<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ketevan Chkuaseli</style></author><author><style face="normal" font="default" size="100%">Tamar Gegeshidze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RELATION OF THE STATE AND PRIVATE UNIVERSITIES WITH THE LABOR MARKET</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">graduates</style></keyword><keyword><style  face="normal" font="default" size="100%">labour market</style></keyword><keyword><style  face="normal" font="default" size="100%">state and private universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393267634.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Globalization is not new in education, this process demands integration the labor market and consequently the problem facing to universities are very complex. They should create strategy towards the labor market. Universities should provide quality of education. The current labor market demands such professional level that is not peculiar for the post-soviet mentality.
 Georgia has made historical choice in favor of the European democracy and this process demanded reforms in all areas. The Higher Education entered into new economic space. Georgia has joined to Bologna Process and accepts its main principles – unification space of Higher Education that means the integrity European market.
 The purpose of our research is investigating the relation of the state and private universities of Georgia with the labor market, with employers and study motivation of students how do they make a choice of concrete university.
 Research includes two stages, the first stage - The analysis a web-sites of the state and private universities, the second stage - Interrogation of students.
 Results of research shown: the state universities are oriented by fundamental education, and private universities are oriented by narrow-special formation demanded by the labor market.
 Social and economic situation in the country causes prestige of such specialties which are dominant in the modern market. As a result, students choose prestigious private universities.
 Obviously, state universities should reconsider philosophy of management, at that time, must not lose quality and own identity.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">168-174</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jana Safrankova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL SCIENCES IN EDUCATION OF ENGINEERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">graduates</style></keyword><keyword><style  face="normal" font="default" size="100%">social sciences</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392220223.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The objective of this paper “Social Sciences in Education of Engineers“ is to outline possibilities for gaining information about the position of the graduates of the CTU and their opinions on the educational process. The study is based upon the author´ s long-term research (1996, 2003, 2005 – 681, 1357, 828 number of respondents from CTU graduates) and concentrates on three main aspects of this problem: the professional position of the graduates, its feedback for the faculty as to the evaluation of acquired knowledge and impulses for the development of their education during regular and postgraduate study within the process of life-long education. After the introduction paper describes the basic methods of sociological research in the above field, especially inquiry, analysis and comparison that ensure reliable conclusions serving the faculty as a foundation for further decision-taking .The results of researches summarises the most important results of the author´ s research relating above all to the professional position of the graduates on the employment market, inquires into the problem of the application of knowledge acquired at the university. It relates not only to theory but also to practice, knowledge in the field of humanities and social sciences. The results show that the graduates of CTU appreciate the technical way of thought developed during their study that enables them to solve technical problems in the course of decision-taking. In addition, they appreciate theoretical and practical knowledge. On the other hand, communication with colleagues, team-work and so-called soft skills are evaluated as insufficient. The conclusions and discussions summarises the results of research relating to the further development of education during regular and postgraduate study within the process of life-long education, mainly in social sciences. They are based upon the author’s experience and long-term pedagogical practice as well as information gained during the implementation of research projects.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-81</style></section></record></records></xml>