Academic literature on the topic 'Internationally acquired skills'
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Journal articles on the topic "Internationally acquired skills"
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Weerden, Louise B. van, and Peter C. van der Sijde. "Does the curriculum of a Bachelor program in International Business meet the competency requirements of internationalizing SMEs?" International Journal of Higher Education 9, no. 5 (August 3, 2020): 240. http://dx.doi.org/10.5430/ijhe.v9n5p240.
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This paper contributes to the research on discrepancy between employers´ needs and graduates’ competencies acquired at bachelor education. Given the fact that internationalizing SMEs have considered international relation competency (IRC) to be the key competency for starting export professionals, this qualitative study examines whether this key competency with its selected knowledge, skills and attitudes has been integrated into the curriculum of a bachelor program in International Business at a Dutch University of Applied Sciences. Based on a document analysis of this bachelor program and interviews with lecturers and alumni of this program, we found that the training of international relationship competency is almost absent in the curriculum. Both lecturers and alumni envision skills and attitude development to be incorporated into the curriculum of this internationally oriented bachelor program. The findings offer some suggestions for further research concerning developing cooperation between business and education and the assessment of international relation competency within the context of IB education.
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Denton, Gavin, Lindsay Green, Marion Palmera, Anita Jones, Sarah Quinton, Andrew Simmons, Andrew Choyce, Daniel Higgins, and Nitin Arora. "Advanced airway management and drug-assisted intubation skills in an advanced critical care practitioner team." British Journal of Nursing 31, no. 11 (June 9, 2022): 564–70. http://dx.doi.org/10.12968/bjon.2022.31.11.564.
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Introduction: Airway management, including endotracheal intubation, is one of the cornerstones of care of critically ill patients. Internationally, health professionals from varying backgrounds deliver endotracheal intubation as part of their critical care role. This article considers the development of airway management skills within a single advanced critical care practitioner (ACCP) team and uses case series data to analyse the safety profile in performing this aspect of critical care. Skills were acquired during and after the ACCP training pathway. A combination of theoretical teaching, theatre experience, simulation and work-based practice was used. Case series data of all critical care intubations by ACCPs were collected. Audit results: Data collection identified 675 intubations carried out by ACCPs, 589 of those being supervised, non-cardiac arrest intubations requiring drugs. First pass success was achieved in 89.6% of cases. A second intubator was required in 4.3% of cases. Some form of complication was experienced by 42.3% of patients; however, the threshold for complications was set at a low level. Conclusions: This ACCP service developed a process to acquire advanced airway management skills including endotracheal intubation. Under medical supervision, ACCPs delivered advanced airway management achieving a first pass success rate of 89.6%, which compares favourably with both international and national success rates. Although complications were experienced in 48.3% of patients, when similar complication cut-offs are compared with published data, ACCPs also matched favourably.
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Denysiuk, Oksana, Nataliia Tytarenko, and Tetiana Dron. "EDUCATIONAL INDICATORS OF TEACHING STAFF PROVISION LEVEL DURING TRANSFORMATION PROCESSES: INTERNATIONAL AND NATIONAL CONTEXTS." Educational Analytics of Ukraine, no. 1 (2024): 60–71. http://dx.doi.org/10.32987/2617-8532-2024-1-60-71.
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The article analyses the ongoing transformation processes in the education sector, both internationally and domestically, within the context of the European educational space. It has been determined that these processes are based on the key competencies that teachers should develop in their students. These competencies include literacy, multilingualism, scientific and engineering skills, digital and technological competencies, interpersonal skills, the ability to acquire new knowledge, active citizenship, entrepreneurship, and cultural awareness. The sources of educational indicators are considered, including PISA studies, Eurostat, OECD educational indicators, and national educational indicator systems. This article examines the implementation of the New Ukrainian School (NUS) reform in relation to teacher provision. It discusses the PISA study, which provides data on the quality of education by assessing pupils' ability to apply the knowledge, competencies, and skills acquired in educational institutions in everyday life. The results of this international comparative study can inform governments' educational policies and management decisions based on evidence-based statistics. The authors analysed the implementation of the NUS reform in the educational sector, focusing on domestic transformations. The aim of the reform is to provide teachers with the necessary tools to improve their professional level, self-motivation, and develop new competences. The study compared OECD indicators with national education indicators, including teachers leaving the profession, pupil-teacher ratio, and class size.
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Parada, Roxana, Reiko Ikeda, Takayuki Ando, Masako Hishida, Hiroshi Takeda, Dagnachew Aklog, Kurie Otachi, and Kumi Yasunobu. "Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs." Journal of Education and Learning 7, no. 5 (June 19, 2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.
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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.
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Đolić, Slobodanka. "THE TEACHING OF ENGLISH IN ITS INTERNATIONAL SETTING WITH SPECIAL REFERENCE TO GLOBAL FACTORS." Knowledge International Journal 34, no. 2 (October 4, 2019): 323–27. http://dx.doi.org/10.35120/kij3402323d.
