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农林高等院校毕业生基层就业是解决大学生就业难题的一个发展方向。为此,河南农业大学经管学院在实践中总结了以下几点成功做法:一是树立大学生正确的择业观;二是培养大学生的综合能力;三是构建有效的服务保障体系。三点相辅相成,保障了毕业生就业工作的顺利进行。 相似文献
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在当前就业压力较大的背景下,实践教学在大学生成长发展及就业过程中有着更为重要的意义。本文介绍了我国大学生就业严峻的现状,详细阐述了实践教学在强化学生就业能力、促进学生就业中的作用,并具体介绍了笔者在工作实践中的做法。 相似文献
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据统计，2004年我国中等职业学校应届毕业生达到430万人，广西中职校应届毕业生将超过11万。面对如此庞大的就业队伍，认真做好学生就业推荐工作，提高毕业生就业率，已成为各中职学校的当务之急。为此，各中职学校纷纷对本校应届毕业生进行就业教育，传达国家就业政策，介绍当前就业形势，明确就业、择业原则等。对于各校直到学生毕业在即时才进行就业教育的做法， 相似文献
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在目前严峻的就业形势下,大学生就业难已成为普遍的社会现象,而就业意向的确定是实现成功就业的第一步。随着就业形势的变化,适时调整就业意向,是实现成功就业的关键。因此,面临求职的大学生,在努力提高自身职业素质的同时,应认识到调整就业意向的必要性,掌握调整就业意向的合理方法。 相似文献
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教师是太阳下最光辉的职业。而作为准教师的高校师范生,想要成功就业,首先应当具备过硬的教师技能。笔者通过采访部分学生家长、在校师范生,并结合师范生学习教师技能的现实情况来谈谈师范生掌握教师技能对于成功就业的重要性。 相似文献
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文章从河海大学常州校区在大学生创业就业工作中的成功案例入手．对校区充分发挥思想政治教育作用的一些做法进行了探讨。 相似文献
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随着高校扩招．大学生就业形势严峻,就业市场竞争日趋激烈．大学毕业生就业能力不足已成为其在择业、就业过程中的巨大障碍,如何提高大学生的就业能力也成为各社会各界关注的热点。本文从介绍大学生就业能力的内涵入手．分析了大学生就业能力的现状．提出了提高大学生就业能力的主要经验和做法。 相似文献
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实习，是职业技术教育永恒的主题。随着市场经济不断发展，安排实习竟遇到了难以解决的困难。通过在困境中探索跨专业实习、顶岗生产实习，开创了职校学生“社会实践实习”、“就业实习”的新路，总结出成功做法和经验。 相似文献
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庞晓芳 《世界职业技术教育》2006,(6):13-15
失学青年是劳动市场中的弱势群体，他们在就业和教育方面会有一些特殊的困难。本文扼要介绍了丹麦在解决失学青年就业与教育问题方面的成功做法，并提出了对我国的启示。 相似文献
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新形势下高校毕业生出路指导策略探析 总被引：1，自引：0，他引：1
邹文通 《番禺职业技术学院学报》2011,(3):8-12
高校毕业生的出路指导是我国高等教育又好又快发展的重要环节。加强高校毕业生的出路指导,既有利于推进高校毕业生的就业指导工作,又有利于实现建设人力资源强国的目标。新形势下,我国高校毕业生出路大体上可分为直接就业型、自主创业型、努力升学型。但目前我国高校毕业生的出路指导仍存在困境,尤其是存在许多不能与社会主义市场经济发展和我国高等教育大众化发展相适应的问题,极大地影响了我国高校毕业生出路指导工作的实行。因此,加强高校毕业生的出路指导工作,应着力强化高校毕业生多渠道出路的意识,全面构建高校毕业生出路指导的支撑体系,以及努力搞好高校毕业生出路指导的制度建设。 相似文献
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Mature Graduates I: Occupational attainment and the effects of labour market duration 总被引：1，自引：1，他引：0
Muriel Egerton 《牛津教育评论》2013,39(1):135-150
This paper examines occupational attainment among mature graduates as compared with early graduates using data from the General Household Survey (GHS) (1982-1993). These surveys yielded a sample of 1025 mature men and 654 mature women graduates; 5365 men and 3465 women graduates at the conventional age. Mature graduates now compose about one quarter of the undergraduate population and it is believed that the level of mature participation will remain high. It was found that although mature graduates are disadvantaged on entry to the labour market, after about 15 years they have similar attainment to early graduates. Mature graduates primarily work in the public and welfare services, while conventional age graduates increasingly work in the private sector, with rising percentages of both women and men in the financial and business services sector. The concentration of mature graduates in the public sector has consequences for pay, which is discussed in the light of the current student funding system. 相似文献
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In this article, we have analysed whether graduates from activating learning environments assess themselves as having more
generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated
whether graduates from different learning environments look back differently on their training for the workplace. Contrary
to earlier research we have used data from a large-scale survey among higher education graduates, the ‘Higher education and
Graduate Employment in Europe’ project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and
36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that
graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates
from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum
design are significantly related to the presence of generic and reflective competences according to the perception of graduates.
Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working
in a team positively contribute to the development of competences in the later careers of graduates. 相似文献
14.
Muriel Egerton 《牛津教育评论》2013,39(2):271-286
This paper compares occupational attainment among mature graduates, both male and female, from working-class origins with outcomes for mature graduates from middle-class origins. Data from the General Household Survey, (1982-1992) was used yielding 4265 male and 2869 female early graduates, 700 male, and 448 female, mature graduates. It was found that proportionately more people from working-class than middle-class origins study as adults than at the school leaving stage. Nonetheless, mature graduates from middle-class origins still outnumber those from working-class origins. However, it was found that people from working-class origins had increased their take-up of higher education as mature students over time and are reaching parity with people from middle-class origins. Working-class mature graduates are more likely to have studied in less prestigious institutions and at an older age than middle-class mature graduates, although the effects are small. These characteristics were associated with lesser occupational attainment. Working-class mature graduates are similar to middle-class mature graduates in appearing to have the faster promotion rates than early graduates, thus making up some initial career disadvantage. 相似文献
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All over the world, universities have to cope with the mission to promote the employability of their graduates, implying that competences should be trained which are relevant for the professional experience. In this context, it is of special interest where graduates work and what they are doing at work. In this study we focus on educational science graduates (N = 1565) and compare them to graduates of other study programmes (N = 10,224). Using data of the German DZHW graduate panel 2005 (N = 11,789), we address the questions (1) in which fields graduates of educational science work, (2) whether a theoretical-based four-dimensional internal structure of graduates’ job-related requirements and competences can be confirmed, (3) what kind of self-rated requirements educational science graduates experience at work, and (4) which self-rated levels of competences they possess, compared to other graduates. The analyses show that most graduates of educational science find an appropriate job in a clearly educational setting and that generic competences (systematic, social, and personal competences) are rated as more important than knowledge processing. 相似文献
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《The Journal of educational research》2012,105(5):384-396
ABSTRACT With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates. 相似文献
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In this article, we ask what role both digital and artistic human capital play in the creative economy by examining employment patterns of digital technology (DT) and creative arts and design (CAD) graduates. Using student micro-data collected by the Higher Education Statistical Agency (HESA) in the United Kingdom, we investigate the characteristics and location determinants of these graduates. The article deals specifically with understanding how digital and creative skills in the UK are embedded across industries, or are concentrated in creative sub-sectors. Furthermore, it explores the role that these graduates play in each of the different sectors and their financial rewards. Findings suggest that digital technology graduates tend to concentrate in the software and gaming sub-sector of the creative industries, but also are likely to be in embedded creative jobs outside of the creative industries. DT and CAD graduates are more likely to be in a creative job than other graduates. Although they are more likely to be in full-time employment than part-time or self-employment, DT graduates suffer from a higher level of unemployment than CAD graduates. 相似文献
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大学毕业生“就业难”是当前人力资源市场存在的一个普遍性问题。大学毕业生“就业难”的本质原因是大学毕业生就业的市场机制尚未真正形成并发挥有效作用,不平等就业是促进大学毕业生就业的首要障碍。促进大学毕业生就业应在尊重市场机制的基础上,围绕供给、需求、匹配三个关键环节,着重解决如下问题：大学毕业生应当树立为祖国的富强建功立业的远大志向,确立正确的劳动观和择业观,政府应当深化大学毕业生就业制度改革,继续扩大用工需求,推进以提升大学毕业生就业能力为核心任务的高等教育改甍,增强大学毕业生就业服备的匹配性。 相似文献
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依托母体高校举办的独立学院具有在招生、人才培养、就业指导等的特殊性,其毕业生所拥有人力资本和社会资本对就业期望可能产生特定的影响。基于人力资本和社会资本的双重因素,对某独立学院2012届毕业生的就业期望进行问卷调查和实证分析,结果显示独立学院学生在人力资本和社会资本的存量上存在差异;社会资本相对人力资本,对毕业生就业预期的影响更大些。为此,独立学院毕业生要正视所处的教育生态环境,理性认识人力资本和社会资本、高校要分类指导人力资本和社会资本不同含量的毕业生,正确认识社会资本的作用。既要维护"继承性社会资本"。也要开发"生成性社会资本"。政府应做好毕业生就业流向的合理疏导。 相似文献