain, harga diri tidak memperkuat atau memperlemah hubungan keterampilan dasar kerja individu dan adaptabilitas karier. Hal tersebut karena employability skills memiliki pengaruh yang lebih kuat terhadap adaptabilitas karier sehingga tanpa adanya self-esteem tetap akan memberikan pengaruh terhadap adaptabilitas karier siswa.
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Soproni, Zsuzsanna. "Employability Skills." GiLE Journal of Skills Development 3, no. 2 (2023): 53–65. http://dx.doi.org/10.52398/gjsd.2023.v3.i2.pp53-65.

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Technology has been responsible for the digitisation and automation of routine jobs. With the advent of Artificial Intelligence (AI) this trend is likely to continue into more technical or sophisticated work. This gives rise to the question; how can graduates and employees ensure they have a job in the future? A precondition for understanding lifelong learning is to clarify what kind of learning may take place throughout an employee’s career. This paper explores the concepts of employability skills, soft skills, and 21st century skills in an effort to identify where particularly human skills will still be essential. After reviewing research in the area of employability skills, mainly from a labour market perspective, the paper goes on to contextualise the training and development of employability skills in higher education. Following that, reasons for developing and introducing employability skills modules in higher education are discussed and based on the literature, recommendations are made for higher education institutions, tutors, students, and employees.
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K L, Sagayaraj, and Nisha Ashokan. "Analysis of Employability Skills Among Rural Graduates." ECS Transactions 107, no. 1 (2022): 5613–23. http://dx.doi.org/10.1149/10701.5613ecst.

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The purpose of education is to bring out the good qualities that are hidden among students. Education enlightens and creates new job avenues for the graduates to hone their employability skills. Employers look for graduates who are acquainted with expected employability skills fit for the job market. Academicians and academic institutes have a vital role in imparting knowledge and shaping the future of graduates. Employability skill creates new hopes and promises to the graduates to secure a promised job. Employability skill is well described as the attributes, knowledge, and skills possessed by graduates during the academic pursuit. As employability skill is becoming more important for the graduates to get good placement, it is the need of the hour to explore new ways of imparting employability skill among the graduates. This article aims at exploring the existing literature on employability skills among graduates. The purpose of this study is to analyze the various dimensions, categories, and frameworks of employability skills among graduate students. This article identifies the gap that is existing between academic institutions and employers. This paper focuses also on the important skills that are expected by employers in the 21st century.
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Bindhu, Ann Thomas, and K. V. Unninarayanan Dr. "A STUDY ON EMPLOYABILITY SKILLS OF MBA STUDENTS FROM THE MANAGEMENT INSTITUTES IN THE STATE OF KERALA." International Journal of Current Research and Modern Education 3, no. 1 (2018): 318–24. https://doi.org/10.5281/zenodo.1205091.

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This study of employability skills among management  students identifies various abilities of students including communication skills, problem solving skills , planning and organising skills , interpersonal skills, motivation skills, attitude skills , leadership skill, team work skills, decision making skills, computer skills, learning skills, and functional skills. This study identifies the mean score of each skill and overall employability skills possessed by managements students in the state of Kerala. Employability skills should be well developed among the management students, so that they can enter into the world of job easily. The researchdesign used for this study is descriptive study. Sampling technique adopted for the study isconvenient sampling. Data collection was through mailed questionnaire method and direct contact with management students to collect the questionnaire. The sources for secondary data were journals, thesis and research papers. The toolsused to analyse and interpret the employability skills among management students included percentage analysis, mean score andindependent t test and ANOVA in SPSS.The result shows there was no difference in the employability skills among the three categories of institutions on the basis of years of their existence/establishment. The results also showed that there was no significant difference in the overall employability skills betweenmale and female students.
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Nasreen, Fathima, Sook Fern Yeo, Yeow Jian Ai, and Aidawati Abd Rahman. "Employability Skills for Business Students in IR4.0: A Narrative Review." PaperASIA 40, no. 6b (2024): 219–31. http://dx.doi.org/10.59953/paperasia.v40i6b.253.

