Caraga state university

Ampayon, Butuan City 8600, Philippines

URL: www.carsu.edu.ph

Introduction to
the New Metrics
in the Industry 4.0 Labor Market

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 1

 UNDERSTANDING INDUSTRY 4.0
LABOR MARKET

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 2

 UNDERSTANDING INDUSTRY 4.0
LABOR MARKET

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 3

 SKILLS AS THE NEW CURRENCY

• With the rapid changes in

contemporary society brought about
by technology, the changing nature
of work has a ‘disruptive impact on
workers, labor markets and
organizations.’ (Ernst & Young, 2018)

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 4

 SKILLS NEEDED FOR FUTURE-READY WORKFORCE

skills required for

basic digital skills engaging in Industry
and literacy 4.0 occupations

skills for next

learnability skills generation infra-
structure and services

skills needed for skills for

greening economies technology-infused
manufacturing
sectors

Jagannathana, Rab & Macleanc (2019)

 SKILLS AS THE NEW CURRENCY

• Today’s skills will not match the jobs

of tomorrow and newly acquired
skills may quickly become obsolete.
Really need to provide new skills and applied it in real life,

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 6

 SKILLS AS THE NEW CURRENCY

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 SKILLS AS THE NEW CURRENCY

• (1) increasing investment in people’s

capabilities
• (2) increasing investment in the
institutions of work
• (3) increasing investment in decent
and sustainable work

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 8

 ENGLISH LANGUAGE PROFICIENCY
AND EMPLOYABILITY

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 9

 ENGLISH LANGUAGE PROFICIENCY
AND EMPLOYABILITY

• The Philippines is regarded as one of

the largest English-speaking states in
the world with majority of its population
having fluency, to some extent, in the
English language.
• This English language proficiency has
become one of the country’s drivers to
become one of the emerging
economies in Southeast Asia. (Cabigon, 2015)

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 10

 ENGLISH LANGUAGE PROFICIENCY
AND EMPLOYABILITY
• The British Council reported that the
Philippines needs to step up its efforts in
developing English language proficiency
as a vital skill in the workforce. Being an
English-speaking nation, the Philippines
sets its distinct advantage in the ASEAN
economic integration. To strengthen its
potential, the country needs to further build
on the English skills among its young
workforce. (British Council)

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 ENGLISH LANGUAGE PROFICIENCY
AND EMPLOYABILITY

• Communication skills are highly

valued as a graduate attribute for
employability.
Arkoudis et al. (2014)

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 EMPLOYABILITY

• A set of achievements - skills,

understandings and personal attributes –
that make individuals more likely to gain
employment and be successful in their
chosen occupations, which benefits
themselves, the workforce, the
community and the economy.
Knight & York (2004; cited in Centre for the Study of Higher Education’s Report, 2014)

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 13

USEM Model Knight and York (2004)

Understanding
1 of disciplinary subject matter and how organizations work

Skillful practices
2 academic, employment, and life in general
Communicstion, team work, problem solving skills

Efficacy beliefs Deals with self awareness

3 reflects the learner’s notion of self, their self-belief, and the
possibility for self-improvement and development

Metacognition
4 complements efficacy, embraces self-awareness, how to learn and reflection. It
encompasses knowledge of strategies for learning, thinking and problem solving,
and supports and promotes continued learning/lifelong learning
 EMPLOYABILITY

• It is a lifelong process.
• It applies to all students whatever their
situation, course or mode of study.
• It is complex and involves a number of
areas that interlink.
Cole and Tibby (2013)

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 EMPLOYABILITY

• It is about supporting students to develop a

range of knowledge, skills, behaviors,
attributes and attitudes which will enable
them to be successful not just in employment
but in life.
• It is an institution-wide responsibility.
• It is about making the components of
employability explicit to students to support
their lifelong learning.
Cole and Tibby (2013)

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 EMPLOYABILITY

• It is not about replacing academic rigor and

standards.
• It is not necessarily about adding additional
modules into the curriculum.
• It is not just about preparing students for
employment.
• It is not the sole responsibility of the careers
department.
• It is not something that can be quantified by
any single measure. Cole and Tibby (2013)

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 17

 ADAPTABILITY
& FLEXIBILITY

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 ADAPTABILITY AND FLEXIBILITY

• With these rapid changes in our social

realities caused by this interdiscursive
dynamics of digitization, connectivity, trade
liberalization, global competition,
innovation, technological breakthroughs,
mobility of people, globalization, and so
forth, our role as job seekers, then, who
possessed this workforce readiness is ‘to
be fluid, flexible and adaptive’ with these
changing dynamics.
Lawrence (2013; cited by Nandram and Bindlish, 2017)

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 CORE VALUES + SKILLSET

• Competence
• Service
• Uprightness

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 TAKEAWAY

• As a starting point since skills are the

new metrics of the 4IR labor market,
we need to optimize our prominent
skillset and enhance further our least
prominent skillset through immersing
ourselves in social practices where we
could optimally improve our human
capabilities.

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 21

 ASSESSMENT

• For your assessment, please work

on the task provided to you by your
instructor via CSU Masao LMS or
Facebook.

DCH EEP 3 | ENGLISH FOR EMPLOYABILITY 22

 REFERENCES

• English for Employability (EEP 3) Learning Guide

(2020). Department of Communication and
Humanities. College of Humanities and Social
Sciences. Caraga State University.

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 REFERENCES
• Arkoudis et al. (2014). English language proficiency and employability framework: For Australian higher education institutions.
Centre for the Study of Higher Education, The University of Melbourne

• Cabigon, M. (2015). State of English in the Philippines: Should we be concerned? Retrieved from
https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2 on January 21, 2019

• Ernst & Young, Australia (2018). Will you wait for the future to happen? Or take a hand in shaping it? The future of work. Ernst &
Young Global Limited.

• Global Business Coalition for Education (n.d.). Preparing tomorrow's workforce for the Fourth Industrial Revolution. For business: A
framework for action.

• Jagannathan, Rab & Maclean (2019). Dominant recent trends impacting on jobs and labor markets –

• An Overview, International Journal of Training Research, 17:sup1, 1-11, DOI:10.1080/14480220.2019.1641292 Retrieved from
https://doi.org/10.1080/14480220.2019.1641292 on January 19, 2020

• Nandram, S. & Bindlish, P. (2017). Managing VUCA through integrative self-management: How to cope with volatility, uncertainty,
complexity and ambiguity in organizational behavior. Springer International Publishing AG 2017

• Wijewardene, Yong & Chinna (2014). English for Employability – the need of the hour for Sri Lankan graduates. British Journal of
Arts and Social Sciences ISSN: 2046-9578, Vol.17 No.I (2014). BritishJournal Publishing, Inc. 2014
http://www.bjournal.co.uk/BJASS.aspx

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Caraga state university
Ampayon, Butuan City 8600, Philippines
URL: www.carsu.edu.ph

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