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"education"

An information system that facilitates the search for first jobs and internships by students of higher education institutions has been developed in the form of a web application. The corresponding platform, among other things, ensures interaction between students, employers, internship supervisors from the educational institution and a person authorised to sign on behalf of the higher education institution. The paper describes the architecture of the system, its functionality, and analyses of similar platforms. Particular attention is paid to the issue of automating the process of selecting a practice base. The development is an example of the introduction of information technology into the educational process and can be adapted for other educational institutions. © 2025 IEEE.

In connection with Russia’s withdrawal from the Bologna Process, approaches to the organization of domestic higher education are being revised. But this mainly concerns the issue of level-based education. At the same time, Russia’s entry into the Bologna Process has led to changes not only in the levels of higher education, but also in some of its other aspects. One of these aspects is the competency-based approach to learning. This article examines the question of whether it is subject to revision in connection with a possible future reorganization of higher education in Russia. To answer this question, the authors assess the current state of the competency-based approach to learning in higher education in Russia. This assessment is determined on the basis of a study of the current level of interpretation of the essence of the competency-based approach and related concepts in scientific and regulatory literature, the degree of development of competency systems used in Russian universities, the current state of the criteria used to assess the formation of competencies, as well as the perception of the competency-based approach by students and university teachers. As a result of the conducted research, both positive and problematic aspects of the application of the competence-based approach to training in higher education in Russia at the current stage of its development are identified and systematized. The article substantiates and brings up for discussion three possible scenarios for the future use of the competence-based approach in the process of further development of higher education in Russia. The opinion on the most appropriate and probable of these scenarios is argued. Recommendations for the implementation of this scenario are substantiated. This article may be of interest to the organization of higher education in universities, as well as to developers of higher education standards. © Дружиловская Т.Ю., Дружиловская Э.С., 2025. This work is licensed under a Creative Commons Attribution 4.0 License.

The fundamental impact of human capital on innovative performance is a consensual finding in the innovation literature. Universities play a pivotal role in fuelling innovation across various industries, providing students with essential knowledge and skills to generate new products, processes, and business models. However, while the crucial role of the university is undeniable, it should be remembered that human capital formation is a complex and multifaceted phenomenon, influenced not only by factors such as institutional context and culture but also by the prevailing secondary education system. Since 1999, the Bologna Process has resulted in numerous reforms aimed at ensuring comparability among standard and quality of higher education qualifications in Europe. However, secondary school education systems vary significantly among countries. One of the most striking differences is the relevance attributed to vocational training programmes. Vocational training is essential for preparing students for specific careers and industries and focuses on the development of practical skills and knowledge that are directly applicable in the workplace. This paper analyses the impact of secondary school education on innovation performance in European regions. The rationale is that, despite a widely held belief that innovation requires workers with an academic education, vocational education and training is a major driver of innovation performance. We employ Eurostat data for the last two programming periods to and determine the extent to which secondary school systems and European Commission policy, specifically the European Social Fund Educational and Vocational Training theme, can contribute to innovation performance in European regions. © 2025 International Conference on Higher education Advances. All rights reserved.

Vocational education and training (VET) institutions are tightly embedded into countries’ political economies and sociocultural context. The theoretical focus on influential factors excludes crucial aspects of the multilayered institution, while historical, sociological, and youth transition literature strongly hint at cultural components. To add to the understanding of apprenticeship in its cultural context, I take a data-driven approach, comparing parliamentary debates in the German Bundestag with the House of Commons in the UK from 1946 to 2019. Utilising quantitative text analysis, such as Structural Topic Models, I explore debates concerning apprenticeships and VET since World War II. I focus on the long-term manifestation of related topics and provide evidence on the persistent influence of historical themes to this day, as well as new trends and emerging associations. My findings contribute to the understanding of VET systems within country-specific structures of political debates and discourse. The framework shifts the focus from the development of apprenticeships as institutions to the development of image and narrative surrounding this institution and associated policy decisions. Themes in parliamentary debates reflect social development, while revealing underlying concepts associated with various aspects of social policy, associations with military and youth, which differ considerably over time and between countries. © 2025 The Vocational Aspect of education Ltd.

Employment outcomes are more strongly associated with specific career paths than with academic performance. Despite expanding university access, significant gaps persist between the training received and labor market conditions. The objective was to identify and analyze the factors that influence the employment situation of university graduates. A quantitative explanatory approach was used, with a sample of 3,009 graduates. A structured survey was administered, and the data were analyzed using Logistic regression, Lasso regression, and Random Forest models. The results show that the variables with the greatest predictive power are the type of contract, time spent working, and income level. In contrast, academic variables such as GPA and theoretical or practical training showed little relevance. In comparison, employability is more associated with specific career paths than academic merits. The study reveals important findings for universities to strengthen applied training, encourage early entry into the workforce, and develop monitoring systems that allow them to adapt their educational offerings to the real demands of the professional environment. Understanding the factors that influence graduate employability is crucial to enhancing the significance of education and improving professional opportunities. © © 2025 Portocarrero Ramos, Campos Trigoso, Cruz Caro, Reina Marín, Maicelo Guevara, Sánchez Bardales and Chávez Santos.

As graduating students transition into the professional world, they often find that their college education did not teach them the skills businesses demand. This disconnect between the skills learned during college and the skills needed to succeed within the workforce has led to increasing levels of unemployment and underemployment. Implementing entrepreneurial education in colleges could resolve many of the skill deficiencies both at the undergraduate and graduate levels. By training students entrepreneurial skills, colleges empower these students to think beyond conventional boundaries and develop productive economic activities. This paper reviews the positive impacts of entrepreneurial education in shaping the next generation of workers while also delving into theoretical frameworks, such as human capital and social cognitive theories, to understand the reasoning behind the success of entrepreneurial education. This research further addresses the steps and requirements for a successful implementation, the role of technology in the implementation process, and possible challenges faced which might impede on effective implementation. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.