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Employability skills are essential for job placement in the industry. Students need to enhance relevant employability skills for IR 4.0 based on their work sector, as the required skills differ for each sector. However, there is a skill gap between academic institutions and the industry needs. The previous research precited that the skill gap would be more comprehensive in Industrial Revolution 4.0. Hence, this research aims to find the required employability skills for the industry. This research used previous studies published between 2018 and 2023. Databases such as WoS of Science, Scopus and Google Scholar were used to search articles from academic journals using the following keywords: employability skills, IR 4.0, business education, and industry demands. This study used a narrative review to explore the required employability skills for the industry. The analysis comprises 53 academic articles. Based on the thematic analysis, three themes were developed for this review. Namely, relevant employability skills for the industry's current and future needs are grouped under the categories of key skills, contextual skills, digital skills, and social skills. Moreover, required skills for business studies are grouped under soft skills, hard skills, and personal traits. This research recommends that academic institutions collaborate with the industry to prepare relevant graduates for the industry.
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Jackson, Denise, Ruth Sibson, and Linda Riebe. "Delivering work-ready business graduates - keeping our promises and evaluating our performance." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (2013): 2–22. http://dx.doi.org/10.21153/jtlge2013vol4no1art558.

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Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready.
 This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.
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Anuja Gopal, Bhupinderpal Singh Dhot, and Jatinder Kaur. "Exploring the Dimensions of Employability Skills." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 09 (2024): 2973–79. http://dx.doi.org/10.47392/irjaem.2024.0439.

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The modern workplace is characterized by rapid changes in technology, industry practices, and organizational structures, making employability skills crucial. In such a fast-changing competitive job market, individuals with strong employability skills catch the attention of employers. Possessing a specific set of skills and competencies apart from educational qualifications is essential for students to secure employment in this competitive scenario. This skill set varies across countries, leading to the development of diverse frameworks for employability skills, characterized by well-defined skills and attitudes. This paper specifically explores various dimensions of employability skills. The findings presented in this paper are drawn from secondary sources available across different countries and publishers. This manuscript aims to provide a comprehensive understanding of the global landscape of employability skills. The results may prove beneficial for future studies, offering clarity in defining employability skills and their dimensions and career progression.
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Hendrawan, R. F., and D. Daryanto. "Employability skills: Industry perspective and achievement of student of employability skills." Journal of Physics: Conference Series 1402 (December 2019): 022049. http://dx.doi.org/10.1088/1742-6596/1402/2/022049.

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Ilyas, Muhammad, and Sher Ali. "Skills and Employability of Graduates: The Role of Skills Development Programs in District Swat." iRASD Journal of Economics 5, no. 1 (2023): 687–99. http://dx.doi.org/10.52131/joe.2023.0501.0108.

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This study examined the impact of skills on the graduate`s employability, with the potential moderating role of employability skills development program activities. Primary data collected through a self-administered questionnaire from randomly selected 580 graduates (those graduates who have completed their graduation during 2017 - 2022) of district Swat, Khyber Pakhtunkhwa, Pakistan was used for the empirical analysis. Descriptive statistics, unpaired t-test analysis, and OLS regression analysis confirmed the hypothesis that skills have a significant positive impact on the graduate`s employability on employed, unemployed and combined group of graduates. The results also confirmed the potential moderating role of employability skills development program activities in the process. The specific employability components like personal qualities, core skills, initiative & enterprise, and attitude & work ethics are also found significantly related to the graduate`s employability. The findings of the study suggest that higher education institutions should properly plan for employability skills development program activities during graduation and ensure the participation of the students in such activities. The study also suggests that proper mechanisms should be implemented in higher education institutions to trace the skill development of the graduates during their graduation. Finally, it is suggested that the post-graduation employability skills development programs should be market-oriented and based on employer`s requirements.
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Dissertations / Theses on the topic "Employability Skills"

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Williams, Ann-Marie Claudia. "Soft Skills Perceived by Students and Employers as Relevant Employability Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1427.