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Spoken internationally English broke down the borders between the countries of the world, connecting the continents in the world wide web to become the first global language for communication attracting all spheres of human life and work. English language needs are becoming more and more demanding, and factors that determine its place are reflected on a global scale. The development of the world’s internet and mobile technologies is “bringing” people closer, and communication removes barriers of all shapes and types. The differences between introverts and extroverts lose a significant difference in the global communications network. The feeling of shame in addressing the masses of people is lost and replaced by the need to finish the job successfully and with reward. The international context of English usage in the global world reflects on the needs of teaching English in schools and at university. Learning replaces knowledge, and global life-threatening factors have a significant effect on cognitive processes. In this paper, we will deal with the factors of climate change and the spatial environment of institutions in which foreign, English, language skills are acquired and knowledge developed. The factors will be analyzed from the methodological point of view.
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BOWER, D. JANE, and JULIAN SULEJ. "SOCIAL AND INTELLECTUAL CAPITAL FORMATION IN LEADING INDIAN PHARMACEUTICAL COMPANIES." International Journal of Innovation Management 10, no. 04 (December 2006): 407–23. http://dx.doi.org/10.1142/s1363919606001545.
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A number of Indian pharmaceutical firms have achieved high levels of success globally in product and process development. They are competing effectively in the generic pharmaceutical markets of the USA and Europe. They have progressively accumulated process development and manufacturing capabilities which meet the stringent criteria of the US and European Union regulators, and have also acquired drug "discovery" skills to a level which has gained some recognition from major Western pharmaceutical companies. This paper analyses evidence from a range of documentary sources in order to elucidate how two of the leading Indian companies have accumulated the intellectual and social capital which has enabled this degree of innovative success. It finds evidence that environmental factors have opened up opportunities which drew on the firms' early capabilities, while requiring additional skills. In response, these firms have invested in expanding their initial internal competences through a number of routes, including hiring Indian-born, Western-trained scientists and industry executives, membership of an internationally oriented industry association, etc. As their profits and reputations have grown, they have also been able to access external knowledge through Western alliances and acquisitions. It concludes that they have built a broad business and technical knowledge-base and very wide networks, which have been effectively integrated thus far in pursuit of business objectives, but raises the question of whether they should now adopt a more focused approach.
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Mikhel’kevich, V. N., and L. P. Ovchinnikova. "DEVELOPMENT OF TECHNICAL STUDENTS’ MOTIVATION FOR INNOVATIVE PROFESSIONAL ACTIVITY." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 24, no. 83 (2022): 59–66. http://dx.doi.org/10.37313/2413-9645-2022-24-83-59-66.
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Preparing technical students for innovative professional activity is considered a pressing issue. The community’s burning interest in technical specialists lies in the fact that this activity provides innovative knowledge-intensive, high-tech, and internationally competitive facilities and production technologies recognized as intellectual property. From the ontogenesis standpoint, the motives of technical students’ innovative activity are divided into four groups: material and professional ones, as well as self-assertion, and self-realization. Material motivation has objective nature-aligned pragmatic origins. Launching an ambitious innovative engineering project, many technical specialists wish to benefit from it pragmatically. The source of self-assertion/prestige is the specialist’s nature-aligned desire and willingness to confirm the status of his/her qualification and competence through the results of the innovative engineering activity. Technical specialists’ professional motivation for innovative activity is inseparable from their natural aspiration and desire to use acquired professional knowledge and skills for solving both career and vocational tasks to the best advantage. Self-realization reflects the objective and nature-aligned aspiration of an individual to achieve personal professional self-development.
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Bučiuvienė, Stasė, and Simonas Šaulinskas. "NEATLIKAI NAMŲ DARBŲ? GĖDA PELĖDA! [DIDN’T DO YOUR HOMEWORK? SHAME ON YOU!]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 3 (December 25, 2015): 100–105. http://dx.doi.org/10.48127/spvk-epmq/15.7.100.
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On the 4th of June, 2015 Lithuania was officially invited to start the process of joining the Organisation for Economic Co-operation and Development – OECD. Together with an invitation, homework tasks were handed. One of those tasks is to improve education quality in comprehensive schools. From the start of the reform, education matters were of little concern to politicians. Therefore, the relationship was not found between education policy formers and those acting in it, though education reform in Lithuania from the very start of independence had an internationally acknowledged conception, which was evaluated by OECD experts as one of the most prominent strategic documents in East and Middle Europe. For a long time, education problems almost exceptionally were solved only by education workers themselves and thanks to the efforts of education office employees. According to people, having acquired secondary and higher education, Lithuania is among the first in Europe, but the low primary and general education results make one doubt about the quality of our country secondary and higher education. Part of pupils, having not acquired general skills, is an indicator of education system, which can be very important, evaluating Lithuanian preparation for joining EBPO. Education, having come into an independent Lithuania life reconstruction, as one of the most matured and ready for changes society life spheres (Juknys, 2008), the question – to improve primary and general school pupils’ learning results, raised at the beginning of the reform, - did not solve. Key words: education reform, general education, learning results.
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Munyangeyo, Théophile. "A Reflective Account on Human Translation and Interpreting Faced with the Automated Text and Speech Processing Tools." Studies in Linguistics and Literature 4, no. 4 (September 9, 2020): p1. http://dx.doi.org/10.22158/sll.v4n4p1.
