A tool for community violence prevention efforts. Structuring out-of-school time to improve academic achievement. Keep kids safe and inspire them to learn.
The present study holds the concept of soft skills as the key concept to foster a common understanding between universities and employers concerning employability. Two main studies were conducted. Data collection followed two sequential stages: Study two aimed to assert how confident were the students regarding soft skills, at the early stage of their studies.
A sample of first-year students was surveyed using a self-report questionnaire with a 5-point Likert-type scale drawing on existing scales Miles and Grummon, ; University of Salford, Additional data was collected through open-ended questions specifically focusing on vocational experience e.
Results show that students have a very positive self-perception regarding their soft-skills development, even if they have reported limited extra-curricular activities. Although at CUP students are encouraged to proceed to postgraduate studies, it is possible that graduates now start applying for entry-level positions earlier than before.
As a result, the quality of the training provided during the three years became an issue for both universities and employers.
The latter seemed concerned with the maturity of recent graduates as well as the sort of skills they develop in the university. The former are keen in assuring the employability of graduates in order to remain competitive, and for that they need to reassure employers.
In the recent past, employers had already voiced criticism regarding the range of skills and competencies developed within the university context. In other words, they thought that a five-year long degree emphasised technical skills rather than soft skills.
Indeed soft skills are increasingly relevant as a means of distinguishing between increasingly equal graduates Brown and Hesketh, This system comprises two interrelated stages.
Results obtained with the Skills Development Strategy are not included in the present paper2. The ISCD draws on career development perspectives. For example, Savickas et al. This correspondence relies on two basic assumptions: Hence, the present study holds the concept of soft skills as the key concept to foster a common understanding between universities and employers concerning employability.
The relevance of soft skills has been stressed both by employers and graduates. Indeed, Portuguese researchers e.
In other words, HEIs need to bring the soft skills into the curricula, and encourage students and lecturers as well as tutors to the continuous awareness and development of soft skills.
In order to accomplish this goal, however, it is necessary to determine which competences are to be developed. Such skills are organized into 5 clusters: The following theoretical framework is presented to support the present research:California’s Proposition 49, the After School Education and Safety Program Act of , expanded after-school programs and extracurricular activities to benefit children; sports to increase physical fitness, tutoring to improve academic performance, and youth development programs to enhance social skills and responsible behavior (CA-After school).
healthy extracurricular options for students to develop team building, skill development and opportunities for leadership. When balanced with academic learning, extracurricular activities may help students raise self-esteem, develop school spirit and connect with the adults in the community in a positive manner creating a good situation for all.
Selected papers from the Third IATIS Regional Workshop on Translator and Interpreter Training, September, Novi Sad, Serbia.
Involvement in clubs and organizations has been shown to correlate tionship between involvement in extracurricular activities and the development of mature interpersonal relationships (Martin, ).
tively with developmental gains in interpersonal competence, practi-cal competence, cognitive complexity, and humanitarianism.
List extracurricular, community, or vocational activities in which you have participated. Characters 5. Please list any professional experience, indicating the nature of the experience (private and/or associated practice, research, teaching) and the length of your involvement.
More social benefits of extracurricular activities! There are many social benefits of getting involved in extracurricular activities.
Research has shown that extracurricular activity participation provides opportunities for improving adolescent communication skills and forming positive relationships with peers and adults outside of the classroom.