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This article sets out to explore the prospects of integrating soft skills in Moroccan higher education, with particular emphasis on Mohammed I University. Once Morocco expressed its desire to adopt a soft-skill-based system in 2021, scholars have underscored the benefits of equipping university students with the necessary skills for their employability. This study is part of this growing attention to the Moroccan experience. Building on the perceptions of twenty English language teachers and twenty public sector employees who graduated from Mohammed I university, it investigates the following queries: Do soft skills play a key role in the professional life of those university graduates? Which soft skills should be more emphasized in higher education? And how can they be integrated in the university curriculum? Results suggest that while the two groups of participants had different views about which soft skills to be more emphasized, both agree that extra-curricular activities and ongoing professor training are key to their integration in higher education provided that due attention is given to social interaction. This study can bring new insights into the real needs of the Moroccan job market. L’integrazione di soft skills nell’Istruzione Superiore: investigare la percezione di 40 lavoratori marocchini. Questo articolo si propone di esplorare le prospettive di integrazione delle soft skills nell‘istruzione superiore marocchina, con un focus sull‘Università Mohammed I. Dopo che il Marocco ha espresso il desiderio di adottare un sistema basato sulle soft skills nel 2021, studiosi hanno sottolineando i vantaggi di dotare gli studenti universitari delle competenze necessarie per la loro occupabilità. Il presente studio si inserisce in questa crescente attenzione all’esperienza marocchina. Basato sulle percezioni di 20 insegnanti di lingua inglese e 20 impiegati del settore pubblico laureati all’Università Mohammed I, indaga le seguenti domande: Le soft skills giocano un ruolo fondamentale nella vita professionale di questi laureati? Quali soft skills dovrebbero essere maggiormente enfatizzate nell‘istruzione superiore? E come possono essere integrate nel curriculum universitario? I risultati suggeriscono che, sebbene i due gruppi di partecipanti abbiano opinioni diverse su quali soft skills dovrebbero essere maggiormente enfatizzate, entrambi concordano sul fatto che le attività extra-curriculari e la formazione continua per i professori sono fondamentali per la loro integrazione nell’istruzione superiore, a condizione che si presti la dovuta attenzione all‘interazione sociale. Questo studio può portare nuovi spunti di riflessione sulle reali esigenze dei docenti.

The use of Machine Translation (MT) and Neural Machine Translation (NMT) in professional translation activities is not only changing how translators work, but also altering how projects are managed and the expectations they entail within translation supply chains. The challenges posed by MT and NMT imply an increasingly involved role for translators in both company strategies and the managerial aspects of translation. This contribution aims to present the new professional opportunities and challenges in the translation industry considering the evolution of artificial intelligence, which has made automatic translation more precise and efficient, but has also raised concerns about the employability of human translators. Given the heightened complexity due to technological development and globalization, there might be a need for increased industry regulation, involving the establishment of new certification programs and the adoption of best practices to ensure the high quality of produced translations.

Communication skills are among the top generic (soft) skills required by employers today worldwide. The major question this paper strives to answer is: what are the real work related communication skills that university students need to develop? It also focuses on determining the extent to which these needs match the objectives listed in the ESP for Business courses syllabi offered at the Language Centre (LC) at the South East European University (SEEU) in the R. Macedonia. At present at the LC at SEEU the same syllabi and the same teaching materials are used for teaching Business English to full-time undergraduate students with no previous working experience and to part-time undergraduate students, majority of whom are employed and have previous working experience. Currently, most emphasis in these courses is placed on developing speaking as a skill at the expense of slightly neglecting the development of business writing as a skill. This paper summarizes and reports on the findings from a small scale field research surveying the work-related communication needs of 20 employed undergraduate part-time students attending basic skills English courses at the LC at the SEEU as preparation for subsequent ESP for Business courses. An anonymous questionnaire was used as the main data collection instrument. The survey revealed that interpersonal oral communication was ranked as number one priority by the participants. This practical research paper rooted in the author’s daily teaching practise should be of interest to ESP for Business teachers constantly revising and improving the syllabi striving to create an ESP for Business course tailored to their students’ real needs.

