Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Internationally acquired skills.
Artykuły w czasopismach na temat „Internationally acquired skills”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Internationally acquired skills”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Weerden, Louise B. van, i 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, nr 5 (3.08.2020): 240. http://dx.doi.org/10.5430/ijhe.v9n5p240.
Pełny tekst źródłaStreszczenie:
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.
2
Denton, Gavin, Lindsay Green, Marion Palmera, Anita Jones, Sarah Quinton, Andrew Simmons, Andrew Choyce, Daniel Higgins i Nitin Arora. "Advanced airway management and drug-assisted intubation skills in an advanced critical care practitioner team". British Journal of Nursing 31, nr 11 (9.06.2022): 564–70. http://dx.doi.org/10.12968/bjon.2022.31.11.564.
Pełny tekst źródłaStreszczenie:
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.
3
Denysiuk, Oksana, Nataliia Tytarenko i Tetiana Dron. "EDUCATIONAL INDICATORS OF TEACHING STAFF PROVISION LEVEL DURING TRANSFORMATION PROCESSES: INTERNATIONAL AND NATIONAL CONTEXTS". Educational Analytics of Ukraine, nr 1 (2024): 60–71. http://dx.doi.org/10.32987/2617-8532-2024-1-60-71.
Pełny tekst źródłaStreszczenie:
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.
4
Parada, Roxana, Reiko Ikeda, Takayuki Ando, Masako Hishida, Hiroshi Takeda, Dagnachew Aklog, Kurie Otachi i 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, nr 5 (19.06.2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.
Pełny tekst źródłaStreszczenie:
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.
5
Đolić, Slobodanka. "THE TEACHING OF ENGLISH IN ITS INTERNATIONAL SETTING WITH SPECIAL REFERENCE TO GLOBAL FACTORS". Knowledge International Journal 34, nr 2 (4.10.2019): 323–27. http://dx.doi.org/10.35120/kij3402323d.
Pełny tekst źródłaStreszczenie:
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.
6
BOWER, D. JANE, i JULIAN SULEJ. "SOCIAL AND INTELLECTUAL CAPITAL FORMATION IN LEADING INDIAN PHARMACEUTICAL COMPANIES". International Journal of Innovation Management 10, nr 04 (grudzień 2006): 407–23. http://dx.doi.org/10.1142/s1363919606001545.
Pełny tekst źródłaStreszczenie:
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.
7
Mikhel’kevich, V. N., i 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, nr 83 (2022): 59–66. http://dx.doi.org/10.37313/2413-9645-2022-24-83-59-66.
Pełny tekst źródłaStreszczenie:
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.
8
Bučiuvienė, Stasė, i 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, nr 3 (25.12.2015): 100–105. http://dx.doi.org/10.48127/spvk-epmq/15.7.100.
Pełny tekst źródłaStreszczenie:
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.
9
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, nr 4 (9.09.2020): p1. http://dx.doi.org/10.22158/sll.v4n4p1.
Pełny tekst źródłaStreszczenie:
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.
10
Reshetnikova, Elena Sergeevna, Irina Aleksandrovna Savelyeva i Ekaterina Anatolyevna Svistunova. "Methods of geometric modeling and computer graphics based on the WorldSkills Occupational Standards “Engineering CAD Software”". Педагогика и просвещение, nr 2 (luty 2021): 1–12. http://dx.doi.org/10.7256/2454-0676.2021.2.32225.
Pełny tekst źródłaStreszczenie:
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.
11
Kandlhofer, Martin, Gerald Steinbauer, Julia Lassnig, Manuel Menzinger, Wilfried Baumann, Margit Ehardt-Schmiederer, Ronald Bieber i in. "EDLRIS: A European Driving License for Robots and Intelligent Systems". KI - Künstliche Intelligenz 35, nr 2 (20.03.2021): 221–32. http://dx.doi.org/10.1007/s13218-021-00716-8.
Pełny tekst źródłaStreszczenie:
AbstractThis article presents a novel educational project aiming at the development and implementation of a professional, standardized, internationally accepted system for training and certifying teachers, school students and young people in Artificial Intelligence (AI) and Robotics. In recent years, AI and Robotics have become major topics with a huge impact not only on our everyday life but also on the working environment. Hence, sound knowledge about principles and concepts of AI and Robotics are key skills for this century. Nonetheless, hardly any systematic approaches exist that focus on teaching principles of intelligent systems at K-12 level, addressing students as well as teachers who act as multipliers. In order to meet this challenge, the European Driving License for Robots and Intelligent Systems—EDLRIS was developed. It is based on a number of previously implemented and evaluated projects and comprises teaching curricula and training modules for AI and Robotics, following a competency-based, blended learning approach. Additionally, a certification system proves peoples’ acquired competencies. After developing the training and certification system, the first 32 trainer and trainee courses with a total of 445 participants have been implemented and evaluated. By applying this innovative approach—a standardized and widely recognized training and certification system for AI and Robotics at K-12 level for both high school teachers and students—we envision to foster AI/Robotics literacy on a broad basis.
12
Nava, Miguel Alberto Gutiérrez, Saharaim Joseline Montiel Castillo, Nubia Denisse Nieto Vargas i Isaac Casas Patiño. "Conception of Professionalism and Horizons in Acupuncture Sciences in Students of the Degree in Human Rehabilitation Acupuncture". Journal of Humanities and Education Development 5, nr 2 (2023): 60–71. http://dx.doi.org/10.22161/jhed.5.2.8.
