22 SES 02 A, Entrance to the Labour Market
The adaptation of the Spanish University System to the new European Higher Education Area (EHEA) was carried out through the redefinition of the catalogue of existing qualifications. With the promulgation of the Royal Decree of official studies degree (RD 55/2005) and Postgraduate (RD 56/2005), the university structure was transformed, and with it, the responsibility to reorganize the qualifications. This legislation provided a legal framework that allowed to structure universities, with some flexibility and autonomy, of the official teachings to achieve harmonization with those established from the state level.
However, moving from a system with a certain structure (in the case of Spain difficult to compare with the rest of Europe) to another, and assume it, was unfeasible without the constant collaboration of various public agencies committed to this new challenge (Spanish Ministry of Education, Culture and Sport, 2003). For this purpose, the National Agency for Quality Assessment and Accreditation (ANECA), in this process of convergence, launched a network of universities, professional bodies and professional associations that would facilitatethe adaptation of qualifications to the new European context of higher education, prior development of a framework report (ANECA, 2004a).
The social and labour framework that has to project this new professionalizing dynamic, is marked by the appearance of changes in quick succession, affecting the employability conditions (economic situation, job offers, job demands, among others) and «occupability» (attitudes, skills and social factors). According to Romero, Perez, Vidal, & Juez (2004) and Sahlberg (2006), the collective is directly affected by these conditions, producing among other consequences: lack of knowledge about the configuration of their reference labour context, uncertainty about the new work situations, poor congruence between the training acquired and the market demands, emergence of new patterns interaction with the market in search of employment, meagre knowledge of new factors and resources in terms of employability, continuous readjustments in the content of each qualification or modification of expectations and academic and labour aspirations (ANECA, 2004b; Ventura, 2005).
In this context, where new economic development factors are involved,such as the above, itis important to realize the expectations of graduates (Rae, 2007). These expectations not only affect their situation, but also a tangible element on which to discuss and provide a full explanation to ascertain the transition from academic sphere to the labour market (Ronning & Kearney, 1998). We cannot forget that among the purposes of higher education, the labour insertion of graduates and their evaluation is a priority, as a way to take social responsibility for their results (Parellada, 2010; Santos Rego, 2005).
With our proposal we wanted to determine whether there are differences in the perception that students have about their preparation for access to employment depending on variables such as academic performance, labour situation and/or use of personal contacts. Namely, we aim to identify if the students with medium-high performance, currently working or possessing a wide network of personal contacts that facilitate access to employment, show a higher preparation to insertion than the students who are in the opposite case.
The labour insertion is one of the most controversial educational issues because of the instability of the labour market (Lorenzo Moledo, 2013), as the latter modifies the possibilities and opportunities to enable the first (Béchard & Grégoire, 2002). Discussing of employment involves reference to a binomial, which is formed by two realities: training and work (Wallenborn, 2010). In this sense, the current social and economic crisis makes it difficult to establish a precise link between the two realities, as a high qualification is not necessarily synonymous of an early labour insertion. The new training model to which we refer, does not guarantee a skilled labour position (Harvey, 2000).
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