The examination of interdisciplinarity in the Translation and Interpreting (TI) training offer in Spain has lead us to closely analyse Joint Degrees within the European Higher Education Area (EHEA). These programmes have become the primary focus of the present article since they are conceived as one of the tool of Bologna Process (1999) that may presumably introduce interdisciplinarity in Higher Education, while also promoting collaboration among different disciplines (Russell, Dolnicar and Ayoub, 2008: 590). With this purpose in mind, in this paper we will address the creation and analysis of our corpus of study (named DOBTI, Double Degrees in Translation and Interpreting) consisting of the official catalogue of Double Degrees in TI delivered in Spanish public and private universities. Hence, the aim of this corpus is to elaborate a map of Double Degrees in TI in Spain in order to better acknowledge the current training programmes that foster the cooperation between TI and other disciplines, given the scarcity of studies conducted on this topic, despite being considered nowadays a key subject of interest and debate in the academic community (Morón, 2013; Ortega, 2017).

This article examines the employability of Master of Translation and Interpreting (MTI) graduates in China, where globalized exchanges have led to an increasing need for translation education in recent decades; however few studies have assessed the employment of MTI graduates. To that end, we have surveyed all the MTI alumni that graduated between 2015 and 2020 from one first-tier university in Shanghai using a questionnaire based on a comprehensive employability measurement model. By processing the collected questionnaire data in a quantitative manner, we illustrate the industrial distribution of the employed MTI graduates and identify the core assets constituting their employability needed to work in different industries. Via comparisons between our inquiry results and the current enrollment and curricular design of MTI programs, we further argue that the actual market for MTI graduates is experiencing a surplus and that MTI curricula have not completely met the employability requirements in various industries and professions. The conclusion herein implies a nationwide revision of China’s MTI programs, which may include the control of student enrollment and updated syllabi catering to the employability requirements in China’s workplaces.

Like any other profession, translation is subject to change. These changes are happening at a constantly increasing pace and are relevant for international and institutional employers, but also for translation departments, translation agencies and freelance translators. Starting from the skills of translators themselves and the needs of the ever-changing market, this article will outline the current job profile, as well as the knowledge that will be required of translators in the future. The comments on competences include a short description of the DGT EMT framework, as well as other competence models such as PACTE. The marked impact of technology and, more specifically, the impact of artificial intelligence (AI) on translation, calls for a re-thinking of this profession. Translation needs to be seen as a human-driven, technology-enhanced communicative activity with a vital social value in a globalised world. LSPs and professional associations, but also training institutions must take note of these changes and implement them in their work and training processes in order to safeguard the longevity of the profession and the employability of new translation graduates. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Policies, training practices and skills for adults' employability in the digital era The paper aims to reflect, with a multidisciplinary approach, on the changes that adult learning systems are experiencing in the context of technological progress, population ageing and the emergence of a knowledge-based economy. In particular, the article highlights the relationship between these phenomena and the need to adapt the skills in order to improve adult employability. This requires rethinking the role of education and vocational training with a lifelong learning perspective. The analysis focusses on adults in need to keep their skills up to date in a context characterized by instability, competitiveness, technological change and the extension of working life. A specific focus is given to the innovations introduced to rethink both adult learning approaches and methods. In the final part, the five articles of the special issue are introduced. Conclusions present some recommendations for policies on adult learning. [ABSTRACT FROM AUTHOR]

We have chosen to use a descriptive research design in order to investigate the employability potential of 200 young adults (18-30 years old) with different kinds of disability living in Campania. Within the selected sample, we have further selected and interviewed 20 young adults who are engaged in working activities, in order to identify the resources they have mobilized and the facilitators used to support their functioning in order to be included in a working context. The research results show how young disabled adults living in Campania require to be supported in the development of their employability potential with interventions that should be focused in particular on the area of guidance , using pathways and tools aimed at supporting their capacity to design their own life and professional project in a more inclusive way, taking into account the resources available and the contextual barriers. Il potenziale di occupabilità di giovani adulti disabili in Campania: negoziazione tra risorse e ostacoli Si è scelto di utilizzare un disegno di ricerca di ricerca esplorativo- descrittivo per indagare il potenziale di occupabilità di 200 giovani adulti (18-30 anni) con diversi tipi di disabilità che vivono in Campania. Nell’ambito del campione abbiamo ulteriormente selezionato e intervistato 20 giovani adulti impegnati in attività lavorative, con lo scopo di identificare le risorse che hanno mobilitato e i facilitatori utilizzati per supportare il loro funzionamento al fine di essere inclusi in un contesto lavorativo. I risultati della ricerca mostrano come i giovani adulti disabili che vivono in Campania necessitano di essere supportati nello sviluppo del loro potenziale di occupabilità con interventi focalizzati in particolare sull'area dell’ orientamento, utilizzando percorsi e strumenti volti a sostenere la loro capacità di progettare la propria vita e il progetto professionale in modo più inclusivo tenendo conto delle risorse disponibili e degli ostacoli contestuali.

