Global Job Market Research Articles

Efisiensi Kurikulum Perguruan Tinggi Islam di Indonesia: Tinjauan Literatur tentang Peningkatan Kompetensi Intelektual dan Kesiapan Kerja Melalui Pendidikan Agama Islam

This study aims to analyze the efficiency of the curriculum of Islamic universities in Indonesia in ensuring the readiness of students to enter the workforce, by reviewing the role of Islamic religious education in improving intellectual competence. Through a literature study approach, this study identifies the challenges and opportunities faced by Islamic universities in integrating religious values ​​with the intellectual and professional needs of students. The main focus of this study is the effectiveness of the curriculum in balancing theoretical aspects of religion and practical skills needed in the workplace. This study found that the curriculum of Islamic universities in Indonesia has attempted to adopt an integrative approach that combines religious education with the development of soft skills and hard skills that are relevant to professional careers. However, there are still some weaknesses in the implementation, such as the lack of curriculum adjustment to the dynamics of the labor market, as well as the imbalance between religious education and practical skills. The results of this study indicate that Islamic religious education has an important role in shaping the character and professional ethics of students, which are the main capital in entering the workforce. Therefore, increasing the efficiency of the curriculum through collaboration between academics, industry practitioners, and policy makers is needed to ensure that students' intellectuality is in accordance with the demands of the workplace. This study contributes to the academic discussion on the reform of Islamic higher education curriculum and emphasizes the importance of Islamic religious education in producing graduates who are not only intellectually competent, but also have strong ethical values ​​to face professional challenges. The implication of this study is the need for a more flexible and adaptive curriculum strategy to improve the competitiveness of Islamic higher education graduates in the global job market.

From Classroom to Career: Quantifying the Role of Lifelong Learning in Job Market Success for Georgian University Graduates

This article explores the role of lifelong learning in enhancing Georgian university graduates' employability and career development. By integrating a comprehensive literature review with quantitative data analysis, the study identifies the gaps between current educational practices and the evolving demands of the global job market. It emphasi ses the need for higher education institutions to adopt curricula that foster practical skills, digital literacy, and continuous professional growth. The research findings suggest that aligning academic programs with real-world requirements, through inquiry-based learning and innovative teaching methodologies, significantly improves graduates' job market success and career progression. This study not only contributes to the academic discourse on lifelong learning but also provides actionable insights for educational policymakers and institutions aiming to bridge the theory-practice gap and prepare students for a dynamic and uncertain future.

The Effectiveness of a Strategy Training Course in Enhancing Language Skills of Indian Engineering Students

In the contemporary professional landscape, engineers are confronted with the dual imperative of not only excelling in the core subject expertise but also possessing linguistic competence to remain competitive in the global job market. The current employment scenario is marked by raise in demand but decline in the number of qualified professionals graduating from colleges. Graduates are now expected to embody the qualities of techno-managers, adept at multitasking in their roles. Relying solely on technical skills has proven inadequate for many individuals. Recognizing the evolving job market requirements, it became apparent that students must excel in communication, particularly English communication skills, to thrive professionally. Effective communication fosters the development of confidence, astuteness, and outward skills in students. Language acquisition is a lifelong, active process that commences at birth. Textbooks play a crucial role in achieving the objectives of a course, serving as prominent elements in the teaching process. Language learning, facilitated by learning strategies, involves a set of tactics individuals employ to take control of their learning processes. In today's educational landscape, teachers play a pivotal role in enhancing strategies in second or foreign language classrooms. Their responsibility extends to facilitating learning among students and making their thinking processes visible. Effectively teaching a second language (L2) requires educators to consider the unique needs and backgrounds of each learner. By doing so, they can employ methods that help students in utilizing strategies to enhance their L2 learning experience. This paper provides insights into the trailblazer learning strategies that augment the language skills repertoire.

