Relevant bibliographies by topics / Skills framework

Academic literature on the topic 'Skills framework'

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Published: 19 October 2024

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Journal articles on the topic "Skills framework"

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Ali, Bothina Mohammed Hussien. "A Framework for Developing Soft Skills among Kindergarten." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.

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This study proposes a list of the needed soft skills for prospective kindergarten teachers in light of the Saudi Vision 2030, identifies the extent of their availability as reported by the participants, and proposes a framework for their development. To achieve these aims, the study adopted a descriptive method (analytical interpretation), and data have been collected by a questionnaire applied among 81 students registered at the eighth level in the College of Education. Results revealed high agreement on the availability of the needed soft skills among prospective kindergarten teachers: teamwork, communication, problem-solving and decision-making, time management, influence and persuasion, negotiation, and adaptability and resilience skills. Based on the analysis results, improvement procedures are recommended to reconsider course contents to include soft skills.
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McLaren, R., and J. Hayes. "Climbing skills [skills framework for the information age]." Information Professional 3, no. 4 (August 1, 2006): 32–34. http://dx.doi.org/10.1049/inp:20060403.

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Garcia, Daniel Hernandez, Concepcion Monje, and Carlos Balaguer. "A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments." International Journal of Advanced Robotic Systems 14, no. 1 (December 22, 2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.

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Future trends in robotics call for robots that can work, interact and collaborate with humans. Developing these kind of robots requires the development of intelligent behaviours. As a minimum standard for behaviours to be considered as intelligent, it is required at least to present the ability to learn skills, represent skill’s knowledge and adapt and generate new skills. In this work, a cognitive framework is proposed for learning and adapting models of robot skills knowledge. The proposed framework is meant to allow for an operator to teach and demonstrate the robot the motion of a task skill it must reproduce; to build a knowledge base of the learned skills knowledge allowing for its storage, classification and retrieval; to adapt and generate new models of a skill for compliance with the current task constraints. This framework has been implemented in the humanoid robot HOAP-3 and experimental results show the applicability of the approach.
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Squiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns, and Lauren McCormack. "The Health Literacy Skills Framework." Journal of Health Communication 17, sup3 (October 2012): 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.

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Darra, Susanne, Billie Hunter, Marian McIvor, Fran Webber, and Nan Morse. "Developing a midwifery skills framework." British Journal of Midwifery 11, no. 1 (January 2003): 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.

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Walker, Karen. "Skills for Health diabetes framework." Practical Diabetes International 24, no. 2 (2007): 61. http://dx.doi.org/10.1002/pdi.1052.

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Seema, P. V., and C. H. Padmanabha. "Conceptual framework on metacognitive skills." i-manager's Journal on Educational Psychology 17, no. 4 (2024): 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.

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The ability of a person to plan, monitor, assess, and modify their own behavioural patterns in order to more skillfully address challenges is known as metacognition. Although it is only described as "thinking about thinking," active thought monitoring and modification make it much more than that. The ability to think critically, solve problems, and be self- aware are all prerequisites for this type of self-regulation. When it came to meaningful learning, most students mainly relied on rote learning. Despite the significance of metacognitive thinking skills in the process of learning, the acquisition of these abilities is not widely emphasized in classrooms today. The majority of instructors place a lot of emphasis on the subject matter while paying little consideration to how their students are absorbing it. Pupils who possess Metacognitive Skills are able to identify their own cognitive capacities, take charge of their education, evaluate their own progress, understand the reasons behind their achievements and shortcomings, and pick up new techniques. Therefore, it is essential for the teacher to assist the student in growing their Metacognitive abilities. The practice of metacognitive skills in the classroom makes them autonomous learners. The students by learning this skills are able to monitor their own Knowledge, evaluate themselves and are able to take independent decision in the future life. Metacognitive Skills helps the students to develop self efficacy which in turn help the students to excel in their academic achievement.
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Phillips-Mahon, Amy. "Creating a Digital Skills Framework." ITNOW 66, no. 3 (2024): 12–13. http://dx.doi.org/10.1093/itnow/bwae077.

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Abstract Flight Lieutenant Amy Phillips-Mahon CEng MIET MBCS of the Cyberspace Professions Implementation Team, RAF Digital, explains how organisational transformation in line with SFIA is helping the RAF face its challenges against the backdrop of a rapidly evolving digital landscape.
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Lamri, Jeremy, and Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach." Journal of Intelligence 11, no. 6 (June 1, 2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.