Pełny tekst źródłaStreszczenie:
The curricularization of the extension in the Rehabilitation Human Acupuncture axis is of great importance due to the health need that exists in the State of Mexico. The objective of this work was to evaluate the conception of professionalism and horizons in Acupuncture Sciences that the students of the Bachelor of Rehabilitation Human Acupuncture have in the fourth, fifth, sixth and seventh semesters of the State University of Valle de Ecatepec. Material and methods: An exploratory analysis was carried out in which a questionnaire of 10 open questions focused on the conception of professionalism was used for all students from the fourth to the seventh semester, later an analysis of the keywords of each question was made. to determine the words that had the highest degree of coincidence. The results: (P1) professionalism is related to having the necessary knowledge and correctly practicing acupuncture and rehabilitation; (P2) Knowledge and correct practice of the profession are characteristics of a good professional in Acupuncture; (P3) Knowledge, empathy and a good diagnosis are important skills that a graduate in Rehabilitation Human Acupuncture must have; (P4) Acupuncture as a degree is perceived as interesting, preventive and an excellent career; (P5) For the students, being licensed in Rehabilitation Human Acupuncture means helping; (P6) The skills that the students have developed during their training as graduates in human acupuncture and rehabilitation are observation, the ability to help, acupuncture support techniques, analysis, correct diagnosis and development of critical thinking; (P7) Acupuncture is viewed in 20 years as complementary and nationally and internationally recognized; (P8) The biosciences have an impact on the training as a graduate in rehabilitative human acupuncture so that they can integrate the knowledge acquired, understand the human body and give scientific support to acupuncture; (P9) The field of work in which the students are visualized is in an independent office; (P10) The area in which the students surveyed would like to specialize is rehabilitation and do a master's degree to broaden their knowledge.
13
Nyongesa Wesonga, Justus, i Johan Van Der Westhuizen. "The nexus between reward management and competitive advantage. A Kenya commercial bank's perspective". EUREKA: Social and Humanities, nr 6 (30.11.2023): 13–23. http://dx.doi.org/10.21303/2504-5571.2023.003114.
Pełny tekst źródłaStreszczenie:
The foundation of reward management is the idea that people run organizations; they are the ones that generate value by utilizing company resources to provide goods and services that customers want, and they must be paid for their labour. However, as commercial banks compete for the same talent pool and the expenses are high, reward management is becoming a concern in the banking industry in the twenty-first century. Talent scarcity has existed since globalization allowed talented workers to advertise their skills internationally. Experts are worried about the potential for fierce global talent rivalry, which raises questions about how talent is acquired and kept. This study aimed to examine how the Kenya Commercial Bank's competitive advantage was affected by reward management. The Equity theory of motivation served as the study's theoretical cornerstone. The study's target group was 108 senior and mid-level executives at the KCB headquarters. It was conducted using a case study methodology. Census data were used because the population was not very large. A questionnaire was used to gather the information. The data was analyzed using descriptive statistics for frequency and percentages, Pearson correlation analysis, and simple and multiple linear regression. The study found that reward management significantly boosted commercial banks' competitive advantage (r= 0.786, p-value = 0.000). The simple linear regression analysis, used to test the null hypothesis, resulted in its rejection because the t-values were higher than the critical t-values. The majority of respondents maintained that KCB's competitive advantage was influenced by incentive management. Therefore, the study recommended that commercial banks should use suitable reward management to increase their competitive advantage.
14
Villanueva, Mary Rose T., i Glen P. Cortezano. "16. Effectiveness of Observe and Relate Self-Approach (Orsa) in Enhancing the Grammatical Competence: A Quantitative Study from Looc Integrated School at the Philippines". International Journal of Management, Entrepreneurship, Social Science and Humanities 4, nr 2 (31.12.2021): 229–30. http://dx.doi.org/10.31098/ijmesh.v4i2.667.
Pełny tekst źródłaStreszczenie:
The study determined the effectiveness of Observation Response and Self-Approach (ORSA) in improving the grammatical competence of Grade 7 learners of Looc Integrated School. This study used the quasi- experimental design and pre-test/post-test questionnaire. ORSA was used as an approach to teaching students grammar, including WHquestions, verbs, and prepositions. This was limited to selected Grade 7 students with the lowest grammatical competence. The ORSA study was taken from the name of the author itself, a new way to assess students through positive assessments that explores the learner's innate talents and skills and to reassure and encourage the development of strength in students. It is also centered on the pedagogical approaches and emphasizes the use of positive assessment as to its unique feature in evaluating students’ performance utilizing non-threatening assessments that motivated the students to develop self- efficacy and eventually become an independent learner whose competencies acquired are internationally aligned and acceptable even during this new normal in the time of the pandemic. The idea of ORSA can be anchored on Locke’s idea of reflection. Before applying the approaches, students got lower scores. After being exposed to the approaches, their mean scores increased. It can be implied that through the use of ORSA, the students think and question what they have learned through the persuasion of the teacher; they believe in themselves and in what they have learned. ORSA and K to 12, the two groups of student- participants havedifferent levels of grammatical competence. As observed in the obtained means, students exposed to ORSA achievedhigher grammatical competence as compared to students exposed to K to 12 teaching approach. This connotes that ORSA is proven effective in enhancing the grammatical competence of the students.
15
Gieure, Clara, Maria del Mar Benavides-Espinosa i Salvador Roig-Dobón. "Entrepreneurial intentions in an international university environment". International Journal of Entrepreneurial Behavior & Research 25, nr 8 (11.11.2019): 1605–20. http://dx.doi.org/10.1108/ijebr-12-2018-0810.
Pełny tekst źródłaStreszczenie:
Purpose The purpose of this paper is to analyse the entrepreneurial intentions of international university students by applying the theory of planned behaviour (TPB). This paper presents a model that considers personal, social and environmental factors that potentially influence students’ intentions to become entrepreneurs. Design/methodology/approach An extension of the TPB was proposed, including two additional constructs: entrepreneurial skills and university education. The target population of the study was national and international university students enroled in different universities. A validated survey (n = 276) was used to collect the data. Structural equation modelling was used to test the hypotheses and the relationships between variables. Findings Students are more likely to acquire entrepreneurial skills through effective education and training. Entrepreneurial skills play a significant role in explaining entrepreneurial intentions because it is assumed that knowledge and training make people highly skilled. This raises people’s propensity to start a business. Originality/value This study makes a unique contribution to the literature by considering the role of entrepreneurial skills that are commonly acquired at university. The primary conclusions relate to the acquisition of entrepreneurial skills within the university environment. These conclusions are of interest to practitioners and policymakers.
