1st Edition – GAPPSPM – Magazine

Free Link to download and Print the 1st Edition of Global African Philanthropy, Public – Social Policy Research Magazine

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Global Africa Philanthropy, Public and Social Policy Research Magazine(GAPPSPM) is an open access, peer-reviewed and quarterly magazine. The main objective of GAPPSPM is to provide an intellectual platform for the international and global African scholars. GAPPSPM aims to promote interdisciplinary studies in social sciences, Humanities and Education.FB_IMG_1487373986887

The magazine publishes research papers in the fields of humanities and social science such as anthropology, business studies, communication studies, corporate governance, criminology, cross-cultural studies, demography, development studies, economics, education, ethics, geography, history, industrial relations, information science, international relations, law, linguistics, library science, media studies, methodology, philosophy, political science, population Studies, psychology, public administration, sociology, social welfare, Public policy, linguistics, literature, paralegal, performing arts (music, theatre & dance), religious studies, visual arts, women studies and so on.FB_IMG_1487371939543

The magazine is published in online versions and paper back only. GAPPSPM publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes, and book reviews.

contact: office@hiba.at
Magazine FB Page. https://www.facebook.com/globalafricaphilanthropyresearch/

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Global/African Philanthropy, Public and Social Policy Conference_ 3rd Edition

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The next “Global African Philanthropy, Public and Social Policy Conference” is upcoming !!!

The concept is specifically designed and tailored to Upskilled, Upgrade, and Reskilled African Country nationals` transition to employment, Education System, Entrepreneuship, and Startsup etc. through (Transfereable) Skills’ Formation, Networking, Value-added workshops, Corporate Social Responsibility, and Synergy.

Taking place from the 29th – 30th of April 2017 in linz / Austria

#SkillsFormation #TransculturalCompetence #Exchange #CorporateResponsibility #SocialPublicPolicy #LabourMarketPolicy #SocialMobility #AfricaNetworkingAndSkillsPlacement #Training #TransfereableSkills #Transition #VET #Networking #Synergy #SocialCapital #Exhibition

Concept and Policy designed by Eddy Bruno
Welfare, Social, and Public Policy Researcher

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Y-SkillsLab (Re)Training Workshop for Solidarity in Practice

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Trainer: Eddy Bruno, HIBA Founder, Youth`s Researcher, and Skills Formation Trainer

Facilitating a Y-SkillsLab (Re)Training Workshop tailored to assist, counsel, and Support Young People Transition and life-course trajectories. A day of solidarity and humanity, where we reflected with the children together about different societal development problems.

We focused on contemporary difficulties in Cameroon`s education System, where many children aren’t at school. This have jeopardized their life-course and adversely contributed to their missing academics year and socialization process.

It was a fantastic Workshop and we all had lots of fun to work together.

Thank you so much for all your Support and assistance to improve children`s life-style in Cameroon and Africa at large.

Looking for our next activities and Workshop Training with the children
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Studying the plurality of Capitalism types in political economies

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Capitalism is not singular but plural because there are many different types in comparative (European) societies. For this reason, Hall and Soskice (2001) explained that the concept is useful for understanding different functionalities and mechanisms of capitalistic countries’ political economies. Hence, the different types of capitalism in country`s political economy approaches are suitable concepts to study and understand (young people’s) school-to-employment transition process. However, the core actors are firms with emphasis on capitalist economies to adjust economic shock, competitiveness, and inflation (Hall and Soskice 2001). During this process, firms, individuals, employers and other actors play an important role in adjusting changes, competing globally, and sustaining countries’ performances (Hall and Soskice 2001)