Contribution of Canva For Education In Enhancing Students' Creativity and Presentation Skills

This article discusses the role of Canva For Education in enhancing the creativity and presentation skills of students at Universitas Negeri Malang. Faced with the challenges of the global job market, the university recognizes the potential of Canva For Education as an innovative solution with features such as visual design, team collaboration, and multimedia integration. Despite implementation challenges such as integrating technology into the curriculum and data security issues, Canva For Education can provide a positive contribution to the development of students' skills. Literature reviews indicate that this platform can boost creativity through appealing visual designs, team collaboration, and the utilization of learning resources. Furthermore, Canva For Education can advance presentation skills through attractive slide designs, effective use of visualization, and consistent content design. The article concludes by affirming that Canva For Education is a valuable tool in preparing students for the demands of the increasingly visually-oriented global job market

Teaching Critical Thinking to English-Majored Students through the Pathways Coursebooks (2nd edition) at UFLS-UD: Challenges and Solutions

Critical thinking (CT), a 21st-century skill, not only plays a crucial role in students’ academic success but is also a fundamental capacity increasingly sought upon in the competitive global job market. However, there has been limited research in Vietnam on how to foster CT through English language teaching in higher education. This study fills this gap by investigating the challenges of teaching CT through the teaching of four English practical skills at the University of Foreign Language Studies - the University of Da Nang (UFLS-UD) via the Pathways Listening, Speaking, and Critical Thinking (2nd edition), which is a global, innovative academic English coursebook series carefully designed to develop integrated English language skills and CT. Coursebooks have been used in the curriculum at the Faculty of English and the Faculty of Foreign Language Teacher Education since 2021. However, how to effectively explore coursebooks’ resources to develop students’ critical thinking skills has not been investigated. With the employment of research methods, namely, survey questionnaires and semi-structured interviews, our study is an attempt to identify the abovementioned challenges, thereby suggesting solutions to enhance the quality of teaching CT combined with language skills for English-majored students.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.

Home-bound precarity: home violence on return Indonesian migrant domestic workers

ABSTRACT Migration for work is often an unending journey. Many Indonesian women spend years as domestic workers overseas before they return home, and there is often no definitive answer as to when they should return, and whether such a return is ‘final’. Migration scholars have long critiqued neoliberal capitalism and the global job market for subjecting workers to uncertainty and precarity. Yet, few have explored the precarity faced by return migrant women at home. Drawing on the results of our field interviews conducted on return workers in East Java and workers in Hong Kong, we develop the concept of ‘home-bound precarity’ to examine the financial and moral violence imposed on migrant women. We argue that ‘home-bound precarity’ is one of the root causes of migrant workers’ protracted precarity. The research opens a rich vein of inquiry into return migration and sheds new light on the understanding of labor precarity.

Glocalising Education: Reflections from an International School in Delhi, India

This article documents, describes and discusses the dynamics of an international school located in south Delhi, India. It discusses the means and ways via which the international school designs and delivers its curricular and pedagogic content that tend to shape and reinforce an element of ‘internationalism’ among its pupils. The international school form of education primarily embeds teaching and learning processes within the domain of the school as well as outside of it. While the school places enormous emphasis on the concept of ‘global’ or at times even ‘international’ to promote and brand itself, it is deeply rooted to the local and national conditions and cultures as well. This aspect of inter-mixing the global with the local and national is strongly emphasized by the school, whose stakeholders believe that the true spirit of internationalism lies in becoming ‘glocal’ and not simply global. The school as well as parents want their students and children to possess a holistic understanding of the world, and not an exclusive one. Thereby, it can be argued that there is a transition from the much-hyped era of globalisation to one of ‘glocalisation’. Thus, this system of schooling is critically analysed through this article, which centrally argues that the school functions in a manner that enables students’ global compatibility of body and mind, and aims to lend them a competitive edge in the global education and job market.

Discrepancy Between Employment Expectations and Realities Among College Students in the Post-Pandemic Era: Psychological Adaptation

This paper delves into the gap between college students job expectations and realities in the post-pandemic era, assessing the psychological toll and adaptive strategies. The pandemic has deeply shaken the global job market, heightening uncertainty and difficulties for students. Mismatches between their job aspirations and actual opportunities can trigger anxiety, depression, and selfesteem issues. This study scrutinizes this employment gap s psychological impact, highlighting the significance of psychological resilience and social support networks for coping with job-related challenges. Lastly, we explore how universities and students can collaborate to enhance students job market adaptability. This research aims to gain a deeper understanding of the psychological state of college students when facing employment challenges in the post-pandemic era and how to provide support and resources to help them better cope with these challenges. This is signifi cant for universities, governments, and society at large to ensure that college students can achieve career success while maintaining their mental well-being.