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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understanding of the structure and composition of any skill, whether hard or soft. By examining these components and their interactions, we can gain a more in-depth understanding of the nature of skills and their development. This approach has several potential applications and implications for various fields, including education, training, and workplace productivity. Further research is needed to refine and expand upon the generic skill components theory, exploring the interactions between the different components, as well as the impact of contextual factors on skill development and use.
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Garcia-Esteban, Soraya, and Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework." Higher Education, Skills and Work-Based Learning 10, no. 3 (March 6, 2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.

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PurposeCredit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.Design/methodology/approachThe approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.FindingsData seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.Research limitations/implicationsMeasuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.Practical implicationsResearch has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.Social implicationsData seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.Originality/valueFor several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.
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Dissertations / Theses on the topic "Skills framework"

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Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.

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Sharif, Mymoena. "A framework for e-skills policy-making in South Africa." Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.

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The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and living, which includes building of new capacities for the entire nation. These capacities are inter alia inevitably associated with the use of ICT and are often referred to as e-skills. These skills broadly described as the ability to develop and use ICT to adequately participate in an environment increasingly dominated by access to electronically enabled information and a well-developed ability to synthesise this into effective and relevant knowledge. 
In order to address a considerable deficiency in e-skills (estimated shortage of 70000 e-skilled people), the South African government through the Department of Communication has established the e-Skills Institute (e-SI) with the mandate to concentrate on the development of adequate skills to allow its citizens to improve their capacities to use all forms of ICT at work, in their education, in their personal lives and in their governance. In this regard, the e-SI is also responsible for creating appropriate policies which should be linked to other relevant national (e.g. Medium Term Strategic Framework (MTSF), 2009 &ndash
2014) and international (e.g. UN Millennium Development Goals - MDGs) developmental strategies. However, while participating in the development of the current national e-skills policy (the National e-Skills Plan of Action &ndash
NeSPA1), the author realised that there were not readily available guidelines or frameworks that could advise policy development in this area. It seems that much space in the policy development is left to the policy-makers own values, experience, expertise, judgement, the influence of lobbyists and pressure groups, pragmatism, or based on the resources available, than on evidence. Thus, this study set the following objectives:

 To understand the theoretical and contextual background of policy-making

 To explore existing policy-making frameworks that might be relevant to e-skills policy-making

 To identify and classify e-skills related elements obtained from pertinent literature

 To verify these policy-making elements by interviewing experienced policy-makers in the fields of ICT and e-skills

 To suggest a framework for e-skills policy-making in the South African developmental context
and

 To explain the use of the elements within the proposed e-skills policy-making framework.

These objectives were achieved by reviewing the pertinent literature, which led to the construction of the conceptual model for e-skills policy-making in South Africa. This model consists of eight elements: (i) Context-related awareness, (ii) Collaborative e-skills ecology, (iii) Excellence education for all, (iv) Futures of ICT capabilities and knowledge infrastructure, (v) Research and development, (vi) Cost and affordability, (vii) E-inclusion and (viii) Monitoring and evaluation. This model was subsequently empirically tested using the Interpretive hermeneutic research approach by interviewing a number of policy-makers in the fields of e-skills or broader field of ICT policy-making. The empirical findings confirmed validity of the above e-skills policy-making elements but also elicited two new elements: (ix) Integration and systemic approach and (x) Aggregation. Consequently, these elements were assembled together into a framework for e-skills policy-making in South Africa. In order to make the proposed e-skills policy-making framework operational, the next step of this study was to relate this framework to the policy-making processes. This was done by positioning elements of e-skills policy-making framework within the EU "
Policy making 3.0"
process model. The main contribution of this study is seen in the fact that it brings a novel e-skills policy-making framework particularly design for the South African context but keeping in mind that it can possibly be used in other similar developing countries. Theoretically, this study has added to the academic understanding of significance of certain concepts for e-skills policy-making derived from the pertinent literature but 
also those identified empirically by this research. Now this study can be used for a practical implementation and also as a base for further academic research. This study also has some limitations mainly seen through a fairly small research sample caused by absence or unavailability of experienced policy-makers. However, it is believed that this limitation did not limit validity of results and the practical and academic contribution of this study.

