新时期大学毕业生就业形势及其对策探究

大学生就业是关系到国家经济发展和社会和谐稳定的重大问题.目前大学毕业生数量及其就业压力逐年增大,就业选择地区和专业差异较大,就业单位对毕业学校、身份和性别歧视依然存在,大学生就业难与高等学校就业率虚高相悖,存在大学生就业难与企业用工荒并存的结构性矛盾.究其原因是政府在扩招政策制定、就业模式调整、就业引导和相关政策扶持等方面缺少解决大学毕业生就业难的针对性和可操作性,效果远低于预期;用人单位在用人标准、招聘程序和工资待遇等方面还存在不同程度的歧视;高等学校人才培养质量低、虚高就业率和大学生能力差是主要问题,直接导致大学生在面对用人单位时的被动局面.因此,高等学校破除大学毕业生就业困境需要综合措施,政府是改善大学毕业生就业困局的主导力量,制定科学务实的就业方针政策,用人单位尽快完善大学毕业生相关工作,为大学生就业、创业搭建服务平台;高等学校不断提升人才培养质量,大学生不断提高自身职业能力与水平.     

城市化进程中失地农民就业能力现状与提升路径——基于合肥市为样本的研究

城市化进程涌现大量失地农民,失地农民市民身份转变的关键是非农就业技能的获得和就业.合肥市调查数据表明,失地农民非农就业能力较低.提升失地农民就业能力需要加强制度性安排,需要加强失地农民自身主体性构建和社会支持网络的拓展.     

高技能人才短缺：一个专用性人力资本的分析框架

高技能人才的人力资本特性更多的表现为专用性人力资本。我国高技能人才短缺的主要原因是高技能人才的市场价值存在＂偏离＂,从而使投资风险加大;在高技能人才培养上的错位和一些体制性障碍也加剧了高技能人才的短缺。根据高技能人才的人力资本特征建立合理的高技能人才人力资本评价体系,并合理配置政府、各类教育机构、企业和个人的资源,形成高技能人才人力资本投资的多元分担模式,进而构建高技能人才人力资本投资风险防范体系是缓解我国高技能人才短缺的可行途径。     

大学生就业能力特点及提高策略研究

大学生就业能力是学界关注的热点问题之一,本文通过问卷调查法,对大学生就业能力的特点进行了实证研究。研究发现：大学生社会适应能力最强,而应聘能力最弱。而且大学生在自主能力和社会实践能力上还存在性别差异,而大学生是否参加社团活动也对它们的就业能力产生影响。最后,在数据的基础上对大学生就业能力的提高提出了几条策略。     

From ‘Employab-ility’ to ‘Entrepreneurial-ity’ in Spain: youth in the spotlight in times of crisis

This paper discusses the processes of individualisation of work and redefinition of the referential category of worker fostered by youth employability schemes in Spain. Employability measures proposed by the recent Spanish Youth Guarantee Implementation Plan and its antithetical youth representations (as a group ‘without qualities’ – the ‘NEETS’– while at the same time as a referential value and cultural model – ‘the young entrepreneur’-) will be analysed. These paradoxes strengthened by employability policies, and further aggravated in the wake of the current economic crisis, do not give rise to political contradictions due to the depolitisation promoted by employability policies: social problems are converted into individual deficits. These processes of psychologisation of work are further discussed on the basis of a recent study on employment counselling and career guidance to help to enhance the employability of jobless people in three Spanish cities, Seville, Madrid and Valencia. These tools are aimed at fostering employability of unemployed people with a high risk of social exclusion and are emblematic concerning the principle of employability (new governance tools, different intervention logics/principles). Some paradoxes concerning employability policies (entrepreneuriality) in the current labour market crisis will be outlined.     