In the study of Ebbinghaus and Manow (2001), the authors explained that in the core of country’s political economy, the differences in approaches of capitalism show that coordinated market economies work differently from liberal market economies. As a matter of fact, the proponents of the numerous types of capitalist approach are to investigate the cross-national variation and linkage in their respective fields of the social production system (ibid). In this paper, the social welfare production system on the labour market and the education system are taken into consideration. In addition, the different capitalism perspectives involve an aggregate parameter of the national political economies (Rhodes et al. (2007). Nevertheless, it also shows a micro-foundation view of cross-national capitalistic organisation and adjustment. Hence, at the centre of the model complementarities of institutions and coordination of systems are very important (Rhodes et al 2007; Kang, 2006). In this case, institutional subsystems that control capital and labour form a capitalist regime that mutually reinforce each other (Rhodes et al 2007; Kang 2006). Similarly, Kang (2006) emphases that the plural types of capitalism contain a solid coordinating and cooperative subsystem that guarantees firm`s competitive performances. Correspondingly, several authors like Hall and Soskice (2001) and Kang (2006), show the basic principles as the result of institutional governance where firms are remitted with comparative advantages according to their activities. These advantages deliberately increase the competitiveness of the system, generate, and enable adjustment paths to adjust economic pressures and societal change (Kang, 2006; Rhodes et al). In this case, the variety of capitalism show firms competitive linkage and the advantage of institutions during competition of national economies. (Rhodes et al (2007:5). However, the latter is an important aspect to the complementarities that exist between the institutions such as industrial relations, training system liaisons, corporate governances and intercompany relations (ibid). Hence, these features determined the core relationship of the political economy and it`s interplays/interconnections to geared (young people) school to employment transition process.

Despite that, Kang (2006) emphases that at the centre of the different types of capitalism, there are two distinctive capitalist models distinguished by a coordinated or uncoordinated market economy. With this in mind, specific variations still exist between the coordinated market economies which distinguished the governance of the transition process (Ebbinghaus and Manow, 2001). Also, these distinctions represent an ideal-typical model of economic governance that shows the peculiarity of different countries capitalism regimes with different institutional governance throughout the existing sub-systems (Ebbinghaus and Manow, 2001). However, if a distinct national models competing in a global economy remains dominant, a solid institutional cooperation and coordination remains the most suitable approach to regulate and effectively steer the transition process (ibid). As a result, several case studies across countries national economies show the differences and distinction of coordinated market economies and liberal market economies (Soskice, 1991; 1999). Thus, the subsystem diversifications are the modalities that geared young people transition path.
Likewise, Blossfeld et al. (2005) explained that coordinated market economies are characterised by strong commitments, corporation, and intensive collective ties among the prevailing actors. These attributes and commitments are manifested in the interrelation and corporate governance of the institutions, firms, and social system of production such as the labour market system and education regimes. Hence, (young) people`s transition path is systematically coordinated. Equally, is the dependency of inter-firms relationship to produce competency for competitiveness. In effect, the core competency is to incorporate skills and ability that are challenging and huge task for disadvantaged (young) people. Henceforth, the transition path is exposed to social risk and uncertainties. As a matter of fact, the political economies of Coordinated Market Economy coordinate the transition routes through extensive relationships and strong network that is monitored with the exchange of information (Klimplova 2007).

Contrary, uncoordinated market economy is composed of competitiveness and competition among actors (Kang, 2006; Hall and Soskice, 2001; Rhodes et al. 2007). Similarly, in response to such a market, actors react with regards to their want to demand, supply of goods or services that are often based on neo-classical economics (Halls and Soskice, 2001). As a result, the different types of capitalist approach show that different institutional governance and complementarities regulate and connect different types of companies’ rational attitude and models of investment (Kang, 2006). Also, this takes place in the investments of skills and the interplays of vital actors (Ebbinghaus and Manow, 2001). Therefore, due to rational behaviour, industrial workers often gain a specific skill that is valuable in the long run (ibid). Contrarily, when it is not the case employees can find employment with another company on same wages. However, strong unemployment protection via labour market law and collective agreements in coordinated market economies may convince employees to stay employed even in difficult times.

Nevertheless, the proponents of the liberal market economies, state that its labour market is viable to profit making capital that pave way for firms to radically innovate new products (Kang, 2006). In addition, Kang (2006) argues that the motives of this economic type composed of “switchable assets” that is valuable and can be converted for manifold goals and objectives. In this case, firms rely heavily on the market relation of employees and employers to decide the labour force (Hall and Soskice 2001). That is to say, they rely on a competitive market and global economic perspective for wage regulation and economy adjustment (Hall and Soskice 2001). Thus, they have a highly fluid labour market structure that enables a relative easy perspective to dismiss workers (ibid). These strategies encourage people to invest in general skills that are transferable across plants and not company-specific skills (ibid.). Furthermore, the education and training governance are typically complementary with the immensely irregular labour market system. In addition, vocational education is an entity of formal education institution that focuses on general education because firms are reluctant to invest in apprenticeship trainings (Hall and Soskice 2001). For this reason, the emphasis is laid on “certificate” in general skill and not specialized competencies (ibid). General education is considered to be high and low cost of supplementary training exist that enable firms to embark on an approach of in-house training (ibid). As a result of that, further training is insured to the employee’s expectation that lead to a general skills labour force suitable for growth in the service sector(ibid). Couple with that the inter-firm skills are influenced by market relation and formal contracts that plays fewer roles in technological transfer (ibid). Apparently, there are different models of institutional complementarities existing on the sub-spheres of this market regime (ibid). Thereupon, companies that cut down costs are complementary to financial market agreement within the flexibility to render profitability (ibid). On the other hand, educational arrangements that prefer general skills are complementary to highly irregular labour market (ibid).