16
Hossain, Md Kamrul, Md Fokhray Hossain, Mohamed Emran Hossain, A. K. M. Fazlul Hoque, Nafis M. Khan i Anton Abdulbasah Kamil. "Skill Development of Undergraduate Students through International Exchange Program". Journal of Educational and Social Research 12, nr 2 (5.03.2022): 40. http://dx.doi.org/10.36941/jesr-2022-0033.
Pełny tekst źródłaStreszczenie:
The international exchange program plays an important role in improving soft skills and helps graduates’ to be confident to compete in job market. Student can achieve a vast academic knowledge apart from extra-curricular and co-curricular skills through attending exchange program. Therefore, this paper aims at studying the development of students acquired soft skills and the barriers they face to achieve the goal through the exchange program. The data obtained from 87 students who participated in exchange program in different countries of Asia. Besides descriptive statistics, factor analysis was performed to identify the achieved soft skills through exchange program. This study reveals that, a large number of students were attending in exchange program at their own cost and most of the students were from the year 3. Indubitably, Exchange program helps to improve students’ soft skill such as; communication skill, team building ability, adaptability with situation. Moreover, lectures delivered to the students were found interesting. Results of the study are expected to motivate students attending in international exchange program and will offer a right direction to the students to get an expected outcome
Received: 22 June 2021 / Accepted: 13 January 2022 / Published: 5 March 2022
17
Borysenko, Ye V., Yu M. Pavlenko i V. M. Brunevych. "THE INTERACTION OF HARD SKILLS AND SOFT SKILLS IN THE PROCESS OF FORMING THE PROFESSIONAL COMPETENCES OF HIGHER EDUCATION APPLICANTS OF THE TERRITORIALLY SEPARATED DEPARTMENT “KHMELNYTSKYI BRANCH OF THE ACADEMY OF THE STATE PENITENTIARY SERVICE”". Scientific journal Criminal and Executive System: Yesterday. Today. Tomorrow 2022, nr 2 (15.08.2023): 83–92. http://dx.doi.org/10.32755/sjcriminal.2022.02.083.
Pełny tekst źródłaStreszczenie:
The adaptation of the penitentiary service of Ukraine to the requirements of the world penitentiary system involves compliance with the principles of legality, justice, democracy, and humanism with the widest possible use of international standards. At the same time, there are actions that are unacceptable for the staff of the State Criminal Enforcement Service: provocations, haste in making decisions, disclosing the facts of the convict’s life, inaction and passivity, indifference. In this sense, the issue of the interaction of the so-called Hard skills and Soft skills, acquired by students during their studies at an educational institution becomes especially relevant. Among the personnel of the State Criminal and Executive Service undergoing training in the territorially Separated Branch “Khmelnitskyi branch of the Academy of the State Penitentiary Service”, an example of hard skills is the skills that trainees acquire at the practical classes. It should be noted that, in addition to hard skills, most subjects of training courses contribute to the development of soft skills as well. For example, the discipline “Tactical and Special Training”. During its studying, a number of official situations that may arise during practical work or official duties are simulated. The tasks are aimed at finding hiding places of prohibited items or preventing the rebellion of convicts and prisoners. After “playing” this situation, the teacher, with the participation of the students, conducts a discussion and analysis of the activities and actions of individual categories of event participants. As a result, a model of the best solution to a certain problem is produced. During such practical training, the teacher is able to identify the characteristics of the listener’s character, his reaction to a certain situation, the ability to think outside the box and find the optimal way out, and to correct an undesirable model of his behavior. Also, the teacher can motivate further correct actions of the person by means of encouragement. After graduating from the territorially separated branch of the Khmelnitsky branch of the Academy of the State Penitentiary Service, the employees of the State Penitentiary Service constantly improve the acquired knowledge and skills in the conditions of penal institutions by conducting weekly training. The autonomy of higher education institutions allows for variations within the defined curriculum of courses, therefore, the saturation of practical classes of students with tasks aimed at group performance of the assigned task will ensure the formation and development of flexible skills, which in the future will find a positive reflection of the specialist at the workplace in the conditions of the institutions of the State Penitentiary services. Key words: Hard skills, Soft skills, Penitentiary Service.
18
Ersoy, Elif, i Didem Çetin. "Investigation of the Relationship Between the Writing Autonomy and Writing Skill of Students Learning Turkish as a Foreign Language". Shanlax International Journal of Education 11, S1-July (15.07.2023): 114–31. http://dx.doi.org/10.34293/education.v11is1-july.6117.
Pełny tekst źródłaStreszczenie:
The first and most important step of teaching Turkish to foreigners is to enable individuals to acquire four basic language skills. Writing, which is generally considered to be the last of these skills, is seen as the most difficult skill to be acquired by students. Writing autonomy is an ability that can increase individuals’ attitudes and motivation towards writing, improve students’ writing skill and contribute to the accomplishment of effective and permanent learning. The purpose of the current study is to investigate the relationship between the writing autonomy and writing skill of students learning Turkish as a foreign language. The study group of the current study is comprised of 129 B1 and B2 level students attending the Turkish Teaching Centres in Muğla Sıtkı Koçman University, Uşak University and Bursa Uludağ University in the 2020/2021 academic year. In the study, the relational survey model, one of the quantitative research methods, was employed.The data of the study were collected with the compositions written by the students, a “Personal Information Form”, a “Written Expression Rubric” and the “Writing Autonomy Scale”. At the end of the measBurement process, the data were analyzed by using Chi-Square Test, frequency and percentage values, Mann-Whitney U Test, Kruskal-Wallis H Test and Spearman’s Rho. As a result of the study, it was found that the writing skill of the students with high levels of writing autonomy was also high, and it was determined that there was a positive, low and significant correlation between the writing autonomy and the writing skillof students learning Turkish as a foreign language.
19
Vanganjil, Lut-Ochir, Buyandelger Banzragch, Zolzaya Adiyasuren i Nyamsuren Boloo. "Competency Framework Implementation for International Public in the Information, Communication and Technology". Embedded Selforganising Systems 10, nr 7 (18.07.2023): 23–27. http://dx.doi.org/10.14464/ess.v10i7.606.
