[ Savoir-être et savoir-faire utiles à l’insertion professionnelle des diplômés de l’enseignement supérieur dans la région de la Kara (Togo) ]
Volume 38, Issue 2, December 2022, Pages 232–242
Tamégnon YAOU1
1 Maître-Assistant au Département de Sociologie, Faculté des Lettres et Sciences Humaines, Laboratoire de Recherches et d’Etudes en Linguistique, Psychologie et Société (LaRELiPS), Université de Kara, Kara, Togo
Original language: French
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
An effective education system is measured by the employment of the graduates it produces. Education systems in Africa are largely marked by rampant underemployment and unemployment rates. In Togo, these rates were 24.9% and 3.9% respectively in 2015. As the number of young people and their levels of education increase, the question arises as to whether they have the soft skills required to facilitate their integration into the workforce, especially graduates of higher education ? Indeed, after forty-five interviews conducted with managers of placement agencies for graduates, NGO managers and human resources directors of some companies that receive higher education graduates for internships, it appears that employers are asking more and more for socio-emotional (soft) skills than cognitive ones. The soft skills highlighted by these employers include: punctuality, humility, commitment, curiosity, integrity, flexibility and proactivity. From the point of view of know-how, apart from the mastery of English and the computer tool which are transversal knowledge, we must retain the sense of organization, the ability to do personal research and to produce reports within the deadlines.
Author Keywords: Soft skills, transversal knowledge, humility, proactivity, employers.
Volume 38, Issue 2, December 2022, Pages 232–242
Tamégnon YAOU1
1 Maître-Assistant au Département de Sociologie, Faculté des Lettres et Sciences Humaines, Laboratoire de Recherches et d’Etudes en Linguistique, Psychologie et Société (LaRELiPS), Université de Kara, Kara, Togo
Original language: French
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
An effective education system is measured by the employment of the graduates it produces. Education systems in Africa are largely marked by rampant underemployment and unemployment rates. In Togo, these rates were 24.9% and 3.9% respectively in 2015. As the number of young people and their levels of education increase, the question arises as to whether they have the soft skills required to facilitate their integration into the workforce, especially graduates of higher education ? Indeed, after forty-five interviews conducted with managers of placement agencies for graduates, NGO managers and human resources directors of some companies that receive higher education graduates for internships, it appears that employers are asking more and more for socio-emotional (soft) skills than cognitive ones. The soft skills highlighted by these employers include: punctuality, humility, commitment, curiosity, integrity, flexibility and proactivity. From the point of view of know-how, apart from the mastery of English and the computer tool which are transversal knowledge, we must retain the sense of organization, the ability to do personal research and to produce reports within the deadlines.
Author Keywords: Soft skills, transversal knowledge, humility, proactivity, employers.
Abstract: (french)
Un système éducatif efficace se mesure à l’aune de l’insertion professionnelle des diplômés qu’il produit. Les systèmes éducatifs en Afrique sont en grande partie marqués par des taux de sous-emploi et de chômage galopants. Au Togo, ces taux sont respectivement de 24,9% et 3,9% en 2015. Au fur et à mesure que croissent le nombre de jeunes et leurs niveaux d’instruction, il se pose alors la question de savoir s’ils ont les compétences douces requises pouvant favoriser leur insertion professionnelle, surtout les diplômés de l’enseignement supérieur ? En effet, après quarante-cinq entretiens menés auprès des responsables d’agences de placement des diplômés, des responsables d’ONG et des directeurs des ressources humaines de certaines entreprises qui reçoivent en stage les diplômés de l’enseignement supérieur, il ressort que les employeurs demandent de plus en plus de compétences socio-émotionnelles (douces) que cognitives. Les savoir-être que ces employeurs ont mis en exergue sont entre autres: la ponctualité, l’humilité, l’engagement, la curiosité, l’intégrité, la flexibilité et la proactivité. Du point de vue des savoir-faire, hormis la maîtrise de l’anglais et de l’outil informatique qui sont des savoirs transversaux, il faut retenir le sens de l’organisation, la capacité à faire des recherches personnelles et à produire des rapports dans les délais.
Author Keywords: Compétences douces, savoir transversal, humilité, proactivité, employeurs.
How to Cite this Article
Tamégnon YAOU, “Skills and know-how useful for the professional integration of higher education graduates in the Kara region (Togo),” International Journal of Innovation and Applied Studies, vol. 38, no. 2, pp. 232–242, December 2022.
