Higher Education Graduates: Evaluation of Education, Employability in the Labor Market, Competencies
Abstract
The publication deals with higher education graduates employability in Czech Republic. It uses data from a recent graduates survey REFLEX 2010.
More than 8.5 thousand of electronically completed questionnaires were collected from those who graduated in years 2005 and 2006. Comparison with results from the REFLEX survey allows the issue of transition of graduates in the labor market to be analyzed in development and in the international context.
The publication has five core chapters. The first one informs about the source of data used in this publication and about methodology of the REFLEX 2010 survey.
It also provides basic information concerning data processing. The second chapter deals with graduate's study period - the time devoted to the study, the focus of study program, the modes of teaching and learning, quality and conditions of the studies, quality of teachers and faculties and satisfaction with the choice of schools and of field of study.
The third part deals with the period of transition from school to the labor market. It especially focuses on issues such as looking for the first job, qualification requirements for the first job, job security, income and the match between the field and level of study and field and level of the first job.
The fourth chapter deals with similar subjects as the third part which concerns first job, only this time the focus are jobs performed by graduates after the first few years (mostly four or five) in the labor market. Above that it specifically concerns the area of professional success of graduates and the relationship between study characteristics and professional success.
The fifth chapter deals with competencies in three dimensions: the first is the level which school provides for graduates, the second is how they perceive their owl level, and third is what level is required in their jobs. The conclusion chapter provides the most important findings and their significance for contemporary higher education policy.