Pełny tekst źródłaStreszczenie:
Due to the 4th industrial revolution, technology is evolving and new employment are being created in significant numbers, but many jobs are expected to be eliminated from the market as well [1]. Therefore, citizens of the 21st century need to improve their knowledge of ICT in order to adapt to the digital transformation and acquire the skills required for new jobs. International organizations and the private sector have developed digital skills framework while providing the global digital skills and assess education levels. In this study, a total of 12 frameworks and skills of ICT competency frameworks and skills issued by countries and private sector organizations that are widely used internationally which are leading in ICT competence of citizens have been analyzed. Furthermore, the researchers studied the measures and implementation in several countries in the field of improving public information, communication and technological knowledge and skills.
20
Achaleke, Henry Fonji. "Impact of Authentic Videos on Students’ Academic Presentation Skills, the Case of TED Talks and International Business Management Students in Ubon Ratchathani University". International Journal of English Language Studies 4, nr 3 (13.07.2022): 52–57. http://dx.doi.org/10.32996/ijels.2022.4.3.8.
Pełny tekst źródłaStreszczenie:
The teaching and learning of a second language is such a complex educational area that practitioners and teachers must continue to find better ways to help learners acquire the language faster and easier. Academic presentation skills and public speaking remains one of the most challenging areas of language acquisition and expression. This classroom study is designed to examine the impact of authentic videos (TEDTALKS) on students’ academic presentation skills. A participatory research approach (PAR) is used, and a group of 34 first-year international business students taking the course EAP is used as the sample for the study. Findings reveal that the introduction of authentic videos to the classroom had a significant influence on students’ presentation skills in several areas; introduction, confidence, speech patterns, non-verbal communication, presentation style, and even choice of words; Suggesting that exposing second language learners to authentic content of the target language could greatly contribute to their second language acquisition. This is so because such content bridges a part of the gap created by the limited exposure to the target language being acquired.
21
Al Mallak, Mohammed Ali, Lin Mei Tan i Fawzi Laswad. "Generic skills in accounting education in Saudi Arabia: students’ perceptions". Asian Review of Accounting 28, nr 3 (18.05.2020): 395–421. http://dx.doi.org/10.1108/ara-02-2019-0044.
Pełny tekst źródłaStreszczenie:
PurposeThe purpose of this exploratory study is to examine the perceptions of Saudi university accounting students of the importance of developing generic skills in their accounting education, the levels of competence they should acquire and expect to achieve during the academic study, and the constraints that may hinder the development of generic skills in accounting education.Design/methodology/approachThe study uses the skills outlined in the IFAC’s International Education Standards (IES) 3 (intellectual, personal, organizational and business management, and interpersonal and communication) and IES 4 (ethics in accounting/business). A survey questionnaire was used to collect the data.FindingsThe findings show that students perceived all five generic skill categories to be important, with ethical skills rated as the most important. However, the students expected that they would achieve a somewhat lower level of generic skill by the end of their studies in all areas, and they perceived a number of constraints that impede their skill development. The results indicate the importance of developing generic skills in accounting education and suggest that the Saudi accounting education system could do more to provide students with opportunities to develop generic skills to enable them to succeed in their future careers.Originality/valueAs little of the current literature has focused on generic skills in accounting education in a non-Western country, this research contributes to the literature on generic skills in a developing nation.
22
Özçelik, Mine, i Zekerya Batur. "A Literature Review on Writing Proficiency Outcomes". International Journal of Education and Literacy Studies 11, nr 3 (31.07.2023): 157–69. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.157.
Pełny tekst źródłaStreszczenie:
The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the students can be objectively monitored. Therefore, writing studies should be emphasized as much as other language skills. This study aims to conduct a literature review about the outcomes of writing proficiency. In this qualitative study, the relevant parts of the literature were reviewed, and B2 level writing skill outcomes were compiled. The writing skill outcomes obtained as the result of the literature review were categorized and were classified as “the national level writing skill outcomes list for B2 level”, “the international level writing skill outcomes list for B2 level,” and “the writing outcomes, reduced to 11 items as the result of the literature review” after obtaining the relevant expert opinion. At the final stage of the study, the outcomes were submitted to the review of 3 experts in the field by using the “Writing Outcomes Compliance Assessment Form.” After the feedback was received from the experts, a total of eight writing skill outcomes for B2 level, indicated in List 4, were generated. The obtained outcomes were submitted to the literature to contribute to the field.
23
Bochenkov, A., i T. Ivanova. "The problem of teaching speech activities in a foreign language to international law students". Teaching languages at higher institutions, nr 44 (31.05.2024): 28–37. https://doi.org/10.26565/2073-4379-2024-44-02.
Pełny tekst źródłaStreszczenie:
The article explores the challenges and methodologies involved in teaching speech activities in English to students specializing in International Law at the School of Law. Theproblems are further complicated by the conditions of distance learning, which, on the one hand, exacerbate the teaching process, but on the other hand, offer facilitation as distance learning, by its nature, enhances interaction between students and teachers, granting flexibility in terms of both spatial and temporal dimensions. Among the many means of communication utilized, Zoom stands out as a prominent service for organizing online classes. The key factor in optimizing language skills is the use of a student-centered model. The current level of development of students’ speaking skills in the target language does not meet modern educational requirements, which emphasizes the relevance of this issue. In the era of globalization, the main goal of teaching English is not just to master the language system or gain linguistic knowledge, but to master it as a means ofcommunication. Creating favorable conditions for the development of students’ communicative skills in a foreign language is one of the main tasks of the teacher. By recreating circumstances that are similar to those when native speakers acquire native language skills, students can immerse themselves in a similar environment, and this will contribute to the effective development of their speech skills. Law students specializing in international law should have the communicative competence that will allow them to communicate effectively with both native speakers and people who use the language as a communication tool. In the absence of a natural language environment, teachers should build the educational process in accordance with a reasonably constructed model of educational and professional communication. A prerequisite for the creative use of the acquired language and speech material is communicative orientation in the process of teaching a foreign language.