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Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.
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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.

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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.
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Bennett, Tracy Michelle White Bonnie J. "Defining the importance of employability skills in career/technical education." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/BENNETT_TRACY_49.pdf.

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Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.

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Mestrado em Gestão de Recursos Humanos<br>O programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a elaboração desta dissertação, foi usado como amostra um grupo de 118 estudantes que tiveram uma experiencia Erasmus em países diversos. Este grupo foi submetido a um questionário que procura analisar as perceções que os mesmos têm ao nível do seu desenvolvimento de determinadas competências e ao nível das perspetivas de empregabilidade antes e apos o intercâmbio. Os Resultados permitem-nos concluir que uma experiência Erasmus provoca nos estudantes um impacto positivo relativamente à perceção no desenvolvimento de competências e perspetiva de empregabilidade no seu futuro, sendo estes os tópicos desenvolvidos em detalhe nesta dissertação.<br>The Erasmus Programme is a mobility programme between students from different countries that is increasing year by year. This Programme gives the students exchange experiences abroad which allows them to have a different personal and professional experience. This dissertation has the goal of analysing some of the advantages of these exchanges, especially regarding the improvement of competences and the impact on their future employability. Regarding the literature review and the facts already discovered, we used a sample of 118 students who already did Erasmus. This group of students filled a questionnaire which had as its main goal, to analyse the perceptions they have regarding the development of competences and perspectives of employability before and after their exchange. The results allow us to conclude that an Erasmus experience has a positive impact on the students, regarding the perception they have about the development of competences and perspectives of employability in their future, and these are the topics analysed during this dissertation.<br>info:eu-repo/semantics/publishedVersion
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Horbinski, Wendy J. "Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.

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Thake, Anne Marie. "A critical review of graduate employability skills : lessons from the Maltese experience." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720653.

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This study examines how institutional actors interpret, influence and respond to skills availability in the labour market for graduates. It researches and draws lessons from the Maltese experience of managing graduate employability over three decades, focusing on the three fastest-growing economic sectors, namely, Accountancy, Pharmachem and ICT, each of which is the subject of a case study. The study investigates the interaction of governments, firms, higher education institutions and professional associations in identifying skills shortages and gaps, as well as in devising policy frameworks and skills regimes at national, sectoral and corporate levels. Drawing upon theories of employability and employee skills, first, there is development of an analytical framework to examine how these institutional actors affect the labour market, which informs the analysis of the three case studies. The qualitative research involved an interpretative analysis of key policy documents related to graduate employability and seventy in-depth interviews with interlocutors positioned in strategic policy making, senior management, academic, expert and professional leadership roles within government, regulators, major corporations, higher education institutions, training providers and professional associations. The data was thematically analysed. Twelve key themes emerged from the in-depth interviews, which included the following: use of different language; the meaning of employability; the value of credentials; the role of the University; perceptions; expectations; competitiveness; modes of training provision; labour mobility; placements and incentives; collaboration and skills gap. The institutional actors across the three focal sectors, namely, accountancy, pharmachem and ICT tended to emphasise some themes more than others, these having previously been identified in scholarly literature (Appendix 1). Both patterns and inconsistencies emerged from a comparison of the accountancy, pharmachem and ICT sectors. In so far as the labour market is concerned, the study revealed a lack of technical skills and major non-technical graduate skills gaps, specifically, in the aspects of communication, teamwork and problem-solving. A number of professional characteristics or behaviours were also identified as lacking with Accountancy, Pharmachem and ICT graduates, namely, attitude, confidence, drive, professional outlook, independent working, personality fit and a ‘can do’ approach. The study revealed the absence of permanent systemic connections between the formulation of national and sectoral economic strategies on the one hand, and higher education and training policies on the other. Consequently, state higher education institutions have been responding reactively to labour market needs, which could explain the endemic skills gap which the study found. The study concludes by discussing limitations and limits to this research as well as recommending policy initiatives and further research that could contribute to the science and practice of public policy in this field.
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Chandrakumara, D. P. S. "EMPLOYABILITY OF NEW GRADUATES IN SRI LANKA: Implications for Policy Development." 名古屋大学大学院国際開発研究科, 2014. http://hdl.handle.net/2237/19833.