Contrarily, in Coordinated Market Economies there are strong intercompany ties, long run employment measures, and strong behavioural rules (Kang, 2006: 5). Therefore, the logic of the coordinated market economies rotates on specific skills or assets that depend on active inter corporation among actors (Kang, 2006; Hall and Soskice 2001a; 2001b). Firms resolve problems with inter-company strategic interaction that geared (young) people`s school-to-work transition process (Hall and Soskice 2001). In addition, the process depends on supportive institutions that function as actors in the transition process (ibid). Hence, in this economy governance the financial system is coordinated that offer firm with financial access known as patient capital to enable company keep a skilled workforce during economic downturn and lucrative project investment (ibid). Moreover, there are high network systems that link the managers and technical staff to enable information flows and to check the progress of business affiliations (ibid). Also, they have a highly regulated labour force and strong industrial relationship that shaped the transition process (Gould et al. 2015). Similarly, Halls and Soskice (2011) claim that the labour market of this economy governance markedly relies on high industry and specific skills that depend on education and training governance that offer such workers. With this in mind, the coordination of strategic interaction among the actors pose a significant problem as employees need job’s assurance after apprenticeship, and firms investing in training need compensation with skills employees (ibid). For this reason, there are strong employers’ associations and trade unions that subsidised and monitored the training system, and companies that nurture an “inter-company relations” to support a number of institutions (ibid). Moreover, there are effective vocational training schemes in support of industrial-relations system to give high level of industry-specific skills.

Author:
Eddy Bruno is Political Economist, Sociologist, and Labour Market Policy Researcher
office@hiba.at

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Global/African Philanthropy and Policy Research Conference 2017

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Global African yearly’s PHILANTHROPY and POLICY RESEARCH CONFERENCE with its Value-added Workshops / Trainings for societal development process. There are also the presentation of evidence-based and solution-driven research papers/projects, research magazine publication, exhibition, and an unconditional means of networking/synergy possibilities.

3rd Edition in #EUROPE

29 – 30 April 2017 | Linz / Austria

It’s time for ACTIVATION, SYNERGY, EXCHANGE of IDEAS, INCLUSIVE/PERSONAL GROWTH, GREEN JOBS CREATION, NETWORKING & SUSTAINABILITY, CORPORATE SOCIAL DEVELOPMENT, and SKILLS FORMATION.

FOCUS GROUPS:

NGOS, NPOs, FOUNDATION, TRUST, GRANTS GIVERS, INSTITUTIONS, EDUCATION CENTRES, MIGRANTS ORGANISATION, COMMUNITIES, UNIVERSITY, (ETHNIC) ENTREPRENEUR, STARTUPS, POSTGRADUATES, SCHOLARS, STUDENTS, POLICYMAKERS, RESEARCHERS, TEACHERS, LECTURES, …and YOU.

Topic: ” MUTUAL LEARNING in POLICY and SOCIETAL DEVELOPMENT PROCESS.”

We build our collective future together “”

Contact for Participation and Submission of Research Papers/Projects:
Bruno Eddy
Organizer / Project Leadership
office@hiba.at

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Global/African Philanthropy & Policy Research Magazine

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Publisher & Chief Editor: Eddy Bruno

Global African Philanthropy and Policy Research Magazine is created to publish philanthropy and policy research about (Sub-saharan) African countries. The aim of the magazine is to assist researchers, students, Graduates , Postgraduates , education institutions, policy makers, the third sector and all other stakeholders dealing with Global African’s Philanthropy and Policy studies to have access to database, findings , and evident about African. In addition, the themes of articles and studies are mostly about the social welfare production regimes/governances and systems such as the education system, healthcare, childcare,labour market and employment system, as well as other social policy and advocacy. It’s also a platform for networking, exchange of ideas, guidance, assistance, counselling, coaching, and support to advocates, NGOs, NPOs, Foundations etc.

