All over the world, universities have to cope with the mission to promote the employability of their graduates, implying that competences should be trained which are relevant for the professional experience. In this context, it is of special interest where graduates work and what they are doing at work. In this study we focus on educational…

This study identifies the skill requirements for geographic information system (GIS) positions, including GIS analysts, programmers/developers/engineers, specialists, and technicians, through a content analysis of 946 GIS job advertisements from 2007-2014. The results indicated that GIS job applicants need to possess high levels of GIS analysis…

Potentially all university graduates, regardless of the discipline they have studied, are expected to have obtained generic learning outcomes, which we refer to as "graduateness." This study investigates the extent to which learning programmes' emphasis on graduateness affects students' perceived abilities in the domains of graduateness.…

In Europe and all over the world, higher education systems face the challenge of preparing an increasing number of students for the labor market and teaching them discipline-related knowledge and competences as well as generic competences. But what requirements do higher education graduates actually meet on the labor market? To identify higher…

The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of…

A critical analysis of reports and empirical literature on the quality of candidates in teacher education programs is presented and the results of a nation-wide survey of basic skills competencies required of such candidates are described. While standardized test scores for education majors have been declining, many states in the survey did not…

Written in a question-answer format, this report describes the impact of the Austin Independent School District graduation requirement on students. (1) What are the minimum competency requirements (MCR) for graduation? Students must demonstrate reading and mathematics competencies at the 9.0 grade equivalent. (2) How many 1984-85 graduates have…

To determine to what extent competencies to be measured by the Alabama High School Graduation Examination were being taught in the Alabama public schools, a survey was conducted of teachers of grades 7, 8, 9, and 10. Competencies that were not being taught are identified and possible explanations are outlined. (Author/EGS)

A study of the relation between the reading competencies for high school graduation and the reading demands of auto mechanics began with determining job reading tasks of auto mechanics. Fifty auto mechanics, the majority of them bilinguals, were interviewed. From this data about the kinds of information mechanics get from reading and with copies…

This article questions whether the requirement of a 2.5 grade point average for admission to teacher education programs or for certification will improve teaching. Data from the Emporia (Kansas) Master Teacher Awards program show that of teachers receiving the award, 36 percent had lower than a 2.5 average in college. (PP)

A survey was conducted by the Learning Assessment Retention Consortium of the California Community Colleges to determine the extent of community college involvement with academic standards in California. The survey investigated the relationship of the colleges to adult education, assessment practices, entrance standards for vocational and…

In this paper we measure the impacts of tougher graduation requirements on course-taking patterns, college attendance and completion, and post-high school labor market outcomes for vocational concentrators and non-concentrators. Our main goal was to assess whether vocational education students were specifically affected (positively or negatively)…

The trend toward establishing minimal competency requirements for high school graduation led the Speech Communication Association to establish a task force that would recommend what speaking and listening skills should be required of high school graduates in the United States. This paper describes the work of that task force, indicating the…

Seven guidelines for setting minimum competency standards for high school graduation are presented: (1) Competency standards for the diploma should be developed by a process that gives major attention to the needs of students yet recognizes an institutions's responsibility to societal needs. (2) Competency standards should be developed using good…

This report presents the findings of a survey of a nationally representative sample of school districts on high school academic requirements and achievement. A survey questionnaire was sent to 571 school districts and a 93 percent response rate was obtained. Information was gathered on the following topics: (1) time spent in school; (2) credits…