Book chapter 2021

Increasing the visibility of graduate students' employability skills: An ePortfolio solution addressing the skills gap

GO
Guàrdia Ortiz, Lourdes
 MM
Maina, M. Fabian
 MF
Mancini, Federica
Cases on Active Blended Learning in Higher Education
Journal · pp. 253-275
Abstract

This chapter highlights the contributions of the EPICA project in reducing the skills gap of graduate students in sub-Saharan Africa. It presents the solution designed and implemented to improve the quality of employability skills development and visibility to prospective employers. The first part of this chapter provides an overview of the skills gap between higher education institutions and the workplace in sub-Saharan Africa. It includes the description of the specific eAssessment pedagogical framework and methodology supported by the EPICA ePortfolio as a transition tool designed to address this gap. The second part of the chapter outlines the challenges that could hinder the solution's implementation and the full exploitation of its benefits. Solutions and recommendations are also discussed with the aim to increase the impact in the EPICA stakeholder community and encourage the implementation of the proposed solution in other universities, especially those adopting blended and online learning models. © 2021 by IGI Global. All rights reserved.

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Author Affiliations
Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona, Barcelona, Spain
Universitat Oberta de Catalunya, Barcelona, Barcelona, Spain
Funding & Acknowledgements
No funding information
References 10 References
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6 Bridging the Mobile Digital Divide in Sub Saharan Africa Costing Under Demographic Change and Urbanization, (2019)
7 Balaban, Igor, EPortfolio Maturity Framework, Advances in Intelligent Systems and Computing, 917, pp. 473-484, (2019)
8 Increasing Employment Opportunities Navigating Africa S Complex Job Market, (2017)
9 Active Learning Creating Excitement in the Classroom, (1991)
10 Brindley, Jane E., Creating effective collaborative learning groups in an online environment, International Review of Research in Open and Distance Learning, 10, 3, pp. 1-18, (2009)
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