24
Refolo, Pietro, Kenneth Bond, Bart Bloemen, Ilona Autti-Rämö, Bjørn Hofmann, Claudia Mischke, Debjani Mueller i in. "Core competencies for ethics experts in health technology assessment". International Journal of Technology Assessment in Health Care 36, nr 6 (grudzień 2020): 534–39. http://dx.doi.org/10.1017/s0266462320001968.
Pełny tekst źródłaStreszczenie:
AbstractObjectivesThere is no consensus on who might be qualified to conduct ethical analysis in the field of health technology assessment (HTA). Is there a specific expertise or skill set for doing this work? The aim of this article is to (i) clarify the concept of ethics expertise and, based on this, (ii) describe and specify the characteristics of ethics expertise in HTA.MethodsBased on the current literature and experiences in conducting ethical analysis in HTA, a group of members of the Health Technology Assessment International (HTAi) Interest Group on Ethical Issues in HTA critically analyzed the collected information during two face-to-face workshops. On the basis of the analysis, working definitions of “ethics expertise” and “core competencies” of ethics experts in HTA were developed. This paper reports the output of the workshop and subsequent revisions and discussions online among the authors.ResultsExpertise in a domain consists of both explicit and tacit knowledge and is acquired by formal training and social learning. There is a ubiquitous ethical expertise shared by most people in society; nevertheless, some people acquire specialist ethical expertise. To become an ethics expert in the field of HTA, one needs to acquire general knowledge about ethical issues as well as specific knowledge of the ethical domain in HTA. The core competencies of ethics experts in HTA consist of three fundamental elements: knowledge, skills, and attitudes.ConclusionsThe competencies described here can be used by HTA agencies and others involved in HTA to call attention to and strengthen ethical analysis in HTA.
25
Nohara, Kayoko, Michael Norton, Miki Saijo i Osamu Kusakabe. "Overseas internships as a vehicle for developing a meta-level awareness regarding science communication". Journal of Science Communication 07, nr 01 (21.03.2008): A01. http://dx.doi.org/10.22323/2.07010201.
Pełny tekst źródłaStreszczenie:
The overseas internship programme offered at Tokyo Institute of Technology as part of the science communication curriculum is highly significant, as it prompts graduate students to acquire new skills and awareness levels, including an enhanced meta-level understanding of the importance and complexity of human communications. The capacity to correlate and respond on-site in human interaction can be gradually cultivated during the internship as students experience diverse communication environments. Moreover, the exposure to different organisational, cultural and social environments helps develop a more international outlook. As a result of the initial experience described in this paper, TiTech has adopted internships as an important part of the educational tool-kit to produce scientists and engineers who can play an active role at the global level using their acquired technical knowledge and broad practical capabilities.
26
Moldovan, Alexandra. "Teaching Visually Impaired Translators and Interpreters in Romania: Available Tools and Inclusive Teaching Methods". East-West Cultural Passage 23, nr 2 (1.12.2023): 180–98. http://dx.doi.org/10.2478/ewcp-2023-0018.
Pełny tekst źródłaStreszczenie:
Abstract This article explores the teaching methods used in university classes of Translation and Interpreting with visually impaired students. It is the first essay on this topic applied to the context of Romania. Therefore, it offers basic suggestions of implementing international teaching methods for visually impaired students in Translation and Interpreting in Romanian universities, while also raising awareness about the challenges they face. The literature review is divided into two categories: digital skills and professional skills. In presenting the most essential digital skills a visually impaired translator and interpreter must acquire, the article makes reference to Kornacki’s model which groups technologies according to the necessary skills. The professional skills are discussed in three articles from two different universities, namely the University of Trieste in Italy and the University of Mainz/Germersheim in Germany. The German study described in two articles – one in German and its shorter version in English – gives a detailed perspective on the topic, being the core of the theoretical ideas mentioned in this article. The knowledge acquired by reading this article will most certainly lead Romanian professors to using the optimal approach when teaching emerging visually impaired translators and interpreters. The teaching methods can be put into practice if the right equipment is available and accessibility is implemented in all aspects regarding translation and interpreting.
27
Kovalchuk, P. Ye, O. F. Marchuk, S. V. Tulyulyuk i R. V. Slukhenska. "Specific teaching of traumatology and orthopedics for foreign students in medical universities of Ukraine". Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), nr 7(180) (25.07.2024): 69–72. http://dx.doi.org/10.31392/udu-nc.series15.2024.7(180).14.
Pełny tekst źródłaStreszczenie:
The article highlights the problem of correlation of training programs in traumatology and orthopedics in Ukrainian higher medical education with international standards of training specialists in this field. The actualization of this issue in the context of training in domestic institutions of higher medical education of foreign students is singled out, for whom the problem of unification of professional competences in accordance with world standards is particularly important. It is noted that the key problem is the lack of hours of practical study of the curriculum. A potential solution to the situation could be the active use of innovative educational elements - simulation cluster, digital arsenal, 3D visualization. In general, teaching traumatology and orthopedics for foreign students needs to be balanced in the context of high professionalism of mentors (their authority, practical treatment experience, pedagogical skill) and in an innovation-oriented dimension. Such instructions form the curriculum and its implementation in the context of the requirements of the time and current international standards of medical education. Teaching traumatology and orthopedics has a unique specificity, as it requires a combination of theoretical background and practical activity. Professional competencies should take into account a number of factors that will influence the specifics of further professional activity. Taking into account the fact that each country has its own specific features of the functioning of the medical system, the competencies acquired during training will be implemented in a dynamic dimension. Therefore, it is important for foreign students to acquire both fundamental knowledge and flexible practical skills.
28
Costa, Teresa, Pedro Mares i Maria João Lima. "Entrepreneurship Education in International Context: Skills, Attitudes and Competencies". European Conference on Innovation and Entrepreneurship 19, nr 1 (20.09.2024): 137–47. http://dx.doi.org/10.34190/ecie.19.1.2899.
