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Employability skills Institutionalized M ODEL of a PUBLIC UNIVERSITY in pakistan

Iaevg International Conference in guidance & career development- quebec, Canada 2014. Employability skills Institutionalized M ODEL of a PUBLIC UNIVERSITY in pakistan. Raza Abbas-Pakistan Global Career Strategist Nominee for Pride of Performance-2014

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Employability skills Institutionalized M ODEL of a PUBLIC UNIVERSITY in pakistan

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  1. Iaevg International Conference in guidance & career development- quebec, Canada 2014 Employability skills Institutionalized MODEL of a PUBLIC UNIVERSITY in pakistan Raza Abbas-Pakistan Global Career Strategist Nominee for Pride of Performance-2014 Distinguish Civil Award in Pakistan

  2. TALKING POINTS • Introduction to the Study • Need of Employability in Developing Countries • Process • Institutionalized Model • Key Findings • Conclusion

  3. FACTS • 63% Pakistani population are under the age of 25 years. • Pakistan needs 36 million jobs in the next decade. It must equip young people with the skills demanded by the global economy, and help many more young women find employment opportunities. • Youth anxiety levels are high. • High levels of skilled youth un-employed. Source Pakistani Youth Sentiment Survey: Time for Change –December 2012-JWT Pakistan: The Next Generation, November 2009 - British Council Report

  4. NEED OF CAREER GUIDANCE IN DEVELOPING COUNTRIES • Socio economic changes • Educational system does not prepare them for practical life • Lack of research, information and resources • Acute shortage of career counselors • Youth is unable to make decisions for career development

  5. PROCESS Qs. How employability skills can be developed amongst university graduates? • Sample Size: 227 • People Interviewed in the Research: • Human Resource professionals of leading national and multi-national organizations within Karachi city • Teachers of public educational universities • Educators of public educational universities • Students of public universities • Parents

  6. Research site is a Public University where Student Affairs & Guidance is part of policy. • Qualitative Case study method was used. • Multiple sources of data generation tools were used: • Semi-structured interviews • Observations • Document analysis • Focus Group

  7. INSTITUTIONALIZED MODEL • Individual and Group Counseling Sessions • Areas i. Career Counseling ii. Mock Job Interview iii. Job Advice iv. CV Writing v. Corporate Grooming vi. Overseas Job Advice vii. Starting a Business

  8. b. Employability Skills Workshops- Mandatory for all Students i. CV Writing-National/Global ii. Job Interview Preparation-National/Global iii. Work Ethics iv. Public Speaking v. Emotional Intelligence vi. Interpersonal Communication vii. Corporate Etiquette viii. Community Support Services

  9. c. Industry and Academia Seminars d. Job Fairs e. Industry Visits f. Mandatory Courses-All Senior Students Career Development, Entrepreneurship g. Business Incubation Center

  10. STUDENT SUCCESS STORIES “I feel happy now I can save my career, I got a job in a Multi-National Company” “I have learnt so much in one session that I have not been able to learn in the past 3 years.” “It helped me a lot to find what talent is inside me and now I have to use it to fulfill my career aim” “Sir Raza’s insights about the world of work is practical, it helped me start my business”

  11. KEY FINDINGS • To strengthen the supply side of employability and guidance practices by facilitating institutionalized employability training for teachers at universities. • To improve the demand side by supporting youth at all levels in making educated and informed career decisions. • Youth is staved of career opportunities. Just one in ten young people are in stable employment. • Employability programs would help in selection of right career path and students will acquire coveted jobs.

  12. IMPLICATIONS OF STUDY • EDUCATIONAL INSTITUTIONS • Acute need of trained and skilled guidance professionals is required in the developing world to nurture the youth. • EDUCATIONAL LEADERS • Source for socio-economic think-tank to re-think educational policy in Pakistan. • NON-EDUCATIONAL SECTOR • Study findings show involvement of professionals from corporate sector i.e. connection between academia and corporate sector for sustainability of youth development. • (Corporate Social Responsibility).

  13. CONCLUSION • Win / Win situation for students / educators / parents / employers. • Career Guidance should be policy in Universities. • Creating socio economic justice for a • safer global world.

  14. Raza Abbas Email raza.abbas@bimcs.edu.pk ra@pathwayglobal.org Linkedinhttp://pk.linkedin.com/in/razaabbas14

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