Įsidarbinamumo gebėjimų plėtojimas edukologijos studijose

LTSiekiant išsiaiškinti, kaip plačiai teikiamose edukologijos studijų programose (bakalauro studijų lygmuo) pristatoma darbo rinkai svarbių įsidarbinamumo gebėjimų ugdymas, buvo išanalizuotos Lietuvos universitetuose teikiamos edukologijos studijų programos, įvertinant jose numatytas praktikas (jų trukmę, ugdomus gebėjimus, metodus) bei 6 interviu su švietimo institucijų padalinių vadovais. Rezultatai parodė, kad programose akcentuojama teorinių žinių perkėlimas į praktikos lauką ir gebėjimas turimas teorines žinias pritaikyti naujose situacijose, gebėjimas dirbti savarankiškai bei pateikti įdomius ir naujus iškilusių problemų ar pateiktų užduočių sprendimo variantus. Praktikos metu skatinama kritinis mąstymas, problemos identifikavimas, savarankiškas problemų sprendimas, informacijos paieška, tiriamojo darbo įgūdžių formavimas. Tačiau pasigendama universitetinių studijų metu įgytų teorinių žinių taikymo sprendžiant praktines problemas įgūdžių, gebėjimo analizuoti turimą informaciją ir vertinti susidariusią situaciją globaliu mastu bei absolvento savikritiško požiūrio atliekamos veiklos atžvilgiu. Švietimo institucijų atstovai pažymėjo, kad dabartinis ugdymo procesas, ypač mokymosi visą gyvenimą plėtra, labai padidino švietimo ir ugdymo darbuotojų bendrųjų gebėjimų poreikį. [Iš leidinio]Reikšminiai žodžiai: Bendrieji gebėjimai; Edukologijos studijų absolventas; Profesinės karjeros galimybės; Įsidarbinamumo gebėjimai; Career opportunities; Common skills; Education graduates; Employability; Employability skills; General skills; Professional career possibilities.

ENNowadays it is being talked about student-centered teaching at university studies. According to Juozaitis and Jakubė (2012: 10) a number of recent discussions have emphasised the need for student-centred learning at a higher education institution. Juozaitis and Jakubė (2012: 10) note the importance of “the development of an independent, self-governing, responsible and constantly improving personality”. According to the authors, student-centred learning is related to his/her active participation in the learning process, personal responsibility and independence. The aim is to enable a student to learn and improve their skills independently and responsibly. As Juozaitis and Jakube state (2012), employers are not satisfied that young people after university studies have theoretical knowledge but in most cases cannot apply them in real situation. Students need more communication as well as communication, team-work and management abilities. In order to clarify how these abilities are developing during studies there were analyzed 4 university programmes in education and completed 6 interviews with the heads of different educational institutions. The comparative analysis of study programmes disclosed the lack of a systemic and holistic attitude of the universities to the planning and organisation of the practical training of students. There is a lack of prepared tasks for practical training, as well as unified and systemic assessment of the results of practical training. The selection of enterprises and organisations for the practical training in many cases is also rather random and lacks coherent criteria of selection.There is a clear shortage of a unified concept and understanding of the organisation of practical training in the university studies. The functions of involved guidance staff (mentors) remain very unclear and not sufficiently exploited. In order to improve and increase the impact of practical training on employability, the scientific basis of the contents of the study curriculum, as well as the fundamental character of discipline-based university studies have to be matched with the demands of the world of work. However, practical training in university studies in Lithuania is only in the initial stage of development and does not have deep traditions that would strengthen its position in the curriculum and organisation of studies. Due to this circumstance and other reasons, development of practical training as part of the university studies faces multiple challenges and obstacles, beginning from the lack of mechanisms for systemic and coherent social partnership between employers and universities and ending with the insufficient attention of universities to the volume and quality of practical training. From this point of view, the development of practical training in university studies presents by itself an important source of potential to improve and foster the employability of graduates. [From the publication]