Pełny tekst źródłaStreszczenie:
Entrepreneurship plays an important role in the economic development of the nations by driving innnovation, economic efficiency, and job creation. On the other hand, entrepreneurship education and international education seem to be an important antecedent for entrepreneurship intentions. In this context, universities and campuses have an important role in fostering entrepreneurial activities, namely extra curricular and curricular programs that empower young and nascent entrepreneurs to develop skills, attitudes and competencies that can later be applied to business creation. The main objective of this study is to present the extra curricular program, EXIT program, and confirm its impact on entrepreneurial skills, attitudes and competencies acquired or developed by students. This study employs a mixed research approach that includes both qualitative and quantitative methods. The results reveals that EXIT program effectively contributes to the development of various attributes associated with student resilience. It notably boosts critical thinking, creativity, initiative, problem-solving, proactivity, responsibility, cooperation, social responsibility, and a balanced mix of ambition, optimism, and realism. EXIT’s impact on student skills development underscores its substantial positive influence, especially in domains like teamwork and communication. Feedback from the focus group discussions attested to the overall positive reception of EXIT by participants. The program demonstrated its effectiveness in improving their entrepreneurial skills, facilitating multicultural experiences, and encouraging collaborative efforts.
29
DOROSHENKO, E. G., T. A. YAKOVLEVA i G. M. GRINBERG. "INTEGRATION OF ENGINEER AND PEDAGOGICAL TRAINING AMONG MENG STUDENTS BASED ON THE DEVELOPMENT OF KEY SKILLS AND COMPETENCIES OF THE 21ST CENTURY". Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, nr 4 (30.12.2020): 50–62. http://dx.doi.org/10.25146/1995-0861-2020-54-4-241.
Pełny tekst źródłaStreszczenie:
Statement of the problem. In the process of systemic developments in engineering education, the role of a technical university teacher increases. Changes in the requirements imposed by international and Russian communities to the quality of engineering education in the context of digital transformation of the economy and higher education mainstream the problem of continuous professional development of an engineering university teacher. Currently, a teacher of professional education should acquire new methods and digital tools, develop new competencies among students, i.e. “skills of the 21st century” and digital literacy. Training engineering personnel pressure the need for a professional education teacher to learn new pedagogical technologies and digital tools directly in the context of their professional activities. The pedagogical, technological and organizational conditions of such integration have not yet been sufficiently studied in educational practice and pedagogical science. The purpose of the article is to present the author’s approaches to and developments of modeling programs and digital educational environment for pedagogical training of a Master’s degree student in engineering education in the context of modern pedagogical technologies aimed at developing skills of the 21st century. The research methodology and methods are based on a transprofessional approach to the system of professional education; on the analysis of international and Russian studies to identify the structure of basic skills of the 21st century, the means and methods of their formation in Master’s education. Research results. The interrelations are grounded and expanded of the 21st century skills and universal competencies acquired by a graduate of higher professional education at the level of a Master’s degree in Engineering. The basic principles of designing the digital educational environment as a condition for integrating pedagogical and engineering training are revealed. The authors’ programs have been developed for the system of specialized courses in Master’s engineering training aimed at learning the technologies of soft skills formation and ways of their implementation in traditional training sessions. An open information resource (an online course) “Pedagogical Soft-Skills Navigator” has been developed to guide teachers and undergraduates through the soft skills formation technologies. Conclusion. Implementation of the developed programs in the digital educational environment of an open online course makes it possible to acquire the technologies of soft skills formation in personalized learning models, aimed at the needs of professional teaching and the focus of a Master’s program. The developed materials can be used in professional development programs for teachers of professional higher education.
30
Sorokin, Pavel, Svetlana Chernenko i Yulia Vyatskaya. "Skills as a Result of Entrepreneurship Training in Russia: Supply and Demand". Education and Self Development 19, nr 1 (29.03.2024): 159–74. http://dx.doi.org/10.26907/esd.19.1.12.
Pełny tekst źródłaStreszczenie:
The article looks at the two dimensions of skills, namely skills that entrepreneurs need and skills that can be obtained as a result of entrepreneurship education. The authors consider skills using two approaches: the Human Capital theory including the distinction between general and specific capital, and the typology by Dobryakova and Froumin which involves the distinction of three types: competence of thinking, competence of interaction with other people, and competence of interaction with oneself. The empirical material is based on a unique sample of respondents who have both entrepreneurial experience and experience in entrepreneurship education in one of the programs in Russia. The empirical base of the study consists of 82 semi-structured interviews with respondents from 9 educational initiatives aimed at entrepreneurship education. The data was collected using the method of semi-structured interviews. The authors have identified a gap between the skills that entrepreneurs need and the skills acquired in entrepreneurship education programs. Respondents have a more pronounced demand for general human capital, while their experience in education was focused primarily on the development of specific capital. Respondents have a request for general skills, for example, for competence in interacting with themselves (self-regulation skills, self-control), but they are taught more specific skills: accounting skills, programming skills, the skill of building/describing a business model. The results indicate the need for significant improvement of entrepreneurship education programs in order to more fully take into account the practical demand for skills.
31
Tung, Elaine. "Lifeskills for Prospective Teachers". Journal of Invitational Theory and Practice 8 (24.02.2022): 27–40. http://dx.doi.org/10.26522/jitp.v8i.3831.
Pełny tekst źródłaStreszczenie:
The author presents an international perspective on life skillseducation arguing the development of a healthy self-conceptand skills in self-reflection are necessary for living in a worldof rapid change.
In an era of accelerating change we need to be more aware ofthe impact of change on our environment, personal life, and therelationships among individuals, organizations and families (Leider,1994). Life skills offer self-empowerment in relating to selfand others while providing coping strategies for understanding thepast, managing the present, and creating the future. It is essentialfor a person to acquire life skills and take charge of one's own life(Nelson-Jones, 1995; Hopson and Scally, 1981; Leider, 1994;Corey, 1995; and Eagan, 1998). This paper defines what life skillsare, why life skill education is important, and how invitational theorycan provide a strong foundation for life skill curricula. A specialemphasis is placed on teachers in Hong Kong that represents arapid changing society mingled with the cultures of the East andthe West. The paper also describes how the life skills programmeis implemented in the Hong Kong Institute of Education (the largestteacher education institute in Hong Kong) so that prospectiveteachers can equip themselves with the basic psychosocial competenceskills. It is anticipated that this Life Skills Model could beshared among counterparts who believe in positive human values,inviting and affective education, and the holistic development ofan individual in the new millennium.