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Toor, Saba K. "A pedagogical framework for enhancing skills of references and citations." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.

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References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccuracies in ranking articles and journals, thus hindering the growth of knowledge. Based on the importance of this global issue this research was initiated. The first objective of our research was to determine root causes for the presence of mistakes and inadequacies in references and citations within the academic arena. We chose the academic arena because they are the training grounds for education and scientific research. Furthermore, through this research we sought a unique practical solution for this issue. In order to conduct a thorough and comprehensive investigation into the above mentioned problems, and to achieve the aim of proposing a suitable solution, we divided our research work into three main phases. First phase was the investigative phase. During this phase a thorough literature review was conducted. As a result of this review, research questions were formed. Both quantitative and qualitative methods were adopted to investigate the causes of erroneous references and citations. Triangulation research methodology was used to get reliable and comprehensive information. Data received through these methods were analyzed and core issues such as inadequate feedback and training in referencing task were highlighted. In the second phase, termed as solution phase, a pedagogical framework was proposed to resolve issues that were reported during the investigative phase. A conceptual framework was built on the principles of Learning theories and spaced repetition theory. To evaluate this framework experiments were conducted. This was done in the third and final phase of the research which was termed as evaluation phase. Two types of experiments were conducted, first type was in a traditional classroom environment and the second type of experiment was with students who chose to work independently (without tutors). Data were collected and analyzed from these experiments using both quantitative methods and qualitative methods and were analyzed. This research provides insight into causes of errors within referencing tasks of students in higher education. It Indicates that reform in the pedagogy for teaching this skill is needed. Furthermore a unique pedagogy is presented. Results from experiments have indicated that through the proposed operational model improvements of referencing skills have been seen.
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Itomitsu, Masayuki. "Developing Japanese skills test : theoretical framework for a standardized proficiency test." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.

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Blomberg, Madeleine. "Biggest Skills Needs & Gaps : Case Study of Sandvik Coromant & Microsoft." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300053.

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In our increasingly digital age, the pace of digital transformation requires continuous learning. Microsoft CEO Satya Nadella put it simply when wanting Microsoft to transition from a culture of "know-it-all" to a culture of "learn-it-all". The most valuable commodity for leaders to do is to set an example for lifelong learning and to find opportunities to encourage others to do the same, allowing each employee to take responsibility for skilling up [18]. This study identifies prioritized skills and assesses what skills gaps exist from these. A maturity framework is developed to measure the level of skills within three dimensions “Technical and Digital skills”, “People and organization skills” and “Strategy skills” and is composed of 30 attributes (Table 1). This study uses Sandvik Coromant as a use case for assessing skill gaps and Microsoft as a use case for how to fulfil the gaps. This study contributes to the manufacturing sector by identifying prioritized skills, empirically establishing a maturity framework and providing an evaluation of Sandvik Cormorant’s current skills gap including how to fulfil these skills gaps by programs, tools or initiatives.
I vår alltmer digitala värld kräver takten i digital transformation kontinuerligt lärande. Microsofts vd Satya Nadella uttrycker att Microsoft ska övergå från en kultur av "veta allt" till en kultur av "lära sig allt". Den mest värdefulla tillgången för ledare är att föregå med gott exempel för livslångt lärande och hitta möjligheter att uppmuntra andra att göra detsamma, så att varje anställd kan ta ansvar för kompetensutveckling [18]. Denna studie identifierar prioriterade kompetenser och bedömer vilka kompetensgap som existerar i dessa. Ett mognadsramverk utvecklas för att mäta kompetensnivån inom tre dimensioner ”Tekniska och digitala färdigheter”, ”Människor och organisationsfärdigheter” och “Strategifärdigheter” och består av 30 attribut (tabell 1). Denna studie använder Sandvik Coromant som ett användningsfall för att bedöma kompetensgap och Microsoft som ett användningsfall för hur man ska kunna uppfylla gapen. Denna studie bidrar till tillverkningssektorn genom att identifiera prioriterade färdigheter, empiriskt upprätta ett mognadsramverk och ge en utvärdering av Sandvik Cormorants nuvarande kompetensgap inklusive hur man kan uppfylla dessa kompetensgap genom program, verktyg eller initiativ.
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Hoque, Mohammed Ehsan. "Computers to help with conversations : affective framework to enhance human nonverbal skills." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91845.