Facebook: https://www.facebook.com/globalafricaphilanthropyresearch/

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Magazine Front page

Chief Editor/Publisher
Eddy Bruno
office@hiba.at
www.hiba.at

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How to draft a Professional Summary for Your CV

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Eddy Bruno – (Active) Labour Market Policy Researcher and Job Placement Expert

In today’s competitive job market, employers relay on well-written CVs to screen potential candidates. In many instances, employers look through job search web sites to find professionals with skills, education and experience that fit their needs. These employment search websites, along with many companies’ own online applications, require candidates to upload their CV in order to express interest in a specific opportunity.
However, without an opportunity to send a personal email, or a cover letter, you have to make sure that your CV expresses your personality in addition to listing your professional, educational experiences, and achievements. To do so, you can include a professional profile or summary at the beginning of your CV that allows you to market yourself through a narrative. This section allows your potential employers to learn something unique about you and your career, as well as get a good feel of your communication skills.

To write an effective summary, you should first understand what information should not be communicated in your CV. While a summary provides an insight into what is unique and competitive about you, it is not a place for you to indicate any personal information that does not relate to your career. Information such as ethnicity, marital status, sexual orientation, religious beliefs and affiliations, etc. should be left out of your CV. While descriptive of who you are, this information is not relevant to your potential employer in order to previous screen your qualifications for their opportunity. Additionally, the summary should not contain your previous professional experience, unless you can clearly demonstrate how such background can be of value in your future career development. Beware of generic statements, such as “I am well organized and detail oriented.” Employers want to hear your unique voice and get a sense of your communication skills while reading the summary portion of your CV. Using generalizations about your abilities will make the employers believe that you are either a poor communicator or are using such statements to fill up space on your CV. Your summary should be in form of a short paragraph or bullet statements, containing only several sentences. There isn’t a sentence limit, but as a rule do not take up more than one quarter of the page. Your summary should begin by a headline that summarizes your professional title and/or your professional statement. Emphasize your title by featuring the headline in bold and larger font, as it allows your potential employer to grasp who you are quickly. For example: Financial Planning Professional Achieved Double-Digit Return for All Clients through Well-Balanced Financial Portfolios. It is important that this title is well crafted, as it is the first impression your potential employer will have of you. There are three things a well-written summary should address: Your experiences and skills as they relate to your idea job. What you can bring to the organization, the open position that no other candidate can, and your professional goals. Even though your CV summary is written by you, it should be composed in third person, in present tense. Think of it as a summary of what one of your best colleagues would say about your professional achievements. Reinforce your title, and sell only the experiences and skills that meet your career objective. If you have multiple career objectives, such as you wish to get a position in either marketing or public relations, develop separate CV summaries for each of the objectives. A summary can also contain a brief bullet section highlighting only a few vital competitive skills that you bring to the table. An example of an effective summary would be as follows: Successful financial planning professional with over 15 years of personal and retirement planning experience. Leader in development and professional growth of four other financial planners in the firm through effective and motivating mentoring strategies. Key competencies include: Personalized portfolio development financial forecasting Retirement portfolio management Development on-going professional growth strategies. Much like your overall CV, your summary should be well-written and error- free. Make sure to review your summary, and customize as necessary for the various opportunities of interest. An effective summary will help you “hook” your employer; it should sell you as a primary candidate for the job, leaving your employer with a great first impression of you.