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This reflection aims to depict the prospective position and role of translation and interpreting in the globalised world. Demographic factors point to a long-lasting multilingualism, which reflects the co-existence of linguistic identities within a variety of settings. From schools, to workplaces and communities, different languages are and will continue to be in use. In many countries, there is an increasing wave of using vernacular and migrant languages in education. However, the current global academic discourse on language situations does not sufficiently reflect this new looming reality. The focus of translation and interpreting studies has traditionally been placed on those languages that were perceived as internationally important. One would assume that economic and diplomatic interests have influenced that approach and attitude. With changes affecting the globalised world in relation to the rise of some emerging economies and new resources, it is clear that the interlingual communication will be one of the greatest challenges of the coming age. In this regard, a new paradigm in overall language promotion and education must be formulated within which human translation and interpretation continue be seen as important skills to be generally acquired.
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Reshetnikova, Elena Sergeevna, Irina Aleksandrovna Savelyeva, and Ekaterina Anatolyevna Svistunova. "Methods of geometric modeling and computer graphics based on the WorldSkills Occupational Standards “Engineering CAD Software”." Педагогика и просвещение, no. 2 (February 2021): 1–12. http://dx.doi.org/10.7256/2454-0676.2021.2.32225.
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This article examines the questions of preparation of students of technical specialties in the higher educational institutions based on the WorldSkills Occupational Standards “Engineering CAD Software”. The relevance of implementation of 3D modeling standards in modern computer-aided design systems into the educational process is substantiated by the need in preparation of highly qualified internationally recognized specialists in different industry fields. The author analyzed competitive tasks of the WorldSkills championships, as well as assesses the importance of graphic training for the development of competences of a modern specialist, who use CAD in their professional activity. The article examines the methodology of geometric-graphic preparation of students of the specialty 15.05.01 Design of Technological Machines and Complexes, specialization in the Design of Metallurgical Machines and Complexes, implemented in the Magnitogorsk State Technical University. A distinct advantage of this methodology is the use of various CAD software and development of the skills for manual sketching of details of mechanical engineering within the framework of studying engineering graphics. The results are acquired of successful implementation of competitive tasks of the Worldskills championships in the educational process. The author concludes that the use of the developed methodology in educational process allowed improving the efficiency of preparation of students.
Dissertations / Theses on the topic "Internationally acquired skills"
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Aharbil, Adil Arnaud. "L'insertion professionnelle des marocains diplômés en France après le retour au pays d'origine." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0158.
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La migration des étudiants marocains, notamment vers la France, reflète une volonté de surmonter les défis d’un marché du travail local souvent considéré comme défavorable aux diplômés marocains. Face à ces contraintes, ces étudiants choisissent une formation académique à l’étranger, particulièrement en France, dans l’espoir d’acquérir des compétences et une reconnaissance internationale susceptibles d’améliorer leurs perspectives professionnelles. Cependant, cette dynamique soulève la question de savoir dans quelle mesure un séjour en France, qu’il soit purement académique ou enrichi par une expérience professionnelle, contribue efficacement à leur employabilité et à leur intégration sur le marché local à leur retour. C’est dans ce cadre que s’inscrit cette recherche doctorale, qui explore le devenir professionnel des diplômés marocains ayant étudié en France avant de retourner au Maroc. Elle analyse leurs motivations, leurs expériences de retour et l’impact de cette migration sur leur intégration professionnelle. De plus, elle examine les intentions de retour des étudiants marocains encore en formation en France, en lien avec leurs projets post-études. Enfin, l’étude s’intéresse aux préférences des employeurs marocains pour les diplômés formés en France, afin de mieux comprendre l’adéquation entre les aspirations des étudiants et les attentes du marché marocain. Pour répondre à ces objectifs, la méthodologie adoptée repose sur l’analyse approfondie de données issues de trois enquêtes spécialement conçues pour cette étude. L’emploi combiné de méthodes quantitatives et qualitatives, incluant notamment l’analyse de discours, a enrichi la compréhension des dynamiques liées à l’employabilité des diplômés marocains. Les résultats obtenus révèlent que les perceptions individuelles des étudiants concernant les opportunités professionnelles dans leur domaine d’études et qualifications, tant dans le pays d’accueil que dans le pays d’origine, jouent un rôle déterminant dans leur décision de retourner au Maroc après leurs études. Le niveau d’attachement simultané au pays d’accueil et au pays d’origine influence également de manière notable les choix post-études. Par ailleurs, l’expérience professionnelle acquise en France après les études améliore significativement l’employabilité des diplômés, indépendamment de leur filière d’études. Toutefois, des disparités subsistent : les diplômés des autre sciences humaines et sociales (lettres , etc.) et des sciences fondamentales rencontrent davantage de difficultés de réintégration, tandis que ceux issus des filières d’économie, de gestion et d’ingénierie bénéficient d’une insertion professionnelle plus fluide au Maroc. Enfin, l’étude met en évidence l’importance des parcours académiques, des trajectoires professionnelles et des caractéristiques individuelles dans la réussite et l’employabilité des diplômés sur le marché du travail marocain. Elle démontre es employeurs marocains accordent une grande valeur aux diplômes universitaires obtenus en France, ainsi qu’à l’expérience professionnelle acquise dans ce pays. Cependant, des disparités dans les pratiques de recrutement sont observées, influencées par des éléments tels que le mode de gestion des entreprises (familial ou non) et la nature des relations avec les partenaires et clients (locaux ou internationaux). Ces constats révèlent la complexité des interactions entre les parcours internationaux des diplômés et les spécificités du marché local, offrant une perspective globale sur les défis de l’employabilité au MarocThe migration of Moroccan students, particularly to France, reflects a desire to overcome the challenges posed by a local labor market often considered unfavorable to Moroccan graduates. Faced with these constraints, students opt for academic training abroad, especially in France, in the