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Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 179-199).
Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior can have detrimental consequences in personal as well as in professional life. Many people desire help, but due to limited resources, logistics, and social stigma, they are unable to get the training that they require. Therefore, there is a need for developing automated interventions to enhance human nonverbal behaviors that are standardized, objective, repeatable, low-cost, and can be deployed outside of the clinic. In this thesis, I design and validate a computational framework designed to enhance human nonverbal behavior. As part of the framework, I developed My Automated Conversation coacH (MACH)-a novel system that provides ubiquitous access to social skills training. The system includes a virtual agent that reads facial expressions, speech, and prosody, and responds with verbal and nonverbal behaviors in real-time. As part of explorations on nonverbal behavior sensing, I present results on understanding the underlying meaning behind smiles elicited under frustration, delight or politeness. I demonstrate that it is useful to model the dynamic properties of smiles that evolve through time and that while a smile may occur in positive and in negative situations, its underlying temporal structures may help to disambiguate the underlying state, in some cases, better than humans. I demonstrate how the new insights and developed technology from this thesis became part of a real-time system that is able to provide visual feedback to the participants on their nonverbal behavior. In particular, the system is able to provide summary feedback on smile tracks, pauses, speaking rate, fillers and intonation. It is also able to provide focused feedback on volume modulation and enunciation, head gestures, and smiles for the entire interaction. Users are able to practice as many times as they wish and compare their data across sessions. I validate the MACH framework in the context of job interviews with 90 MIT undergraduate students. The findings indicate that MIT students using MACH are perceived as stronger candidates compared to the students in the control group. The results were reported based on the judgments of the independent MIT career counselors and Mechanical Turkers', who did not participate in the study, and were blind to the study conditions. Findings from this thesis could motivate further interaction possibilities of helping people with public speaking, social-communicative difficulties, language learning, dating and more..
by Mohammed Ehsan Hoque.
Ph. D.
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Qi, Yini. "A sensor-based physical tool adaptation framework for facilitating motor skills learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120389.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 45-46).
Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical learning aids to provide support. However, currently these learning aids only come in predefined levels. For instance, training wheels on a bike are either mounted or taken off. This jump from an easy task to a much harder one makes the transition difficult in learning the skill. In this thesis, we address this challenge by adapting the physical tool according to the learner's progress. For instance, while learning to ride a bike, we monitor learners' balancing skills and as they improve, we gradually lift the training wheels to reduce support and increase the difficulty. Thus, this approach enables a step-by-step transition from an easy to hard level that, like existing adaptive learning systems for math and language skills, is personalized for each individual learner. To illustrate this idea, we built an end-to-end system that allows designers to setup adaptable tools that physically change when a learner's skill level increases. This system uses sensors integrated with the tools to measure progress; parametric 3D modeling to adapt the tool; and either actuation or re-fabrication to deploy the physical change.
by Yini Qi.
M. Eng.
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Awe, Ezekiel Mofoluwaso. "A framework for training and development of construction craft skills in Nigeria." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.

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The Nigerian construction sector presently accounts for about 1.4% of the nation's GDP, even though its contribution to total GDP seems to have remained, extremely low; the sector is yet to realise its full potential. The sector is expanding strongly with a growth of 10% per year and is supported by multiple real estate projects and by the modernisation and development of infrastructures which offer new opportunities for the construction sector. The nation's approach to the training and development of construction related craftspeople, however, has been general rather than specific; and the various reforms on technical, vocational education and training (TVET) have not succeeded in tackling the perennial craft skills shortage crisis in the sector. This research project focused on formulating and validating a framework for achieving effectiveness and sustainability in the training and development of construction craft in the Nigerian construction sector, with emphasis on addressing the factors militating against securing and sustaining the interest of the youth population in acquiring construction related crafts skills. In order to collect a robust data to adequately address the goal of the study, secondary data were collected through an in-depth review of related literature. Quantitative data were elicited through a questionnaire survey while the gathering of qualitative data adopted the semistructured interview and document analysis approaches. This mixed-method approach generated data that formed the basis for the development of a unique and novel best practice framework for the training and development of construction related crafts people in the Nigerian construction industry. The framework, which was validated by experienced industry-based professionals and academics; was adjudged capable of ensuring effectiveness and enhancing sustainability in craft skills training and development in the nation's construction sector. The study concluded that in order to achieve sustainability and effectiveness, crafts skills training and development in the nation's construction sector must be accorded a specific attention. The establishment of a regulatory organ vested with the responsibilities for implementing and regulating skills training and development in the construction sector is imperative. Apart from facilitating career progression of crafts people and adequately addressing the factors inhibiting the interest of prospective trainees; effective guidance and counselling systems must be provided for the purpose of sensitizing the youths and other potential trainees on the importance and economic prospects inherent in pursuing construction related craft careers. The Construction Craft Skills Training and Development (CCSTD) Framework is a major contribution to knowledge in this area. It is recommended for adoption by the government, construction sector, professional bodies, training providers and other related stakeholders; as a guide on skills training and development matters in the Nigerian construction sector.
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Patel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.