This paper outlines the fundamentals underlying the study of Career Services in education. Starting from a historical reconstruction of experiences in the university and beyond, it describes the main approaches implemented during the 20th century at an academic level. In fact, the organizational models reflect the educational intention of these services, which are set up as pathways to support the development of individuals with a view to building their life project and aiding an effective transition to the world of work. For this reason, in a global contest in such rapid evolution, studying Career Services is a part of the broader challenges of higher education in line with the internationalization and interconnection of world scenarios. In fact, in the future, Career Services will increasingly be seen as a hub of connections and community engagement in which all the stakeholders can meet to create and exchange values and contribute to the social transformation of the world. Il Career Service come approccio istituzionale per l’employability Il documento delinea i fondamenti alla base dello studio dei Career Service in educazione. Partendo da una ricostruzione storica delle esperienze universitarie e non solo, descrive i principali approcci attuati nel corso del XX secolo a livello accademico. I modelli organizzativi, infatti, riflettono l’intenzione educativa di questi servizi, che si configurano come percorsi di sostegno allo sviluppo delle persone in un’ottica di costruzione del progetto di vita e di efficace transizione verso il mondo del lavoro. Per questo motivo, in un contesto globale in così rapida evoluzione, lo studio del Career Service si riferisce alle più ampie sfide dell’Alta Formazione in linea con l’internazionalizzazione e l’interconnessione degli scenari mondiali. In futuro, infatti, il Career Service si pone sempre più come centro di connessioni e di coinvolgimento attivo nelle comunità, in cui tutti gli stakeholders hanno l’opportunità di incontrarsi per creare e scambiare valore con il fine di contribuire alla trasformazione sociale del mondo.

Increasing emphasis on the importance of adult education programs in European agenda has led to a focus on the employability of élite athletes too. In the field of sport studies, there has been little research into the relationship between élite sport and employability. This paper wants to reflect on the nature of sports and training paths today from an educational perspective and the possible implications for the development of best practices within this context of life and experience. A new approach on sport and education is necessary, based both on learning outcomes and evidence-based strategies which will lead to the best possible match between the needs of society and requirements of the job market, even in sport. Sport d’élite ed employability: presupposti teorici, orientamenti politici e prospettive educative L’interesse crescente per l’importanza dei programmi di educazione degli adulti nell’agenda europea ha richiesto anche un’attenzione specifica all’employability degli atleti d’élite. All’interno degli sport studies ci sono ancora poche ricerche sulla relazione che viene a stabilirsi tra lo sport di alto livello e l’employability, per tal motivo, lo scopo di questo articolo è quello di riflettere sulla natura dei percorsi sportivi e di formazione oggi, attraverso un punto di vista educativo che sia a sostegno di possibili implicazioni per lo sviluppo di buone pratiche all’interno di tale contesto di vita e d’esperienza. È necessario un nuovo approccio allo sport e all’educazione, basato sia sui risultati dell’apprendimento sia su strategie d’intervento basate sull’evidenza, le quali possono condurre alla miglior articolazione possibile tra bisogni della società e richieste del mercato del lavoro, anche in ambito sportivo.

The article deals with the concept of capability and soft skills and how these competencies are becoming central for instructors and educators in formal and informal adult education settings. The article starts questioning how higher education classrooms can become a space to promote employability using collaborative development and action inquiry. Supportare l’apprendimento di competenze strumentali, trasversali e verticali tramite metodi trasformativi L’articolo parte descrivendo la differenza tra capacità e competenze trasversali e di come queste stanno diventando centrali nel dibattito sull’innovazione dei sistemi di higher education e del rapporto tra formazione, mondo del lavoro e competenze sociali. Il contributo descrive come i setting formativi possono diventare uno spazio per promuovere l’occupabilità usando metodologie trasformative.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Principi Attivi programme (PA) aimed at promoting meaningful lifelong learning experiences to improve young people's job chances and personal development. Based on a survey that involved young leaders of 141 funded projects (75,40% of 187), this paper reports and discusses the effects generated on the individual life paths of the young participants. Specifically, the paper focuses on the role played by a number of personal factors (cultural capital, background experiences, innovative cognitive style) and contextual factors (social support, collective self-efficacy) on professional empowerment as well as on the development of planning and networking skills. By adopting a methodological triangulation strategy, the results of the survey have been further discussed drawing on the narrative data of in-depth interviews within 16 case studies. [ABSTRACT FROM AUTHOR]