32
Shinge, Jayanti, Naveenkumar Aigol, Khezia Olagundi, Christina Rebello i Geeta Maralappanavar. "Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students". Journal of Engineering Education Transformations 37, IS2 (1.01.2024): 362–68. http://dx.doi.org/10.16920/jeet/2024/v37is2/24063.
Pełny tekst źródłaStreszczenie:
Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.
33
Akello, Judith Abal, i Evelyn Lutwama-Rukundo. "Functional Adult Literacy Levels: Relevance to Women’s Improved Income Generation in Apac District- Northern Uganda". International Journal of Education, Training and Learning 6, nr 1 (30.03.2022): 17–25. http://dx.doi.org/10.33094/ijetl.v6i1.524.
Pełny tekst źródłaStreszczenie:
This study explores the experiences of women about the levels of skills acquired by Functional Adult Literacy (FAL) -trained women and their ability to improve their financial status and well-being in Apac District, Northern-Uganda. This was a qualitative case study research design centering on the ability of 31 grassroots’ women and selected men who are family members to the women. The study was underpinned by agency principle from and Freire’s literacy theory and Kabeer’s socio-economic viewpoint which contend on the awareness or conscientisation by making marginalised non-literate women agents for social and economic development. The study established that reading, writing and numeracy skills contributed to consciousness about the skill of book-keeping by adult women which has played a significant part to improving their ability to participate in income generating activities. To conclude, Ministry of Gender, Labour and Social Development (MoGLSD), NGO’s, international donors, as well as civil society organisations, must prioritise and render support in carrying out FAL training.
34
AKSAY ALBUZ, Sevinç. "DIGITAL SKILLS IN TEACHER COMPETENCIES". ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN / JOURNAL OF WORLD OF TURKS / TÜRKLERİN DÜNYASI DERGİSİ 15, nr 2 (15.08.2023): 275–90. http://dx.doi.org/10.46291/zfwt/150219.
Pełny tekst źródłaStreszczenie:
In the face of technological change and international competition, knowledge, skills and competencies and the vocational qualifications system based on their certification create the basis for important transformations in labor markets. Studies on the determination of the standards of the professions and the formation of professional qualifications expressing the conditions sought for those who will practice that profession are continuing. While establishing the scope and limitations of professional competencies need to be included in the discussion many binding elements such as; • The aims, content, current problems and new opportunities of the profession, • The status of the profession, • Professional developments, • The country's current resources, political perspective, priorities, tradition and culture, • Expectations of society and employers, • Teaching and learning of the profession, • The social environment in which the profession is carried out, • Professional international agreement, framework, exam, etc. need to be on the agenda of the discussion. The aim of this study is to determine the current situation by making comparisons about digital competencies, which are expected to have from teachers. Within the scope of this purpose, a document scanning study was carried out and comparisons were made over the teacher competencies in Turkey within the scope of the world literature on teacher competencies. 21st century teachers are losing their position as constant providers of information and central to education. One of the primary reasons for this situation is technological developments and digital transformations. In the context of these developments and transformations, learning resources and environments have changed in society and individuals. The creation of policy documents and frameworks regarding digital developments in the world and in education will be important for teachers to acquire and develop the digital skills. While the reflections of digital skills, which are so important, on education in the world, especially in Europe, are met as frameworks, standards and skills, they are extremely limited in General Competencies for Teaching Profession and special field competence in Turkey. General Competencies for Teaching Profession need to be developed and updated urgently within the scope of digital skills. Keywords: teacher, teacher education, digital skills, teacher competencies
35
J. Stanković, Jelena, Marija Džunić i Srđan Marinković. "Urban employment in post-transition economies: skill mismatch in the local labor market". Zbornik radova Ekonomskog fakulteta u Rijeci: časopis za ekonomsku teoriju i praksu/Proceedings of Rijeka Faculty of Economics: Journal of Economics and Business 39, nr 2 (31.12.2021): 279–97. http://dx.doi.org/10.18045/zbefri.2021.2.279.
Pełny tekst źródłaStreszczenie:
The paper explores the mismatch between the skills and qualifications required by the labour market and those acquired through education and on-the-job learning. The skill mismatch in transition economies tends to be even more pronounced as the labour markets in these countries are characterized by structural unemployment, affecting both older workers with obsolete skills and the young ones. Employers face poor incentives for investing in workforce skill development, due to the inadequate investment climate and volatile business environment. Transition countries face increasing outward mobility of an educated workforce, loss of human capital, and shortage of workforce in the fields such as ICT, medicine, science and research. The research is based on empirical data generated in a survey on ICT and manufacturing enterprises in the City of Niš, Serbia. The research methodology combines workers' self-assessment method for the skill gap measurement and the competence approach combined with the statistical methods. The findings indicate the presence of a qualification mismatch, in the form of the over-qualification as a dominant irregularity in the analysed labour market. The results of the study are expected to contribute to creating a network of policy instrumentaria that tend to be effective on a sub-national level in addressing the mismatch.
36
Kyriakopoulos, Grigorios L. "Globalized Inclination to Acquire Knowledge and Skills Toward Economic Development". WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (4.11.2021): 1349–69. http://dx.doi.org/10.37394/23207.2021.18.125.