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Ogbeide, Godwin-Charles A. "Employability skills and students' self-perceived competence for careers in hospitality industry." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4403.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
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Books on the topic "Employability Skills"

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1972-, Moss Stuart, ed. Employability skills. 2nd ed. Business Education, 2011.

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Bloom, Michael R. Understanding employability skills. Conference Board of Canada, 1999.

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Martin, Rob. Employability skills explored. Learning and Skills Network, 2008.

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National Career Development Association (U.S.). Job seeking and employability skills. National Career Development Association, 2014.

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Association of Colleges of Applied Arts and Technology of Ontario. Heads of Access Committee. and Association of Colleges of Applied Arts and Technology of Ontario. Senior Adult Training Officers., eds. Ontario community colleges employability skills program. The Association, 1994.

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Leroux, Janice Anne. Employability skills: The demands of the workplace. J.A. Leroux, S. Lafleur, 1994.

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McLaughlin, MaryAnn Mather. Employability skills profile: What are employers looking for? Conference Board of Canada, 1992.

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Bloom, Michael R. Enhancing employability skills: Innovative partnerships, projects and programs. Conference Board of Canada, 1994.

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Lee, Ai Noi, and Youyan Nie, eds. Future-oriented Learning and Skills Development for Employability. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-8584-1.

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Robson, Carol. Employability skills training for people with learning disabilities/difficulties. University of Sunderland, 1998.

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Book chapters on the topic "Employability Skills"

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Pham, Thanh. "Assessing Employability Skills." In Assessment for Inclusion in Higher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003293101-17.

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Bassot, Barbara. "Skills for working life." In The Employability Journal. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60382-1_4.

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Khare, Mona, and Sonam Arora. "Skills for sustainable employability." In Sustainable and Dynamic Graduate Employability. Routledge India, 2023. http://dx.doi.org/10.4324/9781003278061-7.

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Nguyen, The Anh. "Skills for future." In Sustainable and Dynamic Graduate Employability. Routledge India, 2023. http://dx.doi.org/10.4324/9781003278061-8.

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Mayhew, Ken. "Skills in England." In Sustainable and Dynamic Graduate Employability. Routledge India, 2023. http://dx.doi.org/10.4324/9781003278061-3.

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Buer, Jürgen van, and Gritt Fehring. "Trainability, Vocational Skills and Employability." In From Diagnostics to Learning Success. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_3.

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Fonseca, Ana Paula, Patrick Harte, Zuberia Aminah Hosanoo, and Emma Hill. "Enterprise Education and Employability Skills." In Entrepreneurship Education and Internationalisation. Routledge, 2024. http://dx.doi.org/10.4324/9781003378570-7.

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Khare, Mona. "Disparities in Graduate Employability Skills." In India Higher Education Report 2016: Equity. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280611.n13.

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Gravells, Jonathan, and Susan Wallace. "E is for Employability Skills." In The A-Z Guide to Working in Further Education. Routledge, 2025. https://doi.org/10.4324/9781041057437-22.

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Kneale, Pauline E. "Careers and employability." In Study Skills for Geography, Earth and Environmental Science Students. Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-7.