Moroccan ESP Instructors’ Perceptions of an Effective ESP Teacher

The changes in the linguistic and socio-economic spheres in Morocco have brought about new perspectives to teaching English for specific purposes (ESP). The challenge has long been to ascertain the implementation of well-informed teaching practices to meet the volatile needs of learners and those of the local and global job market. Within this context, guided by the aim to promote quality in ESP teaching in Morocco, this paper investigated Moroccan ESP teachers’ perceptions of effective ESP teaching and teachers’ roles, hoping to offer a hands-on profile of an effective ESP practitioner. This study sought to answer two main research questions: 1). What roles do Moroccan ESP teachers play in their ESP teaching settings? 2). What are Moroccan ESP teachers’ perceptions of an effective ESP instructor? To answer these questions, a mixed-method research design was adopted where 32 teachers from different ESP settings were surveyed. The study offered illuminating data about effective ESP roles and practices and suggested a modal for effective ESP teaching.

Human Capital Valuation and Development: Prospects and Challenges in Sri Lanka

Human Capital plays a prominent role as the major factor in the development of individuals, organisations and countries as a whole. Sri Lanka is experiencing a challenging economic and social environment and moving towards changes in economic growth and human capital mobility. The government and all employers need to rethink recognising and providing appropriate value for the human capital in Sri Lanka. This concept paper aims to provide an overview of human capital valuation and development in Sri Lanka and find out the prospects and challenges. Data was collected through secondary data sources using different reports available in Sri Lanka and at the international level and presented using explanations and descriptions. Based on the information, the review revealed several important areas that would directly impact human capital enhancement in the country. More focus should be given to tertiary and vocational education, labour force participation, unemployment, high-skills employment, talent shortage, middle-skills employment, long-term unemployment, public spending on education, employment gender gap, developing more human capital in the areas of health, service and welfare sector to meet the future global job market. At the same time, Sri Lankan organisations should consider valuing their human capital and calculating the Return on Investment (ROI) at the organisational level. Sri Lanka should focus more on catering to the international labour demand related to the professional, skilled, and semi-skilled categories in light of the decline in demand for low-skilled labour in the international labour market.

Education Policy and Politics of Education-Globalization and ELT Policy in Japa

In order to be more competitive in global job market, many countries, such as Japan, have adjusted the education policies for preparing capable talents for globalization. English Language Teaching (ELT) policy in Japan is used as an example of contemporary education policy to illustrate the influence of globalization in education field within a country. The aim of this essay is using the ELT policy in Japan as an example to critically analyze how globalization has influenced the development of current education policy. Positivism has been used to guide the policy-making process.

Education Policy and Politics of Education-- Globalization and ELT Policy in Japan

In order to be more competitive in global job market, many countries, such as Japan, have adjusted the education policies for preparing capable talents for globalization. English Language Teaching (ELT) policy in Japan is used as an example of contemporary education policy to illustrate the influence of globalization in education field within a country. The aim of this essay is using the ELT policy in Japan as an example to critically analyze how globalization has influenced the development of current education policy. Positivism has been used to guide the policy-making process.

