This paper reviews historic and current definitions of skill as a concept, as well as frameworks that have been applied to analyse levels of skills development across the academic and professional spectrum. The author proposes a 6-level chart of skill development based on the “can-do descriptors” approach by CEFR, also known as the ability assessment approach, for further discussion, development, and application. The proposed chart is based on six levels. These are organized into two Entry levels, two Operational Use levels and two Strategic Vision levels. Further debate on the typology of skills by Deloitte, LinkedIn Research and World Economic Forum is presented as of 2020 documentation. Its dynamic manner of paradigms changing the importance of a wide array of skills (alternatively denominated as employability skills, soft skills and/or 21st Century skills) are analysed, both for educators and employers.

Abstract. The article goes through various definitions and presents concept analysis of the definitions liberalization, internationalization, destandartisation of education and universities, restructuring and democratization of education. It aims at correct use of the term "DEMOCRATIZATION OF EDUCATION" in order to write roadmaps and strategies for departments and institutions development. The study analyses "DEMOCRATIZATION" concept detonates in the educational sphere of life taken from the Google Scholar articles by the screening method within 2013-2018 and shows its frequency distribution and actualization in the spheres of life. Using the method of Synonymic analogy, the core meanings of the concept interpretation are demonstrated and exemplified term in political and philosophical discourses. The meaning of the Democratization is delineated and illustrated. The concept study results in defining "DEMOCRATIZATION" and its features for educational sector for the use of education managers in writing road maps to democratizing education in Ukraine.

Анотація. У статті подається поняттєвий аналіз лібералізацієї, дестандартизації, реструктурізації та демократизації освіти для більш коректного вживання поняття «ДЕМОКРАТИЗАЦІЯ ОСВІТИ» при написаннях стратегій розвитку кафедр і інститутів та представлені результати вивчення актуалізації концепту «DEMOCRATIZATION» у навчальній сфері життя, риси, притаманні цьому поняттю, з метою полегшення складання дорожніх карт для освітян, які прагнуть демократизувати освіту в Україні. Ключові слова: демократизація освіти; лібералізація освіти; дестандартизація освіти; реструктурізація освіти; інтернаціоналізація вищої освіти, стратегія розвитку вищої освіти, концепт «DEMOCRATIZATION», актуалізація концепту «DEMOCRATIZATION»

The coronavirus pandemic triggered an abrupt change to emergency e-teaching and has accelerated the adoption of digital teaching practices in higher education. This transition from in-person instruction to online-only teaching took place globally and disrupted the conventional lecture format. While the catalyst, namely COVID, was the same throughout the world, a growing body of research confirms that instructors across the educational spectrum are experimenting with, and implementing, a plethora of methodologies based on their digital abilities and experiences. This paper will critically analyse several online-based methodologies and digital tools developed and introduced at the University of Europe for Applied Sciences within an undergraduate module called Employability.  The authors will use the six areas of the European Commission’s DigCompEdu framework as a reference to analyse and summarise digital tool implementations and enhance students' digital collaboration skills, online experience, and learning outcomes. The methodological focus is on teaching soft digital skills for employability, namely, digital communication, problem-solving, collaboration skills, as well as, digital content creation and media literacy in tandem with the main content of the course. Possible issues when teaching the Employability module in post-COVID offline or hybrid classrooms will be discussed, particularly with regards to ensuring that teaching formats are fit-for-purpose in increasingly digital, and remote, work environments.

This chapter focuses on the role of universities in cultivating students' capabilities to sustain their careers in the changing world of work and to flourish in life through their personal becoming. First, the chapter outlines the ecosystems of universities. Next, it presents the challenges and opportunities society and the world of work pose to universities. This chapter introduces a novel framework that shows how the academic and operational competencies lead to the life-world becoming of students and contributes to the existing university ecosystems theory. Based on the explored literature and the authors' long-term experience in higher education, this chapter also outlines the implications for educational researchers, practical implications for educational practitioners, and broader society.

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