EMPLOYER QUALIFICATIONS
When applying for jobs, it is important that you read through the job description thoroughly before submitting your application. A lot of what employers are actually looking for in their potential associate is written right in the job description and requirements. In fact, you should review your CV against the requirements listed in order to make sure you have covered everything the employer is looking for.If you can address all the requirements by the information in your CV or in your cover letter, you will be on the right track for getting the job. However, there is a whole list of skills employers look for that are never spelled out in the job description. These skills are typically referred to as employee ability skills, which are skills beyond your technical knowledge and qualifications that make you a great professional in your field. Don’t panic, you already have employee ability skills, you just may not think of them as critical for getting a job. In this case, the employee ability skills have been grouped in eight categories:
(1)Communication skills (2)Teamwork skills (3)Problem-solving skills (4)Initiative and enterprise skills (5)Planning and organizing skills (6)Self-management (7)Learning skills (8)Technology skills
Now that you have read the categories, you are thinking to yourself, yes, I have those skills. But did you ever think to list them on the CV? Most people focus on their professional achievements and responsibilities, and they often skip these skills in favour of those that are job specific. However, more and more employers look for these skills in CVs. Therefore, your potential employer wants to know that you are a team player, that you communicate well, and will show initiative when needed. While you may think this is implied by your interest in the available position, employers like to see these skills called out on your CV or cover letter. The best way to demonstrate these skills is through your experience and under your qualifications. Point out the initiatives you have participated in that required you to work in a team, under a deadline, or as a self-starter. Demonstrate your loyalty through pointing out your accomplishments at an organization and how they benefited your team as a whole (not just you). You can showcase the employee ability skills in your cover letter by openly showing your enthusiasm for the available position, stating your commitment to your career objective, indicating your motivation and your integrity, and showing that you are above all unselfish and credible. These skills are just as critical to your ability to do a great job as your professional experience and education – employers are looking for someone who will be a great fit on their team and in their organization, someone who works well under pressure but also has a sense of humour and has a balance between their personal and professional life.
Review your existing CV. Does it contain any employee ability skills? If not, make revisions to incorporate those employee ability skills you feel you excel in. If you are unsure, ask your friends or family for an objective opinion, so that you can get a better idea of how people around you see you as a person as well as a professional. Keep these attributes in mind as you compose your CV and your cover letter, and especially as you are taking part in interviews. These skills can make a difference between knowing how to do a job and being qualified to exceed goals and grow in your career.

HOW TO DESIGN YOUR CV TO GET EMPLOYERS ATTENTION
Job hunting can be one of the most exhilarating and yet one of the most agonizing experiences in your life. While you look forward to the new chapter in your professional life, finding a way to stand out from other candidates, who are at least equally qualified for the position you want, is a difficult task.
Your CV is the first contact your potential employer has with you. A well formatted and a well-written CV can make a difference between getting the interview and getting the job, and being passed over. Most employers receive a stack of CVs of qualified candidates and scan them quickly before they decide whether or not they want to read further. You only have a few seconds to make a lasting impression. Don’t panic. Instead, focus on the design of your CV as it is the first thing your employer, whether on paper or in electronic form.
The most commonly made mistake in CV design include using templates that are already available in Microsoft Word. While these templates provide a quick, easy to follow tools to create your CV, they are outdated, and they will make your CV appear generic and uninviting. Additionally, these templates, while well formatted in Microsoft Word, will not translate well when emailed or uploaded to job search engine web sites.
Second most commonly made mistake in CV design is inclusion of graphics on the page. Your picture and/or any other graphics are not appropriate for a CV. Including anything outside of plain text will make you stand out in a way that makes the employer think you are not taking yourself seriously as a professional, and this is certainly not the first impression you want to make. You can find samples of CVs on the Internet; search for CVs by your industry to find the templates that make most sense for the job you are seeking.
Than work on a blank page to replicate the look and feel of the CV you like. The following are basic formatting rules for your CV: Limit the length of the CV to two pages. The page should have one-inch margins, top and bottom, right and left. Use left justification only – as a rule, do not centre the content of your CV. The font and font size should be consistent. The bullet points should be basic – use circles or squares, but never any symbols that may not translate well when you email your CV to your potential employer. Headlines can be in all caps; the remaining text should not have special formatting. Do not underline any of the information in your CV. In the world of Internet driven job applications, underlining in a document implies a web link. The font size for headlines should not exceed 14 points; the remainder of the text in the CV should not exceed 12 points. Use the Tab key instead of the Space bar to create spaces between the texts in your CV. As a last formatting check point, ask your friends or your family for help in reviewing your CV. Send the CV file via email to a few of your friends – ask them to review the CV and make sure nothing seems out of place. Print out the CV on paper and review to make sure that margins are accurately set, and that the content doesn’t appear crowded on the page. Keep in mind – when it comes to your CV, sleek simple appearance, and great writing, will get you the job you are seeking.