International Student Mobility: Exploring the Psychological Effects on Identity Awareness on a Global Perspective

This paper delves into the multifaceted landscape of international student exchanges, illuminating their transformative power on identity formation, psychological resilience, cross-cultural competencies, and professional growth. Against a backdrop of increasing globalization, the education landscape has witnessed a surge in students seeking opportunities abroad. Drawing upon the intergroup contact theory, this essay explores how these educational voyages stimulate shifts in students identities as they navigate the cultural kaleidoscope, incorporating new values while preserving their traditional roots. Psychological challenges encountered during exchanges, including acculturative stress, pandemic-induced stress amplification, and academic hurdles, become crucibles for resilience and adaptation. The synergy between psychological factors and institutional support mechanisms highlights the potential for growth amid adversity. A central theme emerges, emphasizing the acquisition of global perspectives and cross-cultural communication skills as foundational pillars of students personal and professional evolution. In an era characterized by interconnected economies, these competencies offer graduates a competitive edge in the global job market, underscoring their significance in shaping future career trajectories. In conclusion, international student exchanges transcend geographical and cultural boundaries, fostering a global community of agile, culturally sensitive, and resilient individuals. While the scope of this exploration acknowledges inherent limitations, it mirrors the boundless potential of those who embark on the transformative journey of international exchanges, poised to shape a future marked by profound understanding and interconnectedness.

Towards a Framework for Integrating Employability Outcomes in the Quality Assurance Roadmap

To a great extent, HEIs are responsible for the employability of their graduates. To fulfill this responsibility, they must help ensure their graduates possess the skills, competency, and other relevant attributes required for employment. Putting in place Quality Assurance mechanisms and linking HEIs’ Quality Assurance to employment indicators could set relevant factors in motion to help realize the HEIs’ aspirations and the graduates’ aims for employment. However, despite the implementation of Quality Assurance, HEIs still need to improve the employability of graduates. To address the above predicament, this study aimed to develop a framework that HEIs can use for integrating employability outcomes in HEIs’ Quality Assurance roadmap. In search of relevant factors and mechanisms linking quality assurance and employability towards developing a relevant framework, this paper found the following important factors to consider: employability as part of the institution’s mission, strategic and operational plans; available guidelines in place through relevant policies and programs; employment enablers integrated into the HEIs’ tri-focal function; engaging the key stakeholders in developing, planning, and implementing policies, programs, and activities; forming a dedicated unit to take charge of employability targets; providing relevant support services for students and alums; and conducting employment promotion activities considering local and global job market realities. On the whole, the graduates need to possess knowledge-skills-and values as near as possible to what the job needs and requires, either for local or international employment. Keywords: quality assurance, employment indicators, integrating quality assurance and employment indicators, quality assurance-employability link, quality assurance-employability framework

English Language Teachers’ Professional Development at Tertiary Level in Bangladesh: Challenges and Prospects

This study delves into the complex landscape of tertiary teachers' professional development in Bangladesh, examining both the formidable challenges and promising prospects that shape the growth and effectiveness of educators in the nation's higher education system. In Bangladesh, tertiary education plays a pivotal role in shaping the future of its youth and the nation's economic progress. However, the quality of higher education hinges on the quality of instruction, making professional development for teacher’s imperative. The study unveils the significant challenges faced by these educators, including the burden of heavy workloads, financial constraints, limited access to development opportunities, and resistance to change. These challenges collectively hinder the professional growth of teachers, which, in turn, affects the quality of higher education. Conversely, the study illuminates the substantial prospects of professional development for tertiary teachers in Bangladesh. It underscores the vital role professional development plays in enhancing teaching skills, aligning curricula with industry needs, and preparing graduates to excel in the global job market. Strategies such as institutional support, technology integration, faculty collaboration, and needs assessments have been identified as avenues to address these challenges effectively and unlock the potential of growth for educators in Bangladesh's higher education landscape. In conclusion, while Bangladesh grapples with obstacles that impede the professional development of tertiary teachers, the prospects remain optimistic. By recognizing the importance of continuous learning, investing in institutional support, harnessing the power of technology, and implementing strategic policies, the nation can empower its educators to thrive in their roles. This, in turn, promises a brighter future for higher education, better-prepared graduates, and a stronger national economy.

The Role of English in Preparing Students to Face Global Challenges

Globalization has had a significant impact on various sectors of life, including education. English has become the dominant international language in cross-cultural communication and global business transactions. This research aims to investigate the role of English in preparing students to face global challenges. This study involves an in-depth analysis of how English language proficiency can help students overcome global challenges, including cross-cultural communication, access to global resources, and preparation for the global job market. Through a qualitative approach, data is collected through interviews and surveys of students who have been involved in educational programs with an international focus. The results of this research provide insight into the importance of mastering English in facing global challenges, as well as the challenges faced by students in developing their language skills. The conclusions of this research emphasize the need for better integration between English language learning and educational curricula to better prepare students to face global challenges.

