Employability is on the agenda. Yet, we lack the institutional structures and mechanisms to effectively promote it. Most of our labour institutions are at the national level on the one hand, on the industrial and company level on the other hand. Collective bargaining, for example, is typically geared to industries and companies. For the interindustrial or intersectoral levels we have some national forums, but no effective intermediate institutions and mechanisms. In our view, the phenomenon of the covenant may fill the gap. Covenants are an effective way of combining the public interest in enhanced employability, and the collective interests of employers and employees in an adequate, educated and 'empowered' labour force. Against the background of the needs of a 'knowledge economy' and the underinvestment in skills, in particular due to a one-sided 'flexibility' of the labour market, we first sketch the ambitions of the EU, and the present state and the shortcomings of the training efforts in the economy. Next, we explain what the covenant stands for, what its promises are for triggering more training and strengthening employability, and what role the critical issue of trusting co-operation is expected to play.
Ton Korver and Peter R. A. Oeij
A review of (continuing) problems and pitfalls
Peta S. Cook
Graduate attributes refer to an amalgamation of cognitive, personal, interpersonal and social skills, abilities and qualities that students are expected to develop and apply during and after their degree programme. They have been widely adopted across higher education in Australia and internationally. In this article, I review some of the continuing problems of graduate attributes in the Australian higher education sector some twenty years after their introduction, including the concepts of employability and work readiness, the processes of mapping and resourcing and whether graduate attributes are generic. This examination foregrounds the ongoing pitfalls of graduate attributes in relation to their purpose, contextualisation and implementation. While there remains potential positive student and institutional outcomes from graduate attributes, the continuing problems of resourcing and the diversity of roles and purposes that universities serve for students and communities, are being overlooked.
Laura Louise Sarauw
Critics often see the European Bologna Process as a univocal standardisation of higher education. By exploring how different qualifications frameworks project different social imaginaries of globalisation, this article takes a different stance. The overarching qualifications framework of the Bologna Process rests on a socially constituted and contested concept of globalisation as a change towards a more diverse and unforeseeable world, which calls for the development of flexible, lifelong learners with a broad knowledge base and strong democratic competencies. Although this social imaginary is widely known, I argue that it is also highly contested. For example, the Danish qualifications framework of 2003 projects a social imaginary of globalisation as a change towards a smaller and more predictable world, which enables a novel and more efficient alignment of the curriculum towards specific professional needs, and where the development of a broad knowledge base and democratic competencies are no longer prioritised.
Shifting Constellations and Permeable Boundaries in “Private” Security Contracting
Maya Mynster Christensen
security work in Iraq was closely connected to the perception of public and official recognition. In this article, I explore the processes and practices in which Sierra Leonean ex-soldiers and ex-militias engage to make themselves employable for private
This report seeks to answer several basic questions concerning the employment situation in the Netherlands. The focus is on flexicurity, in other words the combination of secure and flexible employment from a lifetime perspective. Ultimately, secure employment comes down to employability, to a worker’s employability throughout her career, whether she works for one employer or for more than one.A single career may span many employers and many functions and jobs, according to the preferences of workers and companies. Flexibility seeks to adapt employment to the needs of the employing organisation, and thus to provide three key elements: employability for the employee; adaptive employment for the company or organisation; a system of social security enabling the employee to make the required transitions. Employability requires training and development, work of a quality to improve the skills of the employee, and a balanced combination of work, care and leisure, enabling the employee to maintain continuous participation in both work and other areas of life. From this perspective social security should not merely make work pay, it should also make transitions pay, whether these are from one job to another, one employer to another, one level of skill to another or from one combination of work and care to another.
Dan Podjed and Meta Gorup
Applied Anthropology Network of the European Association of Social Anthropologists (EASA) started its activities in 2012 and has since then grown to 120 members. The newly established network has already tackled some of the crucial issues in Europe related to applied anthropology, and has so far identified at least three key challenges: (1) how to increase employability of applied anthropologists, (2) how to deconstruct stereotypes about their activities (within and without academic settings), (3) how to boost self-esteem of younger colleagues at the beginning of their applied career.
British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure was generalised in British universities 15 years ahead of Bologna as the one-year taught master's degree gained ground. This article argues that there were similar concerns related to massification and to an increasing demand for efficiency and employability in British, French and Norwegian higher education policy. These common concerns have been met by common reform measures in the three countries: a transition from individual and unstructured postgraduate degrees to structured and skill-oriented taught degrees. In contrast to the situation in other European countries, the Bologna Process has not represented a legitimate framework for higher education policy in Britain. However, British universities have proved susceptible both to national policy measures and to foreign university models. If the Bologna Process gradually appears as a strong and unified model, the British universities might not be immune to change.
Gunther Dietz and Laura Mateos Cortés
Multicultural discourse has reached Latin American higher education in the form of a set of policies targeting indigenous peoples. These policies are strongly influenced by the transfer of European notions of 'interculturality', which, in the Mexican context, are understood as positive interactions between members of minority and majority cultures. In Mexico, innovative and often polemical 'intercultural universities or colleges' are being created by governments, by NGOs or by pre-existing universities. This trend towards 'diversifying' the ethnocultural profiles of students and curricular contents coincides with a broader tendency to force institutions of higher education to become more 'efficient', 'corporate' and 'outcome-oriented'. Accordingly, these still very recently established 'intercultural universities' are often criticised as being part of a common policy of 'privatisation' and 'neoliberalisation' and of developing curricula particular to specific groups which weakens the universalist and comprehensive nature of Latin American public universities. Indigenous leaders, on the contrary, frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering actors of indigenous origin or African descent.
Going beyond this polemic, this paper presents the first findings of an activist anthropological and ethnographically-based case study of the actors participating in the configuration of one of these new institutions of higher education, the Universidad Veracruzana Intercultural (UVI), located on the Mexican gulf coast. This article examines the way UVI has appropriated the discourse of interculturality on the basis of fieldwork conducted in the four indigenous regions where the UVI offers a B.A. in Intercultural Management for Development. The study focuses on the actors' teaching and learning practices, which are strongly shaped by an innovative and hybrid mixture of conventional university teaching, community-oriented research and 'employability'-driven development projects.
Report on the Third International Applied Anthropology Symposium in Ljubljana, Slovenia
Meta Gorup and Dan Podjed
be held in November 2016. A two-day symposium will establish links between anthropologists and experts in the field of information and communication technologies, while students and graduates attend workshops discussing the employability of
Anthropological reflections on ‘Project 2012’ and The Offer
academics and students are supposed to be, and who should be accountable to whom. Here, academic staff simultaneously become service providers to students, teachers who impart academic knowledge, trainers of ‘employability’ skills, and administrators who