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This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.
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van, den Berg Carolina Lucia. "A framework to teach digital innovation skills to South African Information Systems students." University of the Western Cape, 2017. http://hdl.handle.net/11394/6041.

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Philosophiae Doctor - PhD (Information Systems)
The diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS students ought to play a leading role as the innovators of the future. Their teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a framework to teach digital business innovation to South African students in Information Systems (IS).
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Books on the topic "Skills framework"

1

Arizona. Arizona science essential skills framework. [Phoenix, Ariz.]: Arizona Dept. of Education, 1990.

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Northern Ireland Conference of Sport (14-15th October 1988 University of Ulster at Jordanstown, Newtownabbey, N.I.). A framework of knowledge and skills. [Northern Ireland]: NIIC, 1988.

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Ulster), Northern Ireland Conference of Sport (1988 University of. Effective coaching: Framework of knowledge and skills. (Newtownabbey,Co. Antrim: University of Ulster, 1988.

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Canada. Dept. of Employment and Immigration. Employment Support Services Branch. Conceptual Framework For the Life Skills Program. S.l: s.n, 1985.

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Dr. Rakesh Goel. Senior Orthopaedic Surgeon, ed. Sports Massage.: Skills Development. Spa Therapies Framework. USA: Createspace, 2016.

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Mullen, Dana. A conceptual framework for the life skills program. [Toronto, Ont.]: Guidance Centre, University of Toronto, in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission, and the Canadian Govt. Pub. Centre, Supply and Services Canada, 1985.

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Holzner, Steven. Struts: Essential skills. New York: McGraw-Hill/Osborne, 2004.

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Peacock, Colin. Classroom skills in English teaching: A self-appraisal framework. London: Routledge, 1990.

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Therapists, College of Occupational. Core skills and a conceptual framework for practice: A position statement. London: The College, 1994.

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C, Montgomery Patricia, and Connolly Barbara C, eds. Motor control and physical therapy: Theoretical framework and practical applications. Hixson, TN: Chattanooga Group, 1991.

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Book chapters on the topic "Skills framework"

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Raina, Vineet, and Srinath Krishnamurthy. "The Skills Framework." In Building an Effective Data Science Practice, 305–14. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7419-4_21.

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Herbert, Ian, and Andrew Rothwell. "A framework for skills development." In Managing Your Placement, 65–93. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-07051-7_4.

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Matusiewicz, David, and Jochen A. Werner. "Future Skills Framework in Healthcare." In Novel Innovation Design for the Future of Health, 381–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08191-0_30.

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Hamerstone, James, and Lindsay Musser Hough. "Build Your … Communication Skills." In A Woman’s Framework for a Successful Career and Life, 45–64. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_4.

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Hamerstone, James, and Lindsay Musser Hough. "Build Your … Negotiation Skills." In A Woman’s Framework for a Successful Career and Life, 65–85. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_5.

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McGarvey, Lynn, Lixin Luo, and Zachary Hawes. "Spatial Skills Framework for Young Engineers." In Early Mathematics Learning and Development, 53–81. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_5.

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Bourn, Douglas. "A Conceptual Framework for Global Skills." In Understanding Global Skills for 21st Century Professions, 111–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_6.

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Harkin, Brian. "The Human Element – Skills." In Evolving from Digital Transformation to Digital Acceleration Using The Galapagos Framework, 68–72. Boca Raton: Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781003404217-12.

