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Hiring new graduates is a cost-effective method of recruiting high-potential talent into organizations. Despite recent focus on graduate employability in the Australian higher education (HE) sector, a discrepancy remains between employer expectations of graduate work readiness (WR), and graduate perceptions of preparedness to commence professional work. This has implications for curriculum development, including work-integrated learning (WIL) programs that aim to improve WR of students ensuring they have the necessary skills and attributes required for work. What comprises WR skills and attributes, however, has been conceptualized differently in the literature. This systematic review aimed to address the lack of consistent conceptualization of WR, and the tools used to assess WR, in the Australian HE sector. A systematic review of five databases returned 138 articles based on the inclusion criteria, of which 16 met eligibility for review. The included studies were synthesized to compare conceptualizations and assessment of WR. Findings confirmed differences in conceptualization of WR and the majority of studies adopted a multidimensional measurement approach, comprising discipline-specific and generic skills. We discuss implications of varied conceptualizations of WR and assessment of WIL activities to improve WR in the higher education context. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article analysed scientific literature and normative documents to design a pedagogical framework for promoting sustainable financial literacy in competence-based vocational secondary education and training within the Interreg Central Baltic project “Sustainability in Finance – SuFi”. An empirical study was conducted in 2020–2021 that involved observing and analysing ideation, elaboration, and piloting processes for an open online module on sustainability issues in vocational business education and training within the SuFi project. The study analysed structured interview responses from nine SuFi project participants; the qualitative data analysis design for the same was based on grounded theory and a constant comparative method. The pedagogical approaches to promoting sustainable financial literacy are described and a systematic, comprehensive, evidence-based proposal is given for promoting sustainable financial literacy in competence-based vocational secondary education and training. The pedagogical framework presented in this article also suggests concrete directions for future pedagogical practice and research. © 2023 Elsevier Doyma. All rights reserved.

In Ghana’s Polytechnics/Technical Universities, the Higher National Diploma (HND) programmes are ran to provide the country with its middle-skilled manpower base in science, engineering, technology, commerce and art for socio-economic development. However, the HND Industrial Art Programme of Tamale Technical University begun in 2008/2009 academic year and has since run up-to-date with options in Painting and Decorating (P/D), Leatherwork, Textiles and Ceramics without any form of evaluation to ascertain its impact in the country despite the numerous calls from stakeholders. Therefore, the study sought to examine the impact of the HND Industrial Art Programme of Tamale Technical University on the Art Industry in Ghana. To conduct the study, the main objective was to evaluate the scope and content of the curriculum of the HND Industrial Art Programme with reference to its implementation in the University. The Concurrent Triangulation Mixed-Method research design involving both qualitative (case study, document and descriptive analysis) and quantitative research were adopted to undertake the research. Questionnaire, interview and observation guides were relied as tools to collect data for the study. A sample population of 223 (present students: 57, graduates: 137, lecturers/technicians: 13 and industrial attachment supervisors: 16) was selected using purposive, random and snowball sampling techniques. From the study, the major finding is that, the curricula of the programme’s options provided students with knowledge and skills required in their respective industries as conceived by the Department. Nonetheless, with time and advancement in technology as being noted in the industry, some of the courses require review to catch up with industry standards. The findings from the study have implication on the training of students in the Country. It is therefore recommended that appropriate steps should be taken in conjunction with relevant stakeholders to have a holistic review of the curriculum to make it relevant. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

The proper alignment between supply of Vocational Education and Training (VET) and labour market demand is critical to successfully achieve VET’s main benefits, such as reduction of academic dropout rates, unemployment reduction and economic growth. This article presents the study carried out in Leiria region (Portugal) to define VET areas priorities at the secondary education level. A mixed methodology was applied by using both quantitative (employment microdata, employers survey and employment offers analysis) and qualitative (interviews, focus groups and documents analysis) instruments and techniques. A diverse group of stakeholders (e.g. regional policymakers and private and public sectors’ employers) were heard in order to anticipate the market’s needs for skills. The results, obtained through the various methodologies, point to the same skills’ priorities and reveal several mismatches between demand and supply of qualifications. Thus, this study helps policymakers to prioritize areas of education and VET providers to design courses aligned with the real needs of the region’s labour market. Additionally, several challenges are identified, as the need of a better dialogue between the VET system and employers. By increasing the quality of VET supply, our policy suggestions contribute to reduce future demand-supply imbalances, and therefore, to reduce unemployment, control the demographic problem, increase the companies’ expansion and promote regional development. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

There is significant research on the motivations and migration experiences of South Asian international students in Australia and the United Kingdom (UK); however, the employability journeys of this group are not well understood. This article addresses this gap, illuminating the specific employability challenges experienced and perceived by South Asian postgraduate international students enrolled in Australia and the UK. Drawing on qualitative research comprising semi-structured interviews with 30 South Asian postgraduate international students studying at a university in Australia and in the UK, the findings highlight significant barriers to employability along four key axes: time pressures from study and adjustment issues (micro); lack of internship opportunities offered at the universities (meso); lack of culturally tailored university career services (meso) and perceptions of employers’ as well as Government policy implications (macro). Acknowledging and understanding these findings are important for universities to support South Asian international student employability experiences and graduate outcomes to remain competitive in the global job market. The findings suggest recommendations to enhance the employability of South Asian students in the UK and Australia. © 2023 Society for Educational Studies.

