Students’ qualifications and market-needed competencies: gap analysis conducted by STREAM project consortium coordinated by RTU
Riga Technical University, as the coordinator of STREAM project (University Student Capacity Building: Towards Readiness for Sustainable Development-Oriented Regional Job Market), co-funded by the Erasmus+ Programme of the European Union, together with:
- Institutions from programme countries: University of Applied Sciences Dresden, Polytechnic University of Cartagena
- Institutions from partner countries: Nile University, Egypt-Japan University of Science and Technology, South Valley University, Wuzzuf, Al Alfi Foundation, University of Mostaghanem Central, University of Tlemcen, Princess Sumaya University for Technology and Irbid National University
is pleased to share the very first outcomes of the project activities.
The Gap Analysis was the first milestone in achieving the ultimate objective of the STREAM project, which is to develop a generation of globally-exposed university graduates, equipped with essential character, social and cognitive skills blended with and into academic and subject-matter competencies, with a higher degree of readiness for the fast-evolving community and job market, and who are capable to integrate effectively in a multi-cultural, diverse ecosystem.
Concluding Work Package 1 (Preparation) of the STREAM project, the analysis – necessary to identify the fine-tuned implementation steps of the entire project – will help to increase the awareness of the current employability & market-needs compatibility situation and pave the road for guided development of the project activities towards its goal.
With the actions taken to deliver this analysis the STREAM consortium has:
1) identified the current state of the graduates’ academic-complimentary qualifications and competencies at the participating countries and the MENA region in general, as well as in the EU;
2) inspected current and future market trends and needs in terms of skills and competencies of the graduates in the participating MENA partner countries and the EU;
3) spotted competence gaps between (1) and (2) in the participating MENA partner countries;
4) defined best practices and made a recommendation to bridge competency gaps in five academic-complimentary skill categories (personal, social, analytical, cognitive intellectual).
The infographic presents the main findings for EU countries participating in the surveys. Please, refer to the attachments (Survey Reports and Gap Analysis) to access detailed information regarding the methodology and findings.
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