The Impact of International Education and Cultural Empowerment in the Global Job Market

Abstract This article challenges the idea that international education only has positive spillover effects on the students going through it, assessing students’ capacity to understand and, if possible, explore new working opportunities in the host country. It discusses to what extent an international education experience and regular exposure to an alternative educational, social, and working environment could provide opportunities for students to broaden and deepen their views and perceptions of the world, and to use cultural capital gained from international mobility to increase their employability in the global job market. Based on a study conducted among a small group of Chinese students based in France, this article highlights when, how, and under which circumstances students’ mobility capital is understood and explored as a new source of economic opportunities, discussing motivations and integration in the experiences of Chinese international students.

Automated programming, symbolic computation, machine learning: my personal view

In this note, I present my personal view on the interaction of the three areas Automated Programming, Symbolic Computation, and Machine Learning. Programming is the activity of finding a (hopefully) correct program (algorithm) for a given problem. Programming is central to automation in all areas and is considered one of the most creative human activities. However, already very early in the history of programming, people started to “jump to the meta-level” of programming, i.e., started to develop procedures that automate, or semi-automate, (various aspects or parts of) the process of programming. This area has various names like “Automated Programming”, “Automated Algorithm Synthesis”, etc. Developing compilers can be considered an early example of a problem in automated programming. Automated reasoners for proving the correctness of programs with respect to a specification is an advanced example of a topic in automated programming. ChatGPT producing (amazingly good) programs from problem specifications in natural language is a recent example of automated programming. Programming tends to become the most important activity as the level of technological sophistication increases. Therefore, automating programming is maybe the most exciting and relevant technological endeavor today. It also will have enormous impact on the global job market in the software industry. Roughly, I see two main approaches to automated programming:symbolic computationand machine learning. In this note, I explain how the two approaches work and that they are fundamentally different because they address two completely different ways of how problems are specified. Together, the two approaches constitute (part of) what some people like to call “artificial intelligence”. In my analysis, both approaches are just part of (algorithmic) mathematics. The approaches, like all non-trivial mathematical methods, need quite some intelligence on the side of the human inventors of the methods. However, applying the methods is just “machine execution” of algorithms. It is misleading to call the application “machine intelligence” or “artificial intelligence”. The analysis of the two approaches to automated programming also suggests that the two approaches, in the future, should be combined to achieve even higher levels of sophistication. At the end of this note, I propose some research questions for this new direction.

Technicians as teachers: the emerging role of technical staff within higher education teaching and learning environments

ABSTRACT Technicians and technical staff are making increasingly significant contributions to the teaching and learning of undergraduate and postgraduate students in the UK. This paper reports on a survey of 1766 technical staff regarding their roles within teaching and learning environments, and a series of follow-up focus groups with 44 technical staff further exploring the roles, visibility, and recognition of technical staff. Analysis suggests many technicians’ roles have transitioned to such an extent that traditional lines between academic and technical teaching responsibilities, expertise, and contributions are becoming increasingly blurred. This trend is particularly noticeable for disciplines within creative arts but is also found in other discipline areas. This is likely accelerated by a competitive higher education environment and global graduate job market which incentivise skills-based learning and graduate employability, with a general transition towards increased value of ‘know-how’ as well as ‘know-what’. Although this can greatly enhance students’ skills-based learning at the hands of experienced practitioners, there is a danger that under-valued ‘cheap labour’ could be used to replace under-resourced academic teaching communities, or that technical staff find expansion of their teaching responsibilities are not being matched with adjustments in value, recognition, or reward. Specific examples are explored, and the impact of COVID-19 related disruption is further used to highlight these overall themes. The authors advocate for common understanding and recognition of teaching roles throughout the higher education sector, regardless of job family.