hope of acquiring skills and international recognition likely to improve their professional prospects. However, this dynamic raises the question of how a stay in France, whether purely academic or enriched by professional experience, effectively contributes to their employability and reintegration into the local labor market upon their return. This doctoral research is set within this framework and explores the professional trajectories of Moroccan graduates who studied in France before returning to Morocco. It analyzes their motivations, return experiences, and the impact of this migration on their professional integration. Additionally, it examines the return intentions of Moroccan students still in training in France, in connection with their post-graduation plans. Finally, the study investigates the preferences of Moroccan employers for graduates trained in France, aiming to better understand the alignment between students’ aspirations and the needs of the Moroccan labor market. To achieve these objectives, the methodology is based on an in-depth analysis of data from three surveys specifically designed for this study. The combination of quantitative and qualitative methods, including discourse analysis, has enriched the understanding of the dynamics related to the employability of Moroccan graduates. The results reveal that students’ individual perceptions of job opportunities in their field of study and qualifications, both in the host and home countries, play a crucial role in their decision to return to Morocco after studying abroad. Furthermore, the simultaneous attachment to both the host and home countries significantly influences their post-graduation choices. Professional experience acquired in France after graduation also significantly enhances the employability of Moroccan graduates, regardless of their field of study. However, disparities persist: graduates from fields such as humanities, social sciences (literature, etc.), and pure sciences face greater reintegration challenges compared to those in economics, management, and engineering, who experience smoother professional integration in Morocco. Finally, the study highlights the importance of academic backgrounds, professional trajectories, and individual characteristics in the success and employability of graduates in the Moroccan labor market. It also demonstrates that Moroccan employers highly value university degrees obtained in France, as well as the professional experience gained in the country. However, disparities in recruitment practices are observed, influenced by factors such as the type of company management (family-owned or not) and the nature of relationships with partners and clients (local or international). These findings underscore the complexity of the interactions between the international trajectories of graduates and the specificities of the local labor market, offering a comprehensive perspective on the challenges of employability in Morocco
Books on the topic "Internationally acquired skills"
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Podbiralina, Galina, and Valeriya Romashkina. Business development in the Asia-Pacific region. ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1978003.
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The textbook systematizes the theoretical and practical material of business development in the rapidly developing Asia-Pacific region. The authors assess the current trends in business development, which vary in size and nature of economic activity. The main purpose of the textbook is to form students' holistic understanding of the activities of various categories of business in the countries of the Asia—Pacific region, as well as the ability to analyze the performance of the business sector and draw informed conclusions about its effectiveness. Special attention is paid to the possible prospects for the development of small and medium-sized businesses, including in the context of modern geopolitical risks and increased competition in international markets. The practical tasks (cases) and questions presented in the textbook to consolidate the material will help students acquire practical skills and abilities that can be useful in further professional activities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students and teachers of universities of economic profile studying under bachelor's degree programs, as well as students of advanced training programs studying the peculiarities of entrepreneurship and business organization.
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Pérez Encinas, Adriana, and Eva M. De la Torre, eds. Erasmus Skills. Universidad Autónoma de Madrid, 2021. http://dx.doi.org/10.15366/9788483447802.
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Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution – higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes – see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students’ professional and personal development.
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Baghdasaryan, Hasmik, and Mary Martirosyan. Spanish in International Relations. YSU Publishing House, 2021. http://dx.doi.org/10.46991/ysuph/9785808424777.
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The textbook is based on interdisciplinary teaching, which helps students to acquire, apply and integrate different knowledge, as well as to expand the horizons, to develop analytical and research skills. The textbook includes thematic texts on the state structure of Spain, various international organizations (EU, UN, OSCE, CIS, etc.), which aim not only to develop students’ vocabulary and translation skills, but also cross-cultural communication and cognitive awareness necessary for professional communication on the above-mentioned thematic areas. The textbook is intended for the courses "Spanish in International Relations", "Translation of Professional Texts", "Translation of Political-Social Texts", as well as for a wide range of students and readers interested in various issues of professional Spanish language.
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Ersch, Christina Maria, and Marion Grein, eds. Multikodalität und Digitales Lehren und Lernen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51398.
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Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.
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Law, James, Sheena Reilly, and Cristina McKean, eds. Language Development. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108643719.
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The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment. With contributions from an international team of researchers, this book is the first to draw together a series of new analyses of data related to children's language development, primarily from large-scale nationally representative population studies, and to bring a public health perspective to the field. The book begins with a section on factors influencing the patterns of language development. A second section explores continuity and change in language development over time. The third explores the impact on individuals with developmental language disorders (DLD), the effectiveness of available interventions, and broader issues about the need for equity in the delivery of services to those with DLD.