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Barkas, Linda Anne. "The Dimensions Through Time of the Framework of Widening Participation." In The Paradox of Skills, 13–35. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-400-3_2.

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Lyons, Thomas S., John S. Lyons, and Julie A. Samson. "An Appropriate Response: A Skills Development Framework." In Entrepreneurship Skill Building, 19–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77920-7_2.

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Conference papers on the topic "Skills framework"

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Singh, Jayant, Jing Zhou, Baltasar Beferull-Lozano, Shijun Yan, and Shalman Khan. "Haptic Teleoperation Framework for Learning Task Space Fine Manipulation Skills." In 2024 IEEE 19th Conference on Industrial Electronics and Applications (ICIEA), 1–6. IEEE, 2024. http://dx.doi.org/10.1109/iciea61579.2024.10665270.

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Vansweevelt, Fréderique, and Jolien Notermans. "UNIVERSITY-WIDE SKILLS FRAMEWORK." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1919.

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Shankararaman, Venky, and Swapna Gottipati. "Mapping information systems student skills to industry skills framework." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474561.

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Belkhouche, Boumediene, Safaa Dhanhani, Fatma Ramsi, and Saada Al Mansoori. "A Linguistic Skills Acquisition Framework." In Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.01.

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Nugraha, Hari Din, Asari Djohar, and Mumu Komaro. "Employability Skills Framework for Mechanical Engineering." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.41.

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Aris, Sharipah Ruzaina Syed, Sian Hoon Teoh, Sayang Mohd Deni, Fazyudi Ahmad Nadzri, and Siti Fairuz Dalim. "Digital Skills Framework in Higher Education." In International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082061.

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Naeem, Usman, Lisa Bosman, and Claire Revell. "mySkills - A Reflective Framework for Employability Skills." In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125192.

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Pratama, Ferdian, Sungmoon Jeong, and Nak Young Chong. "Learning manipulative skills using a POMDP framework." In 2014 11th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI). IEEE, 2014. http://dx.doi.org/10.1109/urai.2014.7057524.

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Heikkilä, Tapio, Janne Saukkoriipi, Jari M. Ahola, and Tuomas Seppälä. "On-Line Programming of Robot Skills." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97958.

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Abstract Robot skills provide a way to model and reuse sensor and robot technologies in effective ways. Skills can integrate and synchronize robot actions and sensor data in a consistent way and provide a framework for configurable robot systems, enabling quick setups of applications. Skills and skill modeling can be used not only for representing the composition of sensor based robot tasks, but also for programming on-line such tasks. In this paper we will introduce a skill based approach for representing on-line programming of skill based tasks. We will also give a practical example for modelling and implementing on-line programming of a handling skill relying on use of object localization sensors.
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Tripon, Cristina. "Four Key Skills - Reference Framework For Integrated Curriculum." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.64.

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Reports on the topic "Skills framework"

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Aurbach, Elyse L., Katherine E. Prater, Emily T. Cloyd, and Laura Lindenfeld. Foundational Skills for Science Communication: A Preliminary Framework. Office of Academic Innovation, University of Michigan Ann Arbor, 2019. http://dx.doi.org/10.3998/2027.42/150489.

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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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McMeekin, Sharon, and Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, June 2022. http://dx.doi.org/10.7207/dpccf22-01.

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Bayudan-Dacuycuy, Connie, Ma Christina Epetia, Anna Rita Vargas, and John Joseph Ocbina. Inputs to the Philippine Labor Market Information System and TESDA’s Skills Anticipation and Prioritization of Skills Requirements Framework. Philippine Institute for Development Studies, May 2024. http://dx.doi.org/10.62986/dp2024.06.

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Galiani, Sebastian, Guillermo Cruces, Pablo Acosta, and Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America: Evidence from a Supply-Demand Framework. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24015.

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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, July 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication presents recommendations for: (i) Initial education programmes to enable new teachers to operate in all modes: face-to-face, remote, and hybrid; and (ii) Short professional development opportunities for in-service teachers to design, plan, implement, and assess lessons in hybrid and remote formats.
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Goodwin, Sarah, and Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, June 2023. http://dx.doi.org/10.46999/corj9896.

