Pêşkeftina Perwerdeya Piştî Dibistanê (bo karûbaran)

Armanca vê lêkolînê ya pêşniyarî ye ku di dema niha de, di nav dema neazadîya cîhanê de ku têkildarî bi faktorên aborî, civakî, û bazirganî ye, hûn çi tesîrên sereke li ser xwendekarên ku di derbarê çawa têkiliya wan bi mînakên pêşkeftina perwerdeya piştî dibistanê de ye, bibînin.

Herwiha ji hêla xwendekar û karûbaran ve pêşniyar dike ku hûn çi guherînan di çarçoveya salê akademîkê, rêbazên şandina perwerde, û awayên xwendinê, herêmên nû yên kurikulumê û çavkaniyên aborî dikarin li ser vê pirsên xwendekar û pêşkeftinên perwerdeyê bibe.

Ev pêşniyar ji tecrubeya rastîn a di gotûbêjê de ji bo faktorên wekî:

1 Pêşniyara derketinê ji bo xwendinê derbasî piştî dibistanê.

2 Qebûlkirina modela kevneşopî ya perwerdeya sinifê û ji ber vê yekê neheqîtiya berdewam kirinê bi vê awayê.

3 Qebûlkirina hilbijartinê, û xweşbûnê ya li ser hilberên berdewam.

4 Barîyên aborî.

5 Pirsên ji bo pêşerojê di derbarê çevre û aborî de.

6 Qebûlkirina neheqîtiya bi taybetî ya li ser hişyarîyên civakî.

7 Pêşniyara aborî li ser kolêj û zanîngehan û pêşniyara derbasbûnê ji bo kêmkirina xerc û zêdekirina hatin.

Hûn çi bawer in ku pirsên sereke yên karûbaran li ser hilberên niha û demjimêrên kursên piştî dibistanê çi ne?

  1. here in the uk, in our business, which is leisure, a high percentage of our staff are at university. i find them well educated but on a very limited range of topics. post-pandemic, this has become even more prevalent. the lack of simple life skills does amaze me. many have grown in a bubble with little or no understanding about real-life working. many are in their first job at 19! obviously, as an older person, we started work much earlier; in my case, at 12, maybe a little young. however, it gave me experience of mixing with all ages, all backgrounds, races, and religions by interacting daily with customers. this is the thing we find most difficult. decent, well-educated, mostly polite young people... but lost in the real world. we have to ground them and start again. i do wish secondary education/parents would prepare them more for the world. many don't even know how to set up a bank account and pay bills :) most cannot do mental arithmetic.
  2. length of the courses
  3. how relevant are courses for the industry they are training to work in?
  4. prior life experience, as well as the qualification, is suitable for future career prospects within a certain discipline.
  5. in my experience, there is certainly a growing disconnection between what is being taught (and perhaps those doing the teaching) in further and higher education and the “real” world of business and practice. i also feel that there need to be closer links between business and education, something that has been lost in more recent times.
  6. lack of experience from people
  7. the students lack sufficient knowledge of specific accounting situations.
  8. some post-school courses seem irrelevant and fail to adequately prepare graduates for the workplace.
  9. 请提供需要翻译的内容。
  10. what employer might want a student to work for two consecutive months not in their direct job at the workplace, thus creating added value, but to go to college, and then have the same thing happen again after a couple of months?

Di pêşerojê de hûn çi hîs dikin ku mirov dikare di jiyana karî de ji nû ve xwendinê bibe?

  1. i think people will have to retrain probably every decade. as the pace of change accelerates, many different skills will be required, but without people skills, they won't succeed.
  2. probably a few times
  3. 2-3 times
  4. cpd should be ongoing throughout the duration of working lives as people need to keep up with new initiatives, legislation, and innovative practices.
  5. learning should be a continuous part of working life. there are opportunities here for better coordinated links between further education and businesses, to the benefit of both.
  6. 2 or 3 times in life depends on each person.
  7. every 10 years
  8. difficult to say but definitely more often now than 15 years ago. it’s important that relevant courses are accessible as not everyone who needs or wishes to retrain is straight from school.
  9. 10 m.
  10. often, depending on the direction of work in the region.