ACTION WORDS TO GIVE YOUR CV POWER
You’ve heard it over and over again – a well-written CV is a winning CV. What does that mean? How can you determine whether your CV is written in a tone and style that employers will respond to? Synthesizing your educational achievements, years of your professional experience, and numerous qualifications you have acquired over the years into one to two pages is not easy to accomplish. Every phrase or statement you write has to convince your potential employer that you are the best candidate for the job. To do so, you will need to use action or power word. Action words, or power words, are keywords (verbs) that add strength and positive implication to your job responsibilities or qualifications. When you submit your CV to your potential employer, there are two scenarios that will occur. One, your application will be ran through a computer software program, which searches your CV for key terms as indicated by the employer. If your CV contains those key words, your CV will be pulled aside for further review.
Two, a hiring manager, or most often a human resources associate, will receive a stack or CVs and scan through them quickly to pick out those that stand out the most, again based on certain key words. It should now be clear why these action words are critical to your success in job hunting. When listing your employment history, each job’s responsibilities should be listed in bullet point form, with each statement starting with an action word. Using power verbs or phrases will indicate to your employer that you are driven by action and results and that you can effectively articulate your professional experience (thus, showcasing your communication skills). Here is a small sample of action words: Created Developed and Implemented Managed Delivered Designed Facilitated Negotiated Coordinated Budgeted Acted Communicated Consulted, etc. This is a very short sampling of action words. Many resources on the Internet contain extensive listings of action words or phrases. Do some research and use only those terms that are relevant to your field of experience.
Your best bet would be to locate samples of CVs by professionals in your industry. Review those CVs for ideas on how to list your responsibilities. Important note: do not copy exact statements from another person’s CV; while you can do your research, you will want to make your CV personalized to your professional experience. Don’t fall into the trap of using the same action word over and over. If you have in fact managed multiple projects, you may want to be a bit more specific about your role in each. For example, maybe you were the communication liaison in one project, while you were the project manager for another task. Begin the first bullet point with “communicated,” and the second bullet point with “managed.”
However, be aware of the words that you are using and consider their value in your CV. Do not go overboard with using varying terms, especially those that may change your role or your responsibilities. Additionally, you can find key action words in job descriptions. Review your CV against a job description and make sure that all required qualifications are addressed in your statements. This will also help you identify action words that the employer uses, which you can in turn use to customize your CV or cover letter to that specific job. Always make sure that you are consistent in the way you list all of your responsibilities and qualifications, and make sure that your statements exude positive attitude and focus on actions and results. By doing so, you are guaranteed to create a winning CV that will get you noticed.

STATING YOUR RESPONSIBILITIES ON YOUR JOB DESCRIPTIONS
If you have never written a CV, the blank page you are facing can be very intimidating. While you can describe your job responsibilities to your friends, listing them out in a CV and showcasing how your experience to date meets your career objectives is a very difficult task. To get started, you must first consider what type of a job you are seeking. Much like your career objective or summery should reflect your professional goals, your current and past experiences must showcase that you are the best candidate for the job you are applying for. In listing your current and past professional experiences, try to focus on those responsibilities that indicate you are qualified to take the next step in your career. Due to the fact that more and more companies as well as job search sites use scanning software to pick out candidates, it is very important that you use key words, including active verbs, to describe your skills. Instead of beginning your job descriptions with “Responsible for” try to use active verbs such as: Managed Developed Created Communicated Interfaced Achieved, etc. These key words get straight to the point of describing your responsibilities, which is exactly what the employers are looking for. Chose these words carefully – don’t say that you “managed a project”, implying you were responsible for the whole task from start to finish if you were only responsibly for communicating the project to other associates. Instead state that you “Developed and executed the communication strategy for associates,” describing your role more accurately and emphasizing your strengths.
Typically, the first job listed on your CV is the one you currently hold. In this case, make sure that your responsibilities are stated in present tense, as you are still responsible for them. For example, say “Manage accounting activities” instead of “Managed accounting activities.” This will indicate to your potential employer what your day-to-day activities are like and how they complement responsibilities of the job you are submitting your CV for. All previous jobs should be listed using past tense, and should start with active verbs such as managed, developed, accomplished, etc. Additionally, make sure that responsibilities you are listing are relevant for to your career objective. List only those responsibilities which help you put your best foot forward. For example, if you are looking for a job that requires managing a team of people, focus on your development and participation in group projects instead of focusing on solitary activities such as office organization. In terms of formatting, make sure that your responsibilities are listed in bullet points. This formatting is preferred to paragraphs on a CV because it is easier to review quickly. Employers simply scan the CVs and look for key words – if the CV looks overwhelming, with a lot of copy and poor formatting, they will likely discard it. Thus, it is very important that your CV is formatted with enough white space and doesn’t contain any errors.

