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The paper investigates the problem of graduate unemployment and its underlying effects on the Nigerian economy vis-à-vis the role of educational planners. It emphasizes that graduate unemployment represents colossal waste in human capital development. The paper outlined some causes of graduate unemployment to include incongruity between the number of graduates and the existing job opportunities, obsolete curriculum, vocational and technical education not inbred in the university, and a poor foundation for entrepreneurship. The paper outlined some consequences of unemployment and presents entrepreneurship education as a panacea to unemployment. The paper noted some strategies required by educational planners to cater for those in the labour market. Some employable skills required at the labour market were also revealed. The paper recommends a commitment to intellectual and attitudinal empowerment through educational planning to engender tenacious self-reliance and egalitarian society in the long run. It also recommends developing a more practical-based programme and prioritizing curriculum reform amongst others to enhance job creation that will promote graduate employability at the Labour market.

An increase in demand for educational services and the rising cost of satisfying the demand with the scarce resources available is a major justification for introducing economics in educational planning. This paper examined the economics of educational planning and the challenges faced by Nigerian educational planners. It looked at the concept of educational planning and the basis for introducing economics into educational planning. It also discussed economic concepts like demand for educational services, cost-benefit analysis, cost-effectiveness and the budgeting process. The challenges of the economics of educational planning were also discussed. The challenges identified include no institutional framework for labour market information to aid planners, inadequate statistics on the way people earn according to educational levels and other sources of income amongst others. It was suggested among other things that there should be a national institutional mechanism/framework to handle labour market information. Also, the Federal Ministry of Education, in alliance with the National Bureau of Statistics should develop a strategic plan that will have the computing and provision of economic data necessary for educational planning as its focal point.

Through the project “Technology Education of the Future” (FTS), NTNU has developed a holistic, systemic framework for re-design of its educational programmes in technology and engineering. FTS delivered its final report in January 2022 – a roadmap focusing on ‘how’, i.e., the concrete steps NTNU should take in the upcoming years in order to implement FTS’ previous recommendations on ‘why’ and ‘what’. This concept paper provides an overview of this roadmap, which outlines 12 Main Actions (MAs) within five quality areas, plus an overarching ‘umbrella action’ to enable the MAs. For each MA, some Prioritised Measures (PMs) are described. Based on a risk analysis we also provide procedural advice, emphasising factors deemed critical for a successful FTS implementation.

This paper argues that the design and effective implementation of a school education project (SEP) at university can be a particularly efficient tool to implement a new educational model to improve higher education teaching. Our aim is not to propose an education project but its conceptualization and the dimensions it should include if implemented in the Spanish university context, where the SEP is a novel concept. The SEP identifies, aligns, harmonizes and mobilizes all the university elements and educational resources to achieve the established educational goals. These SEP elements stem from the analysis of, the reflection upon and consequential decisions on this proposal. As the SEP is currently not enforceable by law in Spain, its conceptual content mainly consists of our pre-university education experience, the main contributions of the Hispanic scientific literature from the last years, the experiences of academic-educational contract-programs in some universities and the European standards of quality that apply in the current universities accreditation processes. At an operational level, 35 dimensions are identified and classified into 7 standards which should be used by the universities to take strategical decisions. Having missed the opportunity to implement the SEP in our country during the EHEA implementation, the current university accreditation processes are a new and unexpected chance to implement it. Este artículo argumenta que el diseño y la implantación efectiva de un proyecto educativo de centro (PEC) universitario puede ser un instrumento especialmente eficaz para implantar un nuevo modelo educativo para avanzar decididamente en la mejora de la enseñanza universitaria. No se propone “un” proyecto educativo, sino que se perfila el concepto del mismo y se proponen las dimensiones que debería contemplar, siempre en el contexto del sistema universitario español. El concepto de PEC es novedoso en nuestra cultura universitaria. El PEC identifica, alinea, armoniza y moviliza todos los elementos y recursos educativos de un centro universitario con la finalidad de alcanzar los objetivos educativos planteados. Los elementos que lo integran son el resultado del análisis, la reflexión y la correspondiente adopción de decisiones. El contenido conceptual del PEC integra, teniendo en cuenta que el PEC no es hoy en España una figura legalmente exigible, la experiencia en enseñanza preuniversitaria, las principales contribuciones de la literatura científica hispánica de los últimos años, las experiencias de contrato-programa académico-docente de algunas universidades y los estándares europeos de calidad que se proyectan en los actuales procesos de acreditación de centros universitarios. También se identifican, a nivel operativo, 35 dimensiones agrupadas en 7 estándares en que los centros deberían adoptar decisiones estratégicas. Desperdiciada la ocasión de la implantación del EEES en nuestro país para implantar el PEC, los procesos actuales de acreditación de centros universitarios son una nueva e inesperada oportunidad que convendría aprovechar.

Significant efforts have been made to promote gender equality in higher education (HE) in Europe. Examples include the establishment of the Athena Swan Charter in the UK in 2005 and the 2019 launch of the Irène Curie Fellowship scheme by Eindhoven University of Technology. But which initiatives address broader diversity, equity, and inclusion (DEI) challenges in HE? And which are specifically focused on engineering education? This exploratory study aims to improve our understanding of the ways in which a set of European HE Institutions engaged in engineering education address DEI at an organisation level, and how this is communicated within the public domain. The analysis of online data provided by a purposive sample of institutions is guided by the following research questions (RQ): 1. How is DEI addressed and defined in institution-wide strategic frameworks? 2. How many institutions describe having an institution-wide DEI organization? 3. What specific policies around DEI are being developed, and what areas are mentioned, defined, and prioritized? 4. What structures and resources noted as part of their DEI activities are specific to engineering faculties and departments? 5. What engineering-specific DEI initiatives exist that are not available in the public domain or are not written in English? Our sample is composed of the host institutions of the authors of the paper, and represent different European countries: Belgium, Denmark, France, Ireland, Portugal, Switzerland, and the UK. The findings of this exploratory study will be used to inform the design of a large-scale survey to identify DEI practices across the SEFI community. ispartof: pages:189-193 ispartof: SEFI 49th Annual Conference Proceedings 2021 pages:189-193 ispartof: SEFI 49th Annual Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting? location:Berlin, Germany date:13 Sep - 16 Sep 2021 status: published

Indonesian education during the Covid-19 era entered a different situation. The real situation has long been predicted by technology experts that all areas of life will enter the realm of digital technology-based activities, including education. For this reason, education in Indonesia must be able to find new directions for education in formulating policies to be taken. One of the important things that must be prepared is at the education planning level. The problem that needs to be studied is how educational institutions formulate educational program planning during the Covid-19 pandemic while maintaining the quality of education. Educational planning carried out by educational institutions must reflect the existence of a vision, mission, goals and work plans, as raw materials or a reference for educational policies at the managerial level. This paper will discuss the education planning process in terms of its implications for quality-oriented education policy during a pandemic