Hûn pêşniyar dikin ku ev eger e ku ji modela kevneşopî ya salê akademîkê û demjimêrên kursan dûr bibe?

Hûn bawer in ku modelên alternatîf yên fînansê ya xwendekarên divê were binketin?

Hûn hîs dikin ku fêrgehên dûr dikarin bi awayekî şandina fêrgehê bide ku ew tecrubeya pratîkê pêk tîne?

Kursên ku ji bo karûbaran kêm bûn û çima?

  1. truly dependent on the sector; however, basic skills in numeracy and literacy need improvement.
  2. not sure
  3. early education and childcare courses are still suitable for future employment.
  4. i do not have sufficient knowledge of the courses being offered to make any meaningful comment, though educational institutions should be rigorous in establishing which courses rarely lead to improved employment opportunities and the merit of continuing with them.
  5. theoretical part because practice is more important.
  6. not sure. in our industry, the available courses are relevant, but i would argue that they have become less challenging and too easy to pass. this leaves employers diminishing their relevance.
  7. 请提供需要翻译的内容。
  8. duplicating study programs.

Kursên nû û herêmên zanistî yên ku divê pêşve bixin çi ne?

  1. ai, it, medical, green energy, etc.
  2. courses that utilize futuristic methods of learning and can be applied practically.
  3. courses need to be relevant to the industry if that is what they are designed for, and they should take into account future innovations, the latest technologies, and the most up-to-date ways of working. they need to be dynamic and provide the necessary education for the students.
  4. most certainly it and programming skills. stem courses should remain a priority but not at the expense of neglecting creative arts.
  5. controller
  6. courses for trades such as plumbing, joinery, electrical work, engineering, etc. subjects related to renewable energy development. practical courses in hospitality.
  7. 请提供需要翻译的内容。
  8. deepening knowledge of information technology.

Hûn bawer in ku modela 'fêrbûna' dikare ji bo rolên karî yên zêdetir were fireh kirin?

Çawa kolêj û zanîngehan dikarin bi karûbaran re bi awayekî efikasî bi hev re kar bikin, da ku kurikulum li ser bazar û bazirganî bibe?

  1. unknown
  2. more communication and interaction
  3. education providers should develop connections with industry, including both large and small companies and institutions.
  4. they need to agree on theoretical and practical content that is relevant to the industry. within the health and social care setting, ongoing communication with sssc, colleges, and placements is beneficial to adhere to standards and codes of conduct.
  5. there must be more and improved communication between those who teach and develop curriculum and those who practice in business and industry. a two-way relationship to the benefit of both.
  6. more communication and participation between the university and employer in conjunction with the student.
  7. participate in the final thesis part.
  8. address the needs of the industries and keep up with them as they inevitably evolve. work with local outlets in a mutual learning capacity that benefits the college/university, the students, and the industry.
  9. 请提供需要翻译的内容。
  10. communicate with regional companies and consider the number of missing specialists in the companies. in many cases, the study material does not align with the direct performance of job functions.

Ma her kurs divê tiştêkî tecrubeya karê tê de? Ev çend dem divê bibe?

  1. yes - dependent on skills required
  2. yes, until a practical understanding of the course and the variety of work is understood in an existing course.
  3. work experience is a useful tool to help students develop an understanding of the workplace. 6 weeks to 20 weeks.
  4. ideally, students should be able to relate theory to practice. courses should ideally include an integral placement element, either weekly (one or two days of work experience) or in blocks, for example, four weeks.
  5. absolutely. ideally, more apprenticeship models should be developed where education and practice are combined throughout the course. work experience is always valuable, but periods of less than a month are less useful, in my experience.
  6. yes, at least 1 year
  7. yes, no less than half
  8. depends on the sector but in general yes. a three-month period each year of the course?
  9. ................
  10. not necessarily.

Lêkolîna we û welatê we:

  1. employer
  2. marijampolė college. lithuania
  3. marijampolė college, lithuania
  4. sodexo uk
  5. glasgow kelvin college
  6. architecture, former student of strathclyde university, scotland
  7. glasgow kelvin college
  8. marijampole college, lithuania
  9. hospitality/ scotland
  10. lithuania
…Zêdetir…

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