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Maniotes, Leslie K., ed. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400660566.
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Edited by the cocreator of the Guided Inquiry Design® (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context. It also addresses background research and explains guided inquiry and the information search process. Today's students need to be able to think creatively to solve problems. They need to be in learning environments that incorporate collaboration, discussion, and genuine reflection to acquire these kinds of real-world skills. Guided Inquiry Design® in Action: High School gives teachers and librarians lesson plans created within the proven GID framework, specifically designed for high school students, and provides the supporting information and guidance to use these lesson plans successfully. You'll find the lesson plans and complete units of Guided Inquiry Design® clear and easy to implement and integrate into your existing curriculum, in all areas, from science to humanities to social studies. These teaching materials are accompanied by explanations of critical subjects such as the GID framework, using Guided Inquiry as the basis for personalized learning, using inquiry tools for assessment of learning in high school, and applying teaching strategies that increase student investment and foster critical thinking and deeper learning.
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Bennister, Mark, Ben Worthy, and Paul 't Hart, eds. The Leadership Capital Index. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198783848.001.0001.
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This edited book will make an important, timely, and innovative contribution to the now flourishing academic discipline of political leadership studies. We have developed a conceptual framework of leadership capital and a diagnostic tool—the Leadership Capital Index (LCI)—to measure and evaluate the fluctuating nature of leadership capital. Differing amounts of leadership capital, a combination of skills, relations, and reputation, allow leaders to succeed or fail. This book brings together leading international scholars to engage with the concept of “leadership capital” and apply the LCI to a variety of comparative case studies. The LCI offers a comprehensive yet parsimonious and easily applicable ten-point matrix to examine leadership authority over time and in different political contexts. In each case, leaders “spend” and put their “stock” of authority and support at risk. United States president, Lyndon Johnson, arm-twisting Congress to put into effect civil rights legislation, Tony Blair taking the United Kingdom into the invasion of Iraq, Angela Merkel committing Germany to a generous reception of refugees: all ‘spent capital’ to forge public policy they believed in. We are interested in how office-holders acquire, consolidate, risk, and lose such capital. This volume concentrates predominantly on elected ‘chief executives’ at the national level, including majoritarian and consensus systems, multiple and singular cases. We also consider some presidential and sub-national cases. The purpose of the exercise is indeed exploratory: the chapters are a series of plausibility probes, to see how the LCI framework ‘performs’ as a descriptive and analytical tool.
Book chapters on the topic "Internationally acquired skills"
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Rossano, Veronica, Rosa Lanzilotti, and Teresa Roselli. "A Simulation Game to Acquire Skills on Industry 4.0." In HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games, 730–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_53.
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Striano, Maura. "Higher Education and Work-Related Learning from Professionalism to Professionality." In Employability & Competences, 65–74. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.13.
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Within a complex economic, political, and social scenario that requires high-level competencies as well as increasingly active citizenship, the European and international agenda for higher education needs to be renewed and re-articulated according to new goals and priorities. Higher education should offer students the opportunity to develop aptitudes and acquire advanced but flexible competencies and skills that go beyond mere professionalism and instead focus on the development of a sound professionality
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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education, 213–19. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.
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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Elsawah, Wafaa, and Rawy A. Thabet. "The Effectiveness of Tynker Platform in Helping Early Ages Students to Acquire the Coding Skills Necessary for 21st Century." In International Conference on Information Systems and Intelligent Applications, 381–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16865-9_30.
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Niemann, Dennis, and Kerstin Martens. "Global Discourses, Regional Framings and Individual Showcasing: Analyzing the World of Education IOs." In International Organizations in Global Social Governance, 163–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65439-9_7.
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AbstractEducation is commonly heralded as one of the key policies for fostering future progress and well-being. Hence, education policy can be conceptualized as a social policy as it enables individuals to acquire skills for living an independent and fulfilled life while also providing states with a toolkit to stimulate economic growth and social cohesion. In this chapter, we first map the population of education International Organizations (IOs) to describe the organizational field in which the social policy discourse in the sub-area of education takes place. The assessment of what types of IOs deal with education is summarized in a typology to identify different clusters of IOs and provide accounts of both their characteristics and the different niches they have populated in the organizational field of education policy. Second, the ideas IOs hold regarding education are analyzed and it is shown how the discourse on education has developed over time within the population of IOs.
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Mutis, Ivan, Marina Oberemok, and Nishanth Purushotham. "Improving Sense-Making for Construction Planning Tasks Using Visual and Haptic Stimuli in Virtual Reality Environments." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 142–54. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.14.
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Design documents, drawings, and specifications are visual representations that are fundamental and prevalent in today’s construction engineering practice. Construction specialties (e.g., structural, mechanical) rely on these visual representations to express and draw meaning during collaborations. Construction engineering and management (CEM) students must acquire the knowledge, skills, and abilities — a key example of which is perceptual competence —for interpreting visual representations to facilitate efficient task execution, such as planning. Empowering learners with new technology using robust real-world immersion and interactive features is a significant step towards this target. The presented research explores new human-machine interactions to determine the best way for CEM students to learn through the combined senses of sight and touch. The approach merges visual and haptic interactions within an immersive environment to enhance perception and reasoning skills. The research demonstrates how CEM learners interact with and interpret the meanings of information within a planning task. It explores how VR and haptic technology augment the ability to recognize meanings — a new type of representational competency — for improved interpretation of information related to components with respect to engineering disciplines and sub-systems in a CEM, and investigates learners’ problem-solving ability by using perception-rich enhanced virtual reality (VR) and haptic affordances
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Mutis, Ivan, Marina Oberemok, and Nishanth Purushotham. "Improving Sense-Making for Construction Planning Tasks Using Visual and Haptic Stimuli in Virtual Reality Environments." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality, 142–54. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.14.
