Do Urbanized Socioeconomic Background or Education Programs Support Engineers for Further Advancement?

Abstract

Theoretically, education supports improving graduates’ socioeconomic outcomes and careers by injecting citizenship values and making sure they are employable. Evidence confirms that socioeconomic background influences the level of education achieved which in turn greatly shapes the careers of graduates. Relevant knowledges and competencies are the fundamental parameters for career advancement. Ideally, education delivers the knowledge and competencies needed, and engineering is no different in this respect. The role of engineering education is crucial and to remove its associations of being a white-collar job, engineering education programs were developed to help working-class people enter this profession and advance their socioeconomic prospects. While socioeconomic backgrounds of engineering graduates can to some extent guide their career advancement the role of education is the major factor. A number of studies have examined the influence of socioeconomic backgrounds of graduates on career advancement, but none so far have been done for engineering education; particularly in a former British colonial setting. With this in mind the paper is the first to tackle this subject. Multiple techniques were used to collect the data and the findings confirm that engineering education and career advancement are not saliently linked. Not only education, but urbanized socioeconomic backgrounds do greatly govern the career advancement of engineers. A well targeted policy intervention may help engineering education to play a larger and more desirable role.

Does GATS’ Influence on Private University Sector’s Growth Ensure ESD or Develop City ‘Sustainability Crisis’—Policy Framework to Respond COP21

“…Customising the skills to fit a particular context requires a rapidly responding management process. Due to the rigidities of public university management systems, it was believed that the private university sector can act sharply in order to meet the specified skills demand [32].…”

“…An effective response was expected of the private university sector so that ESD would be retrained [18,19]. Unfortunately, an over-emphasis on profit-making has derailed the value of ESD [14,32,35]. Consequently, the policy framework linked to incentivisation and penalisation will ultimately assist the private sector in responding to COP21, as suggested elsewhere [56,57].…”

Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

“…Zimmerman [ 4 ] argued that graduates do not accrue the necessary skills to do the jobs in which they are employed. Alam [ 5 ] observed that too many universities have become overly committed to produce graduates in order to survive in the era of ‘diploma disease’. Hence, universities' competition is restricted to producing certificates and other qualifications that hinder the delivery of sustainable or even meaningful higher education.…”

“…Despite this principle, the unemployability of tertiary graduates is actually rising [ 20 ]. For example, the global unemployment rate for graduates was 7% in 2010, but it has increased by 15% in the last ten years [ 5 ]. The unemployability of tertiary graduates is a serious issue for both developed and developing countries and efforts to address the crisis are significantly disappointing.…”

“…The unemployability of tertiary graduates is a serious issue for both developed and developing countries and efforts to address the crisis are significantly disappointing. Graduate unemployment rates in southern Asia and sub-Saharan Africa, for example, are 25% and 32%, respectively, representing rises of 14% and 16% in the last five years [ 5 ].…”