SUMMARIES

The Graduates of College of Business Administration of Assumption College of

Nabunturan: A tracer Study
Table 9 ranks the skills and competencies displayed by the alumni in the workplace. The skills
include Human Relations, Communication, Entrepreneurial, Problem Solving, Leadership and
Management, and Critical Thinking, with Human Relations and Communication having the
highest mean scores of 4.17 and 4.02, respectively. These competencies were acquired as a result
of their training in school.(p.7)

The article presents the results of a tracer study that aimed to provide an understanding of the
reasons why alumni chose Assumption College of Nabunturan, the skills and competencies
honed and displayed in the workplace, and the employment and further studies taken by the
graduates of the College of Business Administration. The study employed random sampling and
acquired responses from a total of 195 alumni who graduated from the school years 2005 – 2006
to 2017 – 2018.
AN EMPLOYABILITY TRACER STUDY OF SECONDARY EDUCATION
MATHEMATICS GRADUATES FROM 2022 TO 2023
The main objective of the tracer is to monitor and analyze the trajectories of program
beneficiaries over time to enhance program management. This includes identifying strengths,
weaknesses, and areas for improvement, as well as gathering reliable feedback from graduates
regarding program effectiveness and assessing the efficacy of teacher education programs. The
tracer study also aims to provide profound insights into program intervention effectiveness and
elucidate factors contributing to both success and failure to empower program head to make
evidence-based decisions and refine strategies.(P.3)
Employability skill development in work-integrated learning: Barriers and best practice
Work-integrated learning (WIL) combines academic study with real-world work experience in
order to better prepare undergraduates for entry into the workforce. WIL comes in many forms
such as internships, fieldwork, job shadowing, or cooperative education, among others. It aims to
provide students with authentic work practices, allowing them to apply their knowledge and
skills in work contexts, and enhance their professional skills through organized service activities
benefiting the community. Its core focus is on building student confidence in their workplace
capabilities while providing them with a better understanding of the nature and standards of
industry-required skills. The successful completion of WIL has been shown to improve a range
of employability skills among students, such as problem-solving, teamwork, communication,
information literacy, and professionalism, among others(p.3)
EMPLOYABILITY SKILLS AND CAREER COMPETENCIES AS PREDICTORS OF
WORK ENGAGEMENT AMONG TECHNICAL-VOCATIONAL TEACHERS
It only discusses how employability skills have connections with work engagement and lists
some examples of those skills such as problem-solving, critical thinking, communication skills,
teamwork, and lifelong learning. Similarly, it mentions career competencies such as proactive,
adaptability, work feelings, and balance between organizational and personal interests. (p.9)
Employability Skills can be defined as the Transferable Skills needed by an individual to make
himself/herself ‘employable’. Along with good technical understanding and subject knowledge,
employers prefer a set of skills in an employee as these skills equip the employee to perform
their role effectively. Employability skills are soft skills (non-technical skills) and knowledge
required for effective performance in the workplace. These skills include effective
communication, self-management, problem-solving, leadership qualities, and teamwork. They
are the enabling skills or key competencies. Besides, these skills and attitudes enable employees
to make critical decisions, solve, and develop competency, which in turn, reflects in their
performance. These are a set of transferable skills that are not intended for one profession but
rather are conventional across all employment sectors. (p.4)

Future of work in 2050: thinking beyond the COVID-19 pandemic

Work has changed in the past, and it is continuously changing. Future studies are important to
highlight which important changes must be made now to prevent problems. Therefore, the future
of work is a relevant subject for future study because we are currently through the 4th Industrial
Revolution—focused on robotics, AI, biotechnology, and nanotechnology—and a global
pandemic which are events that produce fast and profound changes to society and work.(p16)

Results show that computerization and automation continue to advance in industry and will
reduce the demand for low-skill and low-wage jobs; non-standard
tends to be better regulated, with minimum worker rights granted; new technologies will allow a
transition to a personalized education process; the workload to the workers will reduce due this
personalized education and computerization; automation will impact all types of work, and
workers will receive knowledge-intensive training to make them able to perform the fewer
available jobs; the self-employment and entrepreneurship will grow in the global labor market;
society will demand more transparency and participation in political matters using new
technologies; population will age and legislations will be amended so that pensions have
increased ages; universal basic income would not reach its full potential, but income transfer
programs will be implemented for the most vulnerable population; knowledge-intensive work
and services will become more advanced; and extreme poverty will decrease but inequality will
be slightly higher than it is nowadays(pp.16-17)
Graduate Employability, ‘Soft Skills’ Versus ‘Hard’Business Knowledge: A European
Study

The aim of the study was to conceptualize and identify key individual- and business related skills
and competencies required by employers of business graduates and holders of other higher level
qualifications, and to discover whether higher education business programs are meeting the
needs of the European marketplace.(p.3)

The growing importance of higher education to the development of a knowledge-based economy,

the rapid expansion of higher education across Europe, and the increasing need for highly skilled
graduates who are able to respond to the ever-changing and complex needs of the contemporary
workplace (p.2)

Higher Education and the World of Work: Conceptual Frameworks, Comparative

Perspectives, Empirical Findings

it is explained that professionally relevant academic learning (PRAL) and traditional academic
learning (TAL) differ in terms of the types of skills and knowledge emphasized. PRAL focuses
on the acquisition of skills and knowledge relevant to the student's anticipated career, while TAL
emphasizes more abstract knowledge and analytical skills that can be applied more broadly.
PRAL also involves more hands-on experiences and applied learning opportunities, while TAL
may involve more theoretical coursework and research. Additionally, PRAL is more explicitly
linked to career goals and employability, while TAL emphasizes personal development and
intellectual growth. (p.295)

ROLE OF QUALITY EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS

(SDGS)

In SDGs, the education agenda has raised the bar by setting targets that ensure that not only
would pupils enroll and complete schooling, but that the quality of the education they receive
will foster a more agile environment which improves the quality and speed of decision making
and intuitive thinking. This would enable such pupils have improved quality of life with
consequences for sustainable development of their communities (p.14)

discuss the role of quality education in achieving the Sustainable Development Goals,
particularly Goal 4.
Sustainable Development Goal (SDG) 4 on Quality in Education, Current Issues in
Zimbabwe Higher Education, Educating for the future

one of the focused areas of SDG4 is expanded access to quality learning for all across various
levels of education. By ensuring that everyone has access to quality education, individuals
acquire the knowledge and skills needed to promote sustainable development, including poverty
eradication and economic growth strategies. Additionally, education can foster sustainable
development practices, such as sustainable use of natural resources and sustainable economic
growth, that can lead to poverty reduction and economic growth. Therefore, education can
support poverty eradication and economic growth strategies by equipping individuals with the
necessary skills and knowledge and promoting sustainable development practices. (p.3)

The changing nature of graduate roles and the value of the degree

Credentialism refers to the phenomenon where a degree is used as a means of selection rather
than an indicator of occupational competence. Overeducation, on the other hand, refers to the
situation where a person has more education than is required for their job.(p.4)

Many firms hire from a large pool of fresh graduates for tasks that do not need the skills or
knowledge earned via their degree diploma.(p.5)