HIGHLIGHTING YOUR EDUCATION AND JOB SKILLS:
For Entry Level Graduating from college is one of the proudest moments you can experience. Receiving your diploma validates all the hard work you put into your education, the all nights you pulled before exams. Your graduation signifies your accomplishments as a student, and opens the door into the world of career choices, job searches, and 40-hour workweeks.
All of a sudden, it hits you – how will you get a job that requires experience if you have none? As a recent college graduate, you are entering the workforce at entry-level jobs. Your potential employers have very reasonable expectations. They expect you to have graduated from college and that your major is in line with the job you are applying for. They anticipate that you have some experience, a summer job or an internship, but they are not requiring years of professional experience. They would like to see some references – from your professors or previous supervisors – so that they can get a better idea of your personality and work ethic. Sound reasonable so far? The best way to show your potential employer that you are a perfect candidate for the job is to create a functional CV. Functional CVs focus on your qualifications, not your career time line. This style of the CV highlights what skills you have, rather than where and when you acquired or utilize them. In other words, instead of listing your experiences by your job titles, your CV will contained sections titled by your skills such as verbal and written communication, customer satisfaction, project management, etc. This CV style is highly recommended for and most often used by college students seeking internships or their first jobs out of college. Begin your CV by stating your career objective. Make sure that your career goals are personal. Your objective should be specific to the position you want, and should indicate to your employer how you intend to utilize your education and how this position will help you develop your experience. Your education should be listed next. List the school you attend and its location, your graduation year, and your major. It can be helpful to include your GPA, specific courses you have taken, or any honours you have received while in school. Your professional skills should come next.
This section will include sub-headings as they relate to specific qualifications you want to promote, such as communications, customer relations, managements, etc. Here, you can utilize any experience you have that relates to the sub-sections, including your part time jobs, internships, volunteer positions, community service work, or school- related activities. Only include a work experience/work history section if you have held part time jobs while in school or have had internships you’d like your employer to know about. This list should only include dates, titles, companies, and locations without listing any of your responsibilities, since you are covering them in the previous section. If you belonged to any clubs in school, include a section for activities and list only those that support your career objective. For example, if you were an editor of your school paper, and you are trying to get a job at a publishing company, make sure that you include this experience in your CV.
Your last section should list references. As a new graduate, it is to your benefit to include references on your CV, and give your employer everything they need to consider you as a qualified candidate for the job. You have nothing to lose by providing this information ahead of being asked for it.

Before you start applying for jobs, take advantage of your school’s career centre and have one of the mentors there review your CV and help you perfect both the content and the format. With a well-written CV, you are prepared to take the professional world by storm.

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Global/African Philanthropy & Policy Research Conference 2017 – 3rd Edition

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The Global African yearly’s PHILANTHROPY and POLICY RESEARCH CONFERENCE 2o17 with its value-added workshops / trainings for societal development process, is taking place between the 28th – 30th of April 2017 in Linz / Austria – Europe. In addition, there will also be varieties of presentations from different welfare, social, and public Research, publication of our philanthropy and policy research Magazine, building of Synergy, Exhibitions, and an unconditional redistributive Networking possibilities.

3rd Edition from the #28th – 30th April in Linz/ Austria – EUROPE

4th Edition in #SUB-#SAHARAN #AFRICA

Mission Statement: It’s time for GLOBAL AFRICANS’ (SOCIAL) POLICY DISCUSSION, ACTIVE LABOUR MARKET POLICY, EXCHANGE of IDEAS, HUMANITY PROCESS, SUSTAINABILITY, SOLIDARITY, CORPORATE SOCIAL IDENTITY, and COLLECTIVE RESPONSIBILITY.