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Conference papers on the topic "Employability Skills"

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Villarejo, Luis, Andrea Galante, Marina Cenedese, Blanca Gordo-Pérez, Silvia Sarria, and Bao Diep. "SOFTIMPROVE: CHARACTERIZING SOFT SKILLS FOR EMPLOYABILITY, CAREER DEVELOPMENT AND ENTREPRENEURSHIP." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1574.

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Suleman, Abdul, Fátima Suleman, and Filipa Cunha. "Employability skills of graduates:Insights from job advertisements." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11029.

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This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
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Pereira, Isabel, Rita Cadima, Hugo Menino, and Inês Araújo. "SOFT SKILLS TO INCREASE EMPLOYABILITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1382.

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Nugraha, Hari Din, Asari Djohar, and Mumu Komaro. "Employability Skills Framework for Mechanical Engineering." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.41.

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Daud, Khairul Azhar Mat, Nik Zulkarnaen Khidzir, Balakrishnan Parasuraman, et al. "Employability skills: What do employers need?" In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052149.

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Divya, Divya, and Kuldeep Kaur. "Synergy of Vocational Skills and Soft Skills in Shaping Employability." In The IAFOR International Conference on Education – Hawaii 2025. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2189-1036.2025.30.

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Sunardi, Purnomo, and Eddy Sutadji. "Employability skills measurement model’s of vocational student." In PROCEEDINGS OF THE INTERNATIONAL MECHANICAL ENGINEERING AND ENGINEERING EDUCATION CONFERENCES (IMEEEC 2016). Author(s), 2016. http://dx.doi.org/10.1063/1.4965777.

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Naeem, Usman, Lisa Bosman, and Claire Revell. "mySkills - A Reflective Framework for Employability Skills." In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125192.

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Gundaboina, Kavitha. "Relevance of employability skills from employer’s perspective." In CHEMISTRY BEYOND BORDERS: INTERNATIONAL CONFERENCE ON PHYSICAL CHEMISTRY: The 1st Annual Meeting of the Physical Chemistry Division of the Indonesian Chemical Society. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0165911.

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Ozola, Inese, and Baiba Rivza. "DEVELOPMENT OF EMPLOYABILITY SKILLS IN ADULT EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2251.

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Reports on the topic "Employability Skills"

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Pomorina, Inna. Economics Graduates’ Skills and Employability. The Economics Network, 2012. http://dx.doi.org/10.53593/n3482a.

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McMahon, Michael F. Employability, Transferable Skills and Student Motivation. The Economics Network, 2007. http://dx.doi.org/10.53593/n190a.

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Jenkins, Cloda, and Stuart Lane. Employability Skills in UK Economics Degrees. The Economics Network, 2019. http://dx.doi.org/10.53593/n3245a.

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Petrie, Christopher, and Frederika Warren. Spotlight on Employability. HundrED, 2019. http://dx.doi.org/10.58261/ftpd4000.

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Organized together with Sayling Wen Cultural and Educational Foundation HundrED Spotlight on Employability Skills is a curated collection of 10 education innovations offering inspiring solutions to provide future life and career skills for students. The HundrED Spotlight is co-organized together with the Foundation to start their NXTEducator program on the theme of employability.
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Olczak, Matthew. Employability Skills: Placement Year at Aston University. The Economics Network, 2019. http://dx.doi.org/10.53593/n3241a.

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Varian, Brian. Employability Skills: Economic Policy at Swansea University. The Economics Network, 2019. http://dx.doi.org/10.53593/n3240a.

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Näslund-Hadley, Emma, Patricia Navarro-Palau, and María Fernanda Prada. Skills to Shape the Future: Employability in Belize. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002143.

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Cook, Steve. Employability Skills: Time Series Forecasting at Swansea University. The Economics Network, 2019. http://dx.doi.org/10.53593/n3243a.

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Aldrich, Matthew. Employability Skills: Economics Dissertation at University of East Anglia. The Economics Network, 2019. http://dx.doi.org/10.53593/n3242a.

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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