The quest for sustainable employment: Challenges faced by young people during the job‐search process

Young people who are unable to find and sustain employment are at risk for long‐term social and economic exclusion. Active labour market policies (ALMPs) addressing the problem of youth unemployment have focused on building the employability skills of young job seekers to expand their employment opportunities. Yet research exploring how young people navigate the job‐search process is limited. Drawing on interviews with young Australian job seekers and their employment consultants, this article addresses the questions of how young people navigate entry into employment through the job‐search process and what challenges they face. The study revealed three common frustrations experienced by the young people during their job‐search: employers' expectations of relevant work experience in the young person's preferred occupation, being required to apply for jobs not aligned with their career aspirations, and the impact of personal factors on their ability to confidently present themselves to prospective employers. The findings highlight the need for ALMPs and employers to facilitate positive employability support mechanisms that will build a stable platform from which young people can build a trajectory towards sustainable employment to reduce long‐term youth unemployment.     

Learning basic employability competence: a challenge for the active labour insertion of adolescents in residential care in their transition to adulthood

The teaching of basic employability competence from a very early age is of preventive value in the transition of young people in residential care to adulthood. The present research relates employability competence (finding and holding down a job and gaining promotion in the labour market) with positive career outcomes and employment opportunities. In this study, conceptual methods for understanding employability are analysed and some existing international studies of employability skills are reviewed, although all of these are deemed partial approaches to the needs of children and young people in residential care. Our proposal, the IARS (Infancia y Adolescencia en Riesgo Social [Children and Young People at Social Risk]) Employability Competence Framework, developed by means of a collaborative and integrated approach with experts, provides a complete picture of how employability competences are important for preparing young people in residential care not only for active labour insertion but also in terms of their comprehensive development. A selection of a cluster of eight employability competences (self-organisation, decision-making and problem-solving, teamwork, communication, perseverance, professional project development, flexibility and responsibility) and their components are presented, as well as its educational implications within children's homes.     

高职院校毕业生就业力水平测度研究

目前系统研究毕业生就业力水平度量的文献较少,为了提高毕业生就业水平,本文选取八个最能反映就业力的变量,构建了就业力水平指数测度模型;并以700名高职院校毕业生问卷调查数据为基础进行了实证研究。为科学度量就业力水平提供了一种新的科学方法,同时不仅为高职院校培养毕业生就业力提供一个有效的评价体系和测量工具,而且为其人才培养方案的制订,如何做到毕业生与用人单位有效对接提供了有益的借鉴。     

创业教育与大学生就业能力的培养——英国高校的经验与启示

就业能力不足已成为大学生就业面临的突出问题,尤其是管理类专业的大学生,在知识水平、能力素质、技能水平等方面与社会需要及工作岗位的需要存在较大差距。在理论学习的同时加强创业教育,能够让学生认识企业,了解企业需求,像一个企业人那样思考和行动,从而帮助大学生提升就业能力,树立更加灵活的就业定位。英国高校针对大学生的创业教育进行了深入的探索。其中林肯大学的林肯商学院从学生的个性发展、技能开发、实践性学习、工作经验学习和职业指导五个方面建立了创业教育与学生的学位课程有机整合的框架,并大力加强教职工创业教育能力培训,对培养大学生就业能力取得了显著的积极效果。我国高校可借鉴国外模式,并与国内具体情况相结合,渐进式将创业教育引入课程体系,强化教师培养,系统性提升大学生就业能力。     

Intercultural competencies: what students in study and placement mobility should be learning

When promoting intercultural learning in the context of study and placement mobility, intercultural educators are specifying what students should be learning. Research not only confirms the genuine impact of real-life intercultural contact on intercultural learning, but also shows how this impact can be enhanced through institutional support and the integration of intercultural learning into the curriculum. In this position paper, we propose a number of considerations that need to be taken into account in setting learning objectives for mobile students. Referring to research and policy documents mostly in relation to the European mobility context, we address consecutively what students are learning in study and placement mobility; what they say they want to learn; what they should learn for; and finally, what they should be learning. We conclude that intercultural educators should pay heed to what students are actually learning in study and placement mobility over a time span that transcends the current sojourn abroad. We also recommend that educators take steps to support students in mobilising the intercultural skills they acquired abroad for increased employability.