Recent studies on
employers’ satisfaction show that Kazakhstani employers report about graduate’s
shortage of crucial employability skills and in general, universities’
educational programs are not aligned with industry needs (Smirnova, 2013;
Mulikova, Tazhigulova, & Abildina, 2013). Moreover, according to the State
Program of Education Development in the Republic of Kazakhstan for 2011 – 2020,
“educational programs do not always meet the expectations of employers and do
not meet the needs of economy” (MOES, 2010, p. 11). These show that Kazakhstani
community is in agreement that there is a gap between graduates’ attributes
acquired at the universities and employability skills required by employers.
However, the necessity to adjust the educational programs in higher education
institutions in accordance with employers’ expectations and industry needs is a
question for educational policy makers.
To further discussion
on this issue it is essential to clearly define what is meant by graduates’
attributes and employability skills. Bowden gives following definition of
graduates’ attributes, which are a set of “qualities, skills and understandings
a university community agrees its students would desirably develop during their
time at the institution and, consequently, shape the contribution they are able
to make to their profession and as citizen” (as cited in Nair, Patil, &
Mertova, 2009, p. 132). While the employability skills are defined by Yorke as “a set of achievements – skills,
understanding and personal attributes – that make graduates more likely to gain
employment and be successful in their chosen occupations” (as cited in Tymon,
2011, p. 842).
Milikova
et al. (2013) reported the employers’ perspective that graduates lack of such
employability skills as communication, leadership, decision-making, and problem-solving
skills. Another study conducted in one Karaganda University found that
graduates of are short of personal qualities like creativity, responsibility,
team working rather than skills related to the profession (Smirnova, 2013). However,
many scholars are cautioning from rushing to incorporate employers’
requirements into the graduates’ attributes list immediately without careful
assessment.
There is still no
agreement in international educational community about whether the graduates’
attributes should be influenced by employers’ expectations. Almost two decades
ago Atkins (1999) expressed his opinion that universities should contribute to
economic development of country but should not prepare students too narrowly
for employment. Opponents conclude, supporting by their research findings, that
it is very important to align the employability with academic standards by
building the explicit links between the curriculum and employers expectations.
Despite these debates, all universities worldwide are making great deal of
efforts on development the employability of their students. The same trend is
evident in Kazakhstan, when meeting the employers’ expectations is a main
requirement to universities stated in the educational policies and regulations.
References
Atkins, M.
J. (1999). Oven-ready and self-basting: taking stock of employability skills. Teaching in Higher Education, 4 (2),
267-280.
Ministry of
Education and Science of the Republic of Kazakhstan. (2010). State Program of Education Development in
the Republic of Kazakhstan for 2011 – 2020. Astana, KZ: Ministry of
Education and Science of the Republic of Kazakhstan.
Mulikova,
S.A., Tazhigulova, G.O., & Abildina, S.A. (2013). Podgotovka budushih
specialistov kak uslovie vhozhdeniya v mirovoe economicheskoe soobshestvo.
[Preparation of future professionals as a condition of entering into the world
economy]. International journal of
experimental education. 1, 45-51.
Nair, C.
S., Patil, A.,& Mertova, P. (2009). Re-engineering graduates skills – a
case study. European Journal of
Engineering Education, 34 (2), 131 – 139.
Smirnova,
Y. (2013). Effective governance of university-industry knowledge transfer: A
study of telecommunication sector of Almaty, Kazakhstan. Retrieved from http://www.globelicsacademy.net/2013_students.html
Tymon, A.
(2013). The students perspective on employability. Studies in Higher Education, 38 (6), 841-856.
Thank you for the interesting post!
ReplyDeletePersonally, I think there are variety of reasons of this gap in Kazakhstan. It is not only the quality of teaching methodology in modern universities, but the gap between levels of the education: pre-school, school and higher education. In other words, perspective students are not zeal to study in higher education institutions (HEI). Hence, they are not interested in working productively. These problems lead to youth unemployment and lack of work motivation.
In order to solve these issues, the ministry of education should implement special professional orientation classes for secondary school's children. In addition, the necessity of implementing a long-term practice and career seminars in universities are crucial for students's career.
Dear Dinara, thank you for your post. I agree with Sholpan. I also believe that professional orientation classes and career seminars in schools and universities are crucial in developing students’ employability skills. This will help students to get an in-depth understanding of not only their specialty, but more importantly their career prospects. This way students will be able to connect their studies and interests to their future career. As there is a lack in professional orientation of students, most of our students face the problem with choosing their major. I believe that most of the problems start from choosing the wrong major. Because, if you chose the major which is incompatible with your interests, skills and abilities, there is a very small likelihood you will succeed in developing your employability skills.
ReplyDeleteI agree with you that there should be the adjustment of educational programs in higher education in accordance with the expectations of employers. During their study, graduates should not only have good academic results but also should be involved in a variety of activities, such as clubs, sport, and volunteer activities. The employability skills, such as team-working, critical thinking, problem-solving and etc., are vital and development of these skills provides an advantage for graduates in their future workplace. Throughout the academic year, except the placements (praktika) that graduates do, there should be internship or training programs aimed at communication, teamwork, leadership skills that can help to increase graduates' skills and support student’ personal and professional development. Being involved in these activities, studies and community, students can boost their confidence and can make right decisions about their future career choices.
ReplyDeleteA valuable post!
ReplyDeleteI do agree with you that Kazakhstani higher education administrators should bear in mind employers’ expectations and industry needs. When education and labour market policies are brought together, this may decrease the rate of unemployment and could balance labor market demand and supply.
On the other hand, since HEI experience less practices, there is a need to promote innovative and effective approaches to increase graduates' employability skills.
Lastly, I agree with previous commenters, in order to avoid the gap between graduates’ attributes and employability skills, career education must take its beginning from schools.