Introduction. Non-formal education is gaining a new impetus in the establishment of a sustainable knowledge society. The article reveals major concerns of non-formal education as an element of life-long learning and adult education policies as well as its effective implementation into the national educational mainstream. Aim. The aim of the research is to conduct a detailed overview of various current studies, exemplifying the international experience in non-formal education and the case-studies of its adoption along with the mechanisms for its validation in different countries. Methodology and research methods. The work was based on the methodology of comparative analysis and qualitative content analysis of official UNESCO, CEDEFOP, etc. international statistical and analytical reports, academic and empirical studies. An analytical review shows policy changes towards the development of non-formal education as well as an international and available in individual countries experience of its studying and implementation. Results. Based on the compatibility scopes principle, three levels of analysis of non-formal education (macro-level/global, meso-level/institutional, micro-level/personal) were identified so that the key issues and trends in its development could be pinpointed at every stage. The conducted research leads to the conclusion that non-formal education practices are acquiring institutional forms. The level of non-formal education development in different countries varies. However, there are general trends towards solving a number of similar social problems by means of non-formal education, such as bridging the supply and demand for competencies in the labour market, social inclusion of different segments of the population, and others. Scientific novelty and practical significance. The novelty of this study is seen in the resource capacity of non-formal education, the potential of its implementation for the vocational re-skilling, upskilling and further training of various socio-demographic groups, its global development trends and prospects. The practical significance lies in the application of mechanisms for recognising non-formal education outcomes. The highlighted trends and the best international experience can provide non-formal education integration into the educational mainstream, create experimental learning platforms and accelerate practical educational policy measures. © 2023 Russian State Vocational Pedagogical University. All rights reserved.

Introduction. The relevance of the problem of the article is determined by the need to improve approaches to the professional adaptation of university students in the conditions of rapid changes in the world of work and professions. The subject of the study is various forms of professional adaptation of students. Aim. The present research aims to identify the forms of university students’ professional adaptation, which have the greatest potential for adapting students to the future profession. The hypothesis of the study was the assumption that one of the new and effective forms of professional adaptation of students at the university can be their project activities. Methodology and research methods. The research methodology was mainly based on the community-based and activity-based approaches. The empirical basis of the article is the results of the research on the adaptation of students in Russian universities (2022 May–June). The conducted research was implemented using the methods of online survey, focus group, semi-formalised interview. Results. The main results of the study are the following: characteristics of the forms of professional adaptation of students at the university, the assessment of its main background factors, as well as the development by students of the norms of the academic environment as a predictor of mastering work and professional ethics, the problems of implementing project activities as a new form of adaptation to the profession. The scope of application of the research results is the practice of university project training and the development of programmes for professional students’ adaptation. In conclusion, project-based learning is considered as one of the most promising forms of students’ professional adaptation, the potential of which is not fully used. An important conclusion of the authors is that there is the need to focus student projects on an external customer in order to create a situation of students’ real immersion in the professional environment. Scientific novelty. The authors considered new forms of professional adaptation of students at the university and justified the significance of the revealed adaptation forms. Practical significance. The practical significance of the article is the possibility of using the results and conclusions of the study in the elaboration of university adaptation programmes for students and the improvement of their professional adaptation practices. © 2023 Russian State Vocational Pedagogical University. All rights reserved.

Developing communication skills and intercultural awareness is the engine for collaboration and networks to address complex social issues. This article describes a systematic literature review analyzing the scientific evidence from January 2016 to June 2022 in publications available in the Scopus and Web of Science databases regarding intercultural and global competencies developed to encourage international, professional collaboration. A systematic mapping of the literature was performed firsthand, and selection criteria were applied to determine the articles to be reviewed, resulting in 45 eligible studies. The analysis focused on three competencies: intercultural communication, intercultural sensitivity, and intercultural responsibility. The results highlighted the relevant trend and predominance of (a) qualitative studies, especially case study designs; (b) the themes of intercultural and global competencies; (c) research involving intercultural communication competency, and (d) intercultural education. This study aims to be of value to academic, scientific communities, and those interested in training, communication, and educational innovation. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

In Finland, the vocational education and training (VET) qualifications lead into work. Also, active citizenship is one of its aims, and qualification enables application to tertiary study. In terms of these aims, literacies are central. In the context of competency-based VET, we analyse how a curriculum of literacy is realized during literacy lessons. The theoretical background lies on sociocultural understanding of literacies as social practices, and this article discusses the school subject of literacy representing theoretical knowledge in competency-based education. Methodologically, the paper draws from feminist ethnography, and the analysis focuses on examining language use in recurring classroom events. We analyse ethnographic data from the literacy lessons for the car mechanics and building construction programmes (2018–2020). These are programmes with an overrepresentation of male and working-class-based youth. The analysis highlights that during the lessons, the value of literacy manifested as market-oriented and work-relevant ‘usefulness’, and the literacy curriculum was realized as delimited to labour contexts and topics. There was an imperative of motivation for conducting literacy schoolwork which draws on stereotyped notions of students who are seen as not interested in literacy but in longing to labour. Based on this analysis, the literacy curriculum was realized as ‘literacy for labour’. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

A significant issue for global healthcare is recruitment and retention of doctors and nurses, especially in rural areas. It threatens continuity and accessibility of medical care for a large segment of the population. The aim of this article was to summarize currently available data on healthcare recruitment practices, particularly in rural areas, and key factors influencing retention of healthcare professionals. This will allow to develop evidence-based strategies for recruitment and retention of healthcare workers in the Russian Federation and reduce personnel shortage. International and Russian full-text articles were searched for in PubMed, ScienceDirect, Cochrane Library, Google Scholar, and eLibrary databases. All the studied factors influencing recruitment and retention of healthcare professionals in rural areas were grouped into four main categories: financial, social, professional, and personal. Modern healthcare recruitment strategies were divided into three groups: financial, organizational, and instructional. The review results suggest that the Russian Federation uses the majority of global strategies to recruit and retain healthcare professionals in rural areas. However, there are some activities that have not been adopted in our country. They may be included in healthcare management practices to increase the effectiveness of regional programs for development of human capital in healthcare. © 2023 Authors. All rights reserved.