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In this paper we describe how the language skill of listening is operationalized and measured on the Duolingo English Test (DET). This work is situated in the DET’s theoretical assessment ecosystem (Burstein et al., 2022), a set of evidence-based frameworks that reflect the iterative processes for assessment design, computational psychometrics, and test security. In this ecosystem, the Language Assessment Design Framework stipulates that the domain for tested constructs be described. To achieve this goal, the present paper is one in an ongoing series of skills construct whitepapers that describes the underpinnings for each language skill construct, in this case for listening (see also Park et al., 2022 for reading; Goodwin et al., 2022 for writing; LaFlair et al., 2023 for interactional competence; Park et al., 2023 for speaking). The paper first gives background information on the DET. We then describe the DET’s conceptualization of the second language listening construct using the multi-layered framework of Aryadoust and Luo (2023). Within this framework, we consider how subskills, cognitive processes, attributes (i.e., task and test-taker traits) contribute to the overall listening construct. We also exemplify how these different elements of listening are measured through the DET item types.
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Karam, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat, and Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41026.

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The emergence of modern complex systems is often exacerbated by a proliferation of information and complication of technologies. Because current complex systems challenges can limit an organization's ability to efficiently handle socio-technical systems, it is essential to provide methods and techniques that count on individuals' systems skills. When selecting future employees, companies must constantly refresh their recruitment methods in order to find capable candidates with the required level of systemic skills who are better fit for their organization's requirements and objectives. The purpose of this study is to use systems thinking skills as a supplemental selection tool when recruiting prospective employees. To the best of our knowledge, there is no prior research that studied the use of systems thinking skills for recruiting purposes. The proposed framework offers an established tool to HRM professionals for assessing and screening of prospective employees of an organization based on their level of systems thinking skills while controlling uncertainties of complex decision-making environment with the fuzzy linguistic approach. This framework works as an expert system to find the most appropriate candidate for the organization to enhance the human capital for the organization.
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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), October 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development through technology. Thus, this framework outlines vital knowledge, skills and attitudes, nurturing digital literacy and technological adeptness. Aligned with an international model designed by UNESCO and Zambia's context, the framework standardises competencies, offers guidance, fosters teacher professional growth and bridges digital disparities, ultimately enhancing education quality.
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Hancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch, and Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.

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This is the final report on a three-year QUT-led research project that was conducted for The Puuya Foundation (2019-2023). Our brief was to: Assist the Puuya Foundation to develop and implement a Social Impact Evaluation Strategy (the Strategy) to strengthen the Foundation’s evaluation approach and build on the outcomes of the Foundation’s education and health projects in the Lockhart River region. The strategy will develop a robust approach with practical tools to measure the social impact of the Foundation’s programs, and the outcomes and learnings that emerge from these findings will inform the design, implementation and evaluation of all projects and programs delivered by the Foundation. As a practical outcome a social impact assessment framework has been co-created and tested in partnership with the Puuya Foundation and the Lockhart River community. The co-creative and codesign process is grounded in respect, reciprocity, and self-determination. Co-creation consciously seeks to have low barriers for participation across all aspects of the research, experiment with culturally meaningful modes of place-based communication and are suited to shared decision-making (Hancox, 2021). This process also aims to ‘address power differences, level hierarchies and connect hearts and minds of participants and stakeholders’ (Langley, Wolstenholme & Cooke 2018, 6). This has been made possible through the facilitative leadership of Board Director, Kirsty Davis and CEO Emily Schuh in these final years. This report details the methods or steps we have taken together from February 2021 to October 2023 and provides detail of our collaboration. The research team were initially informed by the foundational ‘Puuya Approach’: holistic thinking; shared learning; connectivity; partnerships and collaboration; opportunities for action; skills and knowledge; personal motivation, confidence, and commitment; valuing others; hope and determination; and authentic relationships to ensure our evaluation strategy aligned with, as well as collaborated and respected Puuya Foundation and Lockhart River community ways. The outcome has exceeded our hopes in that the co-designed evaluation framework has already been adopted beyond the use of just the Puuya Foundation and taken up by the community more broadly as their own for determining and designing new initiatives, to provide a methodology in grant applications, through to gauging the success of projects and programs. The framework is rightfully known in Lockhart River as ‘their’ (social impact) framework. Our aim that an active, meaningful framework for and by community would be co-created through this project.
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