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Design documents, drawings, and specifications are visual representations that are fundamental and prevalent in today’s construction engineering practice. Construction specialties (e.g., structural, mechanical) rely on these visual representations to express and draw meaning during collaborations. Construction engineering and management (CEM) students must acquire the knowledge, skills, and abilities — a key example of which is perceptual competence —for interpreting visual representations to facilitate efficient task execution, such as planning. Empowering learners with new technology using robust real-world immersion and interactive features is a significant step towards this target. The presented research explores new human-machine interactions to determine the best way for CEM students to learn through the combined senses of sight and touch. The approach merges visual and haptic interactions within an immersive environment to enhance perception and reasoning skills. The research demonstrates how CEM learners interact with and interpret the meanings of information within a planning task. It explores how VR and haptic technology augment the ability to recognize meanings — a new type of representational competency — for improved interpretation of information related to components with respect to engineering disciplines and sub-systems in a CEM, and investigates learners’ problem-solving ability by using perception-rich enhanced virtual reality (VR) and haptic affordances
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Cancino, Claudia. "The Challenges of the Conservation of Earthen Sites in Seismic Areas." In RILEM Bookseries, 709–23. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39450-8_58.
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AbstractDuring the 1990s, the Getty Conservation Institute (GCI) carried out a research and laboratory testing program, the Getty Seismic Adobe Project (GSAP), which investigated the performance of historic adobe structures during earthquakes and developed cost-effective retrofit methods that preserve the authenticity of these buildings. While the GSAP methodology was excellent and effective, it felt its reliance on high-tech materials, equipment and professional expertise was a deterrent to it being more widely implemented. To address this, the GCI initiated in 2009, the Seismic Retrofitting Project (SRP) with the objective of adapting the GSAP approach to better match the equipment, materials, and technical skills available in many countries with earthen sites located in seismic regions.The paper will analyze how the SRP was communicated and bought in by national and international stake holders, how high techniques analysis and low-key testing was combined to better understand the seismic performance of earthen sites, how the knowledge acquired in the process was disseminated among Peruvian and Latin American professionals, how two implementations’ projects were carried out and how a set of guidelines were adopted by Peruvian authorities.
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Scapin, Emanuele, Nicola Dalla Pozza, and Claudio Mirolo. "An Exploratory Investigation on High-School Students’ Understanding of Threads." In Lecture Notes in Computer Science, 93–110. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_8.
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AbstractStudents’ difficulties to learn concurrent programming are well known amongst Computer Science instructors. While in the International Computing Education community it is still up to debate the extent to which such topic should be included in pre-university curricula, based on our country’s Ministerial guidelines for technical high schools with a specialization in Computer Science, students are expected to acquire key concurrent programming skills. With the aim of getting insights about the nature of students’ difficulties, as well as to identify possible pedagogical approaches to be adopted by teachers, we have undertaken an investigation on students’ perception, proficiency and self-confidence when dealing with concurrency and synchronization tasks. We then present the results of a preliminary study carried out by submitting a survey in a couple of representative high schools of our area. The survey includes subjective perception questions as well as small program comprehension tasks addressing students’ understanding of thread synchronization. Moreover, we also analyze students’ self-confidence in connection with their actual performance in such tasks. A total of 68 high school students were engaged in the survey. Our findings indicate that students’ perception of self-confidence tends to weakly correlate to their actual performance, although more in general they express a low self-confidence level in relation to the topic. In particular, the results clearly show that the concept of thread synchronization is especially difficult to master for a large majority of them.
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De Cubellis, Massimo, and Gerarda Grippo. "Trusted Smart Statistics: new statistics for decision makers. The Istat’s experience." In Proceedings e report, 125–28. Florence: Firenze University Press and Genova University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0106-3.22.
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The Trusted Smart statistics is an expression introduced by Eurostat to indicate the mature phase of the production of statistics based on Big Data and the transition from statistics based on traditional data sources to statistics created with new data sources. In this paper we will discuss: the impact of digital transformation in National Statistical Institutes (NSIs) and in their production of official statistics, how NSIs have adapted new research paradigms, how digital transformation has prompted National Statistical Institutes to adapt their production processes by exploiting new data sources, with the aim of improving statistical information also in terms of eg. of timeliness and granularity and strengthening their role in the ecosystem of scientific knowledge. This transformation process involves the entire organization in order to guarantee the same levels of relevance, quality and trust as traditional statistics. Istat, thanks to new data sources, increasingly performing technologies and specific skills, has positively seized the opportunities offered by the general context and has recently established a Trusted Smart Statistics Center (TSS Center) to have a governing body that systematically guides organizational adaptation at a technological, methodological, ethical, legal, communication and human resource level. The objective of the TSS Center is to capitalize the investments that Istat has made in European (e.g. ESSNet) and international (e.g. UNECE HLG-MOS) research projects, transferring the lessons learned and the know-how acquired in the statistics of new processes productive. At an organizational level, the TSS Center has the task of designing a sustainable organizational structure that helps and supports the individual company components to work in a systemic, coherent and synergistic way to create the new Trusted Smart Statistics production system.