This article presents the results of two European projects aimed at the definition and selection of instruments for developing the soft skills in the university setting. It underlines the importance of setting as well as the study of humanistic disciplines in order to favor the development of more general skills, moving the attention from simple "knowledge" or "know-how to do" the complexity of action. [ABSTRACT FROM AUTHOR]

This article discusses the need for educators in business schools to become more involved in discovering and cultivating not only hard skills, but also soft skills, in order to prepare students to meet the requirements of their potential employers. At the level of business undergraduate studies in Romania, educational activities focusing on soft skills (such as intercultural communication, positive attitude, flexibility) become essential for increasing students’ employability chances. Foreign language teachers who use a communicative teaching method are specifically involved in such activities. But do these courses cover the entire range of top soft skills required by business executives? What is done in the classroom and what can be improved? The present study will attempt to find the answers to these questions and to formulate suggestions for a more focused approach to soft skills development through foreign language courses.

Starting from «Invisible» Competences to Invest in Human Resources. Workshops on Autobiographical Reading Enabling the Re-orientation of Experiential Knowledge The increasing attention given to non-formal and informal learning by the European Union in training contexts, and the consequent need to recognize and certify this learning, confirms the value of the individual and of his/her personal potential within economic and production mechanisms. In an increasingly more flexible and changing labour market, professional identity cannot vanish at every change, but needs to be able to use previous experience gained in any field to reinvent itself each time in an intelligent, inclusive and sustainable way. The autobiographical reading and writing workshop is proposed as a useful tool to accompany adults in the processes of self-guidance and co-construction of existing competences. If methodologically properly deconstructed and reconstructed, a person’s experiential and emotional past allows qualitative and functional personal and professional self-planning for personal and political-economic implementation. The narrative approach linking words, times and places acts as an intermediary between visible and invisible experiences textualising these in a curriculum vitae grid, and can thereby make a difference in terms of employability and competitiveness. Using biographical-designing methodologies means giving meaning and awareness to every act and every knowledge from the different worlds of an individual’s life.

Le trasformazioni in corso nel mondo del lavoro hanno posto al centro dell’attenzione pubblica il tema dell’‘occupabilità’, ovvero della capacità delle persone – bibliotecari compresi – di saper cercare attivamente, trovare e mantenere un impiego. L’articolo propone, senza pretese di sistematicità e completezza, domande, spunti di analisi, risorse scientifiche e qualche indicazione pratica per esplorare questo fenomeno, con un focus specifico sulle sfide e le opportunità offerte dall’information literacy. Il testo si compone di tre parti: nella prima vengono prese in esame a grandi linee le politiche attive del lavoro messe in campo dalla governance europea e italiana; nella seconda si presenta una rassegna introduttiva alla letteratura professionale biblioteconomica (in lingua inglese) dedicata al rapporto tra information literacy e posti di lavoro; nella terza si riporta l’esito di un corso di formazione per giovani imprenditori – finanziato da un centro per l’impiego italiano tramite fondi europei – tenuto da un gruppo interdisciplinare di professionisti, nel quale è stato integrato un modulo dedicato all’alfabetizzazione informativa.

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Reumatológica Portuguesa is the property of Sociedade Portuguesa de Reumatologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, in many of the European countries, welfare state has undergone a deep reform process. If during the modernity it was devoted to allocate monetary funds for passive protection (passive welfare state), now it promotes the development of both personalized services and individual resources to enable individual to face risks of exclusion, unemployment, poverty, illness, etc. by himself (active welfare state). The aim of this paper is to investigate the pillars of this new approach, starting from the analysis of activation policies and the consequences that these policies produce upon life chances of the subject in need. Particularly this paper tries to investigate the role that, among activation policies, education and training play in life-long learning perspective. Education, training and generally each form of learning are considered as grant for employability, empowerment and activation of subjects, and thus as a form of social protection. The aim of this paper is to point out both the ambivalence of this approach and the importance of consider as purpose to widen its aim from employability bat capability. [ABSTRACT FROM AUTHOR]

This essay contains some suggestions about work flexibility and the spreading of non-standard employment relations. The growing oxymorons of the world of work are highlighted, new balances are defined and current societal transformations are investigated. It is necessary to go beyond the myth of flexibility in order to emphasise different pillars: employability, certainty, quality of work and work and life balance. [ABSTRACT FROM AUTHOR]