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Most countries around the world are experiencing an imbalance between job demand and supply, which is being amplified by the amount of young workers into the labor market. These coming university graduates have a lot of potential and want to work in their respective fields. Chabani (2017), the challenge for decision-makers in developing countries is to convert these job seekers into job creators.
For example, the Turkish government encouraged women and young people to start companies in developing countries during the decade 2011-2020 (United Nations, 2020).
A similar initiative is being cofounded and implemented in Morocco and Tunisia by the European Union to support innovative social entrepreneurship among young people (SALEEM project, s. d.).
Algeria's Council of Ministers announced (2020) the implementation of a roadmap that would facilitate the development of young people's projects with a social, cultural, and environmental impact.
The Issue of Employability Among Algerian Graduates of Higher Education
Since 2017, Algeria had 1.600.000 students enrolled in more than 123 higher education institutions; the number will continue to rise each year, as mentioned by (ZEMALI, 2017).
The authors of (Safir, 2012), (Benhabib, 2017) and (Mestour, 2019) discuss in their research that the growing number of university graduates who enter the job market face significant difficulties, particularly graduates in the humanities. A second factor which affects young graduates' employability is a mismatch between students' training paths and company needs.
According to Mr. Mourad ZEMALI (2017, p 5), Minister of Workers, Employment, and Social Security, “One of the reasons cited for the unemployment of graduates of higher education is the inadequacy of their training courses. The majority of young people choose academic over professional courses with limited job prospects, making it more difficult for them to integrate into the job market. Experts agree that the integration paths for young graduates of higher education are becoming increasingly complex. Today, a diploma is not enough to protect a young person from unemployment.”
In fact, the researchers are already seeing a new generation of students express a desire to reinvent pragmatic learning paths. (Boudia et al., 2019) demonstrated in previous work that the use of familiar digital tools must be customized to their learning profiles in order to be effective.
These students have great potential and want to make their mark in an ever-changing world, just like companies comparable to Facebook and Apple that have achieved huge sales after several years of work Chabani (2017).
New challenges necessitate that the researchers think as administrators, teachers, and trainers to learn new skill sets and adapt our courses to an ever-changing future job market.
The University’s Role
In this context, the university's entire teaching staff will now accompany students before they begin their professional projects. As a direct consequence, teachers must be highly adaptable in order to implement a student-centered learning approach (Mestour, 2019).
Teachers' roles shift to that of facilitators or coordinators for projects that necessitate the application of a variety of learning skills (Metcalf et al., 2020).
The advantage of using this process is that it allows students to start working on a project as early as their undergraduate years, gaining experience in project implementation, creating job opportunities, and lowering future graduate unemployment rates.
As a result, the university must reconsider its strategy and offer training programs to increase the university community's awareness of entrepreneurial culture.