Conference papers on the topic "Internationally acquired skills"
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Roman Lopez, Sergio, Rosalino Rodríguez Calderón, and Josue Jordi Zavala Morales. "DESIGNING AND MAKING MICRO WIND TURBINES TO ACQUIRE AND IMPROVE SKILLS." In 17th annual International Conference of Education, Research and Innovation, 1389–96. IATED, 2024. https://doi.org/10.21125/iceri.2024.0420.
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Briza, Ilze, and Anita Pipere. "Clinical Training in Nursing Study Programs in Latvia and Europe." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.001.
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As a result of the Bologna Process, European countries have been operating common basic requirements for nursing education (NE) programmes for several years. In 2021, reforms have also taken place in Latvia to ensure the effective development of professionals within higher education, who would become autonomous medical staff with a bachelor (Bch) education. Despite the different approaches of each European Union (EU) Member State to implementation of NE programmes, the unifying element is a scope of clinical training, which under EU legislation is at least half of the total scope of study programme. According to the research, these essential requirements have had a positive impact on the development of NE across Europe. Latvian higher education institutions (HEIs) have taken over the positive experience of Europe and have aligned the scope of clinical training with the requirements of regulatory enactments. A HEI has the right to organise clinical training at its discretion, thereby creating an unequal scope of this training in certain parts of the study programme. Some HEIs implement this process as internships, while others integrate it into study courses, supplementing the theoretical knowledge and practical skills acquired in simulation rooms with the acquisition of competencies in the clinical environment (CE). However, despite the organizational differences, the unifying element of these programmes remains the total scope of studies in the CE. The NE programmes in Europe also differ in the use of the term for clinical training. Notwithstanding the designation of this peculiar study form, it is always implemented in a CE. The presented research aims to look at the essence of clinical studies and the usability of the corresponding terms in a framework of study process in a CE, as well as to analyse the differences in the scope of this study form in Bch programmes in nursing in Latvia and Europe. The document analysis method, examining 17 research papers for their compliance with international regulatory enactments, shows that clinical training, nothwithstanding different terminology, is a key component of NE in a high-quality CE. The comparison of Bch’s level nursing studies (NS) at Vilnius University (Lithuania), Riga Stradiņš University (Latvia), Osnabrück University of Applied Sciences (Germany), University of Barcelona (Spain), and Daugavpils University (Latvia) indicates that they generally comply with internationally recognized requirements for the acquisition of the nursing profession.
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RĂDULESCU, Carmen Valentina, Sorin Petrică ANGHELUȚĂ, Sorin BURLACU, and Victor Adrian TROACĂ. "BASIC SKILLS OF STUDENTS: READING, MATHEMATICS AND SCIENCE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.14.
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Reading, math and science are basic skills that students acquire in school. The level of these basic skills is an important indicator of the quality of initial education and training systems. The basic competences acquired in primary and lower secondary education are assessed. The authors propose the analysis of the evolution of underachievement indicators in reading, mathematics and science in the member countries of the European Union, for the period 2006-2018. The level of education can be influenced by the existence in a community of students with poor results, associated with the existence of students with special educational needs.
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John, Divya. "A Life-skills Course for Engineers to Acquire Communication Skills and Team Skills." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00010.
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Suleman, Abdul, Fátima Suleman, and Filipa Cunha. "Employability skills of graduates:Insights from job advertisements." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11029.
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This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
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"Transfer of Juggling Skills Acquired in a Virtual Environment." In International Conference on Computer Graphics Theory and Applications. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004215203850388.
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Ortiz Esquivel, Diana Isabel, María Auxiliadora Araiza Esquivel, Carlos Alberto Olvera Olvera, Santiago Villagrana Barraza, Alfonso López Martínez, Gernán Díaz Flórez, Héctor Antonio Durán Muñoz, and Carlos Héctor Castañeda Ramírez. "RUBRIC: EVALUATION OF SKILLS ACQUIRED WHEN READYING SOFTWARE DEVELOPMENT PROJECTS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1028.
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Melo, Antonio. "Required And Acquired Level Of Graduates’ Skills In Hospitality Management." In 5th icCSBs 2017 The Annual International Conference on Cognitive - Social and Behavioural Sciences. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.01.02.21.
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Necula, Gina Aurora. "NEW PERSPECTIVES ON THE ACQUISITION OF LANGUAGE SKILLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end001.