Conference’s focus groups are:

NGOS, NPOs, FOUNDATION, TRUST, GRANTS GIVERS, INSTITUTIONS, EDUCATION CENTRES, MIGRANTS ORGANISATION, COMMUNITIES, UNIVERSITY, (ETHNIC) ENTREPRENEUR, STARTUPS, POSTGRADUATES, SCHOLARS, STUDENTS, POLICYMAKERS, RESEARCHERS, TEACHERS, LECTURES, …and YOU.

Topic: ” MUTUAL LEARNING in POLICY ADVOCACY and SOCIETAL DEVELOPMENT PROCESS.”

Conference Facebook Blog: https://www.facebook.com/GlobalAfrican-Philanthropy-and-Policy-Research-Conference-2017-1630353427228279/

We build our collective future together ”

Contact:
Bruno Eddy
Organizer / Project Leadership
office@hiba.at

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Education governance as catalyst to stable job

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Skills Formation and Training Workshop (Y-SkillsLab Workshop) with Eddy Bruno (Trainer) Facebook: https://www.facebook.com/YSkillsLab/

The acquisition of specific skills is considered as a prerequisite of young person’s entrance into the employment. In this case, it directly plays a pertinent role in the transition path. In other words, there is a large amount of evidence` that suggest formal qualifications are prerequisites to get a stable job for young people . This shows that access into the labour market is guaranteed through specific skills acquisition and educational qualification. To put it differently, lack of these labour market entrance prerequisites tends to lead to social exclusion. However, young people, especially those with migration backgrounds are often at risk of marginalisation. For this purpose, they often leave school path uncompleted with low educational attainment that does not suit the labour market expectation.

To end that, countries such as Austria and Finland manage the deficits with the Youth Guarantee Policy measure, clustered under education and training, employment services, and active labour market measures. Despite that, unsuccessful transitional result involves the decision of the young person’s educational path. Therefore, education and training are vital parts of young people’s school in employment transition process. As a result, most young people face many difficulties after finishing compulsory school with the age of 15, when they are systematically selected for further education. Also, at 15 years, most youngsters are experiencing puberty, seeking for self-identity, and self-decision-making perspectives. In most cases, they are faced with educational expectations which are full of capitalistic and bureaucratic structures. These aspects coupled with other factors disturb their schooling process, rendering them vulnerable to drop out and thus, insufficient qualification. Hence, this shows that disadvantaged young people are often entangled to couple of risky dilemmas that steer their decision-making process during the transition path.

Despite that, there are several distinctive features that link youth labour market system with the educational governance to geared young people`s school to employment transition process. In this view, staying longer in education, vocational training or re-training reduces the risk of unemployment. Also, the investment and guarantee of youth education indicate equal possibilities to participate in the labour market. Thus, the issue of education is a vital aspect of young people’s school to employment process. In light of that, specific skills are acquired that fulfil the prerequisite to labour market entrance. Contrarily, disadvantaged young people are often dropouts with inadequate qualification and skills. Also, their link between schooling and the labour market activities shows a disappointing result with an increasingly high rate of unemployment. This misfortune is typically compensated through measurable benefits of individual training and educational upgrading via active labour market measures. The early labour market programmes provide youths with possibilities to receive a job offer, training, and reintegration assistance into the labour market. Besides, they will have the means to access suitable education and increase their chances to enter the labour market.

In fact, early school intervention leads to exclusive performances in general and vocational education reforms in pre/post-secondary level. In this case, the Authors Stern and Wagner (1999) and Stern (1999) stated that the explanation is as a result of apprenticeship, change of curricula, work experiences, and corporation between school and companies. All of these aspects are blueprints of the Youth Guarantee measure to secure equality of opportunity in the labour market system. However, young people with inadequate specific skills usually face long-term unemployment. Equally, the latter leads to socio-economic stagnation, ill health, and the rise of diverse social risk factor that negatively affect youth’s transition path.
As has been noted, in order to manage, coordinate, and regulate young people’s school to employment transition process, countries embark on active labour market measures. Hence, this is to guarantee education and training with assistance, job search, and coaching. These measures show the result of the educational governance and the employment regime through purposive support and guidance to coordinate and regulate the path.

Author
Eddy Bruno (2016): Education governance as catalyst to stable job . In: School-to-work transition process among (disadvantaged) young People.

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