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"Reading, writing, speaking and listening – the four foundational skills of language learning have been constantly reassessed over time. When we learn a new language, we firstly learn to listen, and read then speak, and finally write. Therefore, traditionally, we consider that the student first acquires skills of receiving the newly acquired language (listening and reading) and, later, skills of producing that language (speaking and writing), thus gradually turning from consuming a foreign language, to delivering it. Thus, language teachers insist on practicing all four language skills to ensure that both the spoken (listening and specking) and written (reading and writing) aspects of the language are developed at the same level. However, experiencing the pandemic with all the imposed major switches that needed to be done in education proved changes in the way communication skills are acquired under these specific circumstances. Our research, conducted with foreign students learning Romanian Language during the last academic year, made us understand that teachers need to adapt their teaching tools and cope with new challenges imposed by the reversal of the ratio between the volume of online or asynchronous activity and the onsite ones, according to the traditional model. At the same time, we need to consider the fact that both teachers and students have been forced to redefine and understand how public and private spheres interact during online courses. Nevertheless, through this article, our intentions are to analyze the way in which the students' perception on the way of learning foreign languages has changed due to new social imperatives that have tipped the scales in terms of acquiring oral communication skills to the detriment of written communication skills, but have also changed perspectives on other satellite skills needed for an effective communication such as cultural and social skills."
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Godhania, Sacha, Iveta Eimontaite, and Sarah Fletcher. "Physiological and Eye Tracking determinants as markers of Skill Acquisition in Manual Inspection." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005169.
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Skill acquisition in the manufacturing industry is a crucial aspect of optimising performance, efficiency, and safety in complex work environments. Human factors play a significant role in skill acquisition, encompassing factors such as cognitive processes, perception, decision-making, and physical interactions within the work environment. Eye tracking data has emerged as a valuable tool for studying skill acquisition (Toker et al., 2014) in the manufacturing industry, offering insights into workers' visual attention, cognitive strategies, and task performance. Currently, in manufacturing settings, skill acquisition involves the mastery of various tasks, from operating machinery and assembly line processes to quality control and troubleshooting. Effective skill acquisition is essential for ensuring consistent product quality, minimising errors, and maximizing productivity. Human factors, including attentional processes, perception, and decision-making, influence how workers acquire and apply new skills in these dynamic and often high-pressure environments (Mark et al., 2020).The aim of the current research is to understand the duration required to acquire skills through procedural learning and the transition to routine development occurs when leaned behaviour becomes habitual and routine. Furthermore, the research also aims to understand how mental and physical fatigue impact their performance with manual quality control tasks. The study aims to showcase preliminary results regarding human factors and performance variations. Participants completed an inspection task that involved an industrial component (monitor) for their serial number, visual and tactile quality under a control condition: control (no manipulation) measuring physical demand and stress levels during each monitor inspection. Physiological measures were captured using a Empatica E4 wristband (capturing electrodermal activity (EDA), heart rate, skin temperature) and eye tracking was performed with Tobii Glasses 3, as well as subjective measures of performance via NASA TLX. The results from the physiological data show that the initial 10 minutes of the task showed a positive significant correlation between EDA and NASA Performance score (Spearman rho = .675, p =.016), the second set of 10 minutes positively correlated EDA and NASA TLX temporal demands (Spearman rho = .757, p =.004), while final 10 minutes showed a positive correlation between EDA and NASA TLX physical demand (Spearman rho = .639, p =.025). Such results indicate that skill acquisition over time goes through several stages – individual's anxiety of their performance, then concerns for timely performance, and finally experiencing physical impact – as well as that EDA is good indicator of changing workload demands.The current study will present the findings of the stress and physical discomfort levels, physiological data and preliminary eye tracking data whereby results found that for the initial inspection of the first two components participants move between the instructions for the inspection and the actual inspection, however, analysis of the third component and further components revealed that attention is mainly focused on the component inspection with little fixations towards the instructions. There was also an increase in the development of skill acquisition whereby by participants displayed a decrease in error count (from 1 to 0 over the inspection of 10 monitors), instruction analysis and increase in time of task completions as the average time reduced from 6 minutes 07 seconds for the first component to 1 minute 51 seconds for the last component. (The results from the eye tracking data reveal participants’ gaze patterns during the experiment highlighting the time spent on task comprehension and completion suggesting the skill was acquired during the experimental task. In summary, the current study demonstrates the development of skills through a variety of measures showing temporal progression, mental demand and the physicality of manual handling tasks is a complex process influenced by various human factors, including attention, fatigue, and tactile knowledge. By leveraging physiological data, eye tracking and stress levels the research provides scope into how human skill acquisition is progressive through various factors that can reduce overtime to upkeep and maintain the skills of workers perform in the manufacturing industry.
Reports on the topic "Internationally acquired skills"
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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.
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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.
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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Triakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova, and Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2670.
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The article concerns the issue of e-learning tools implementation, including the Customs Learning and Knowledge Community electronic platform designed by the World Customs Organization and the Trade Facilitation Implementation Guide case studies collected by the United Nations Economic Commission for Europe, into the self-education process of current government employees (within in-service training) and future public officers (within master’s programs) connected with international trade transactions. The authors give a description of the content and characteristical features of existing e-learning instruments related to training of professionals in Customs and trade fields as well as of certain tasks developed by the authors. The efficiency of the abovementioned e-learning tools has been experimentally proved in the paper, which has shown that these tools promote the growth of the professional competence of government officers and give a great opportunity for them to be involved in life-long learning to acquire various professional knowledge and skills.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.
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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.
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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.