Pełny tekst źródłaStreszczenie:
In an era of economic recession and the divulged threats of COVID-19 pandemic in the world a highly impacting socio-economic activity is the education sector. The operational difficulties of companies and organizations, as well as the closure of universities, schools, training courses, are all affecting the entrepreneurial and the learning progress on using workers time and learners facilities to develop their knowledge and to build up their skills. In particular, free time of institutions’ closure can become a golden opportunity for learning and progresses in virtual education while adopting e-learning modes of information technology (IT) and supporting the distribution of knowledge and information for training and education. Since the COVID-19 pandemic outbreak only few studies have been devoted on studying the impact of cultural characteristics, economic situations, skills and knowledge on the development and the wider human wellbeing. At this study the literature production of economic development was investigated in the light of the ignored, but critically important, issue of globalized inclination to acquire knowledge and skills. All essential aspects of economic systems and economic development within the COVID-19 era were approached, quantified, and graphically valuated, in the light of the following fields of literature search: “dynamic economic systems”, “economic development”, “knowledge skills”, and “globalization”. The measurable indicators of comparing these results were that of: chronological, geographical, languages of reports’ written, subject areas, and keywords, accordingly. Besides, the three domains of technology, environment – ecology, and socio-economics were conveyed, while the key-determinants of knowledge and skills acquisition were also analyzed. From a managerial point of view the simultaneous affection of cultural characteristics, economic simulations, skills and knowledge aspects were considered as positive and significant, thus, supporting managers to better understand the necessities of IT development and managing a highly qualified workforce to shift the thread of the COVID-19 era while performing feasible learning management to solidify workers’ education through formal and in-house education.
37
Norman, Caroline, i Robert Jerrard. "Design managers, their organisations and work-based learning". Higher Education, Skills and Work-Based Learning 5, nr 3 (10.08.2015): 271–84. http://dx.doi.org/10.1108/heswbl-07-2014-0028.
Pełny tekst źródłaStreszczenie:
Purpose – Designers’ careers can be compromised if they are unable to understand the business context they operate in and cannot communicate effectively across other disciplines. Where governments are calling for an increase in design management skills, design careers can limit the opportunities for the development of such skills. Universities have an opportunity to support designers’ professional development through work-based learning (WBL). The purpose of this paper is to present a case study of the above. Design/methodology/approach – A case study, based on the master’s in design management (the business side of design) at Birmingham City University, investigates designers’ learning styles, their early career experiences and the challenges they face due to their lack of business understanding. Participant narratives are developed from in-depth interviews and describe professional progress through WBL. Findings – The paper finds WBL lends itself to the experiential nature of designers’ learning and skills acquired through WBL can have significant influence on design managers. The case study provides evidence of designers gaining insight into the business perspective and developing communication skills through specific elements of “professional learning”. Research limitations/implications – The small case study deals with the UK and Europe, however, implications for the universal and international aspects of practice remain. Practical implications – The paper considers the importance of design management skills to designers’ careers and the opportunity for designers to acquire these skills through universities via WBL. Originality/value – Unique experiences highlight the value brought about through non-linear educational and professional pathways, indicating novel joint policies for higher education and employers.
38
Sadykova, Ainur, Maigyl Mynbayeva, Gulnara Ismailova, Marzhan Iskakova i Zhanar Nurtazina. "FORMATION OF STUDENTS’ SKILLS IN ANALYZING INFORMATION GRAPHS THROUGH CONSTRUCTIVE FEEDBACK". Journal of Educational Sciences 80, nr 3 (2024): 152–62. http://dx.doi.org/10.26577/jes2024v80.i3.012.
Pełny tekst źródłaStreszczenie:
The research topic examines the performance of 12th grade students from the Nazarbayev Intel-lectual School in Semey in passing external summative exams, comparable to international AS/A-Level standards. The summative assessment system was developed in collaboration with the Cambridge As-sessment International Education Council and aims to measure the functionality of acquired knowledge and skills through a variety of tasks performed by students. The study also explores the international program for assessing educational achievements, such as PISA, among students in general education schools and Nazarbayev Intellectual Schools, focusing on mathematical and functional literacy. It was found that international exams like PISA and AS/A-Level often include visual organizers that require high-order thinking skills according to Bloom’s taxonomy. Currently, tasks corresponding to this type of international exam are being introduced in schools and universities in Kazakhstan. Therefore, innovative teachers should possess pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which involves using are often accompanied by information graphics as visual organizers and constructive feedback to help students understand and solve tasks in international exams. This research not only examined various visual organizers in summative assessment but also provided constructive feedback to 11th and 12th grade students in biology and computer science. The article also carefully analyzed the analytical reports of international exams.
39
Carpi, Estella. "Towards a Neo-cosmetic Humanitarianism: Refugee Self-reliance as a Social-cohesion Regime in Lebanon’s Halba". Journal of Refugee Studies 33, nr 1 (24.12.2019): 224–44. http://dx.doi.org/10.1093/jrs/fez083.
Pełny tekst źródłaStreszczenie:
Abstract This article focuses on Syrian-refugee self-reliance and humanitarian efforts meant to foster it in Halba, northern Lebanon. I argue that humanitarian livelihood programming is ‘neo-cosmetic’, as the skills refugees acquire through humanitarian programmes turn out to be little more than a cosmetic accessory. While the humanitarian apparatus deliberately limits its action in order not to challenge host economies, the acquired skills do not practically enhance refugees’ possibility to be employed. Instead, refugee self-reliance is reconfigured as the ‘inter-ethnic promotion of host stability’. Relatedly, I propose that the aim of implementing social cohesion in multi-ethnic areas reveals a new ethnicization of care within the humanitarian system. Within this framework, the citizen practice of running hardware stores on a permanent basis coexists with the temporariness of refugee livelihood practices. Lastly, I rethink social membership in a refugee–host setting by adopting a practice-based approach to the research subjects in an effort to challenge the ethnic definitions of social groups and other pre-established forms of belonging.
40
Prakash, Vishal. "Learning Map Skills in Geography and its Improvement Using Technology". RESEARCH HUB International Multidisciplinary Research Journal 10, nr 8 (31.08.2023): 10–20. http://dx.doi.org/10.53573/rhimrj.2023.v10n08.003.
Pełny tekst źródłaStreszczenie:
Geography Students should be familiar with various map skills and apply them in their daily life. The methods for teaching map skills are varied. It can be done through direct instruction, inquiry-based, structured, problem-solving, model/example-based, student-led learning, and still, it is growing. Many studies discussed students' map skills usage in learning geography, the correlation between map abilities and achievement, the impact of map skill programme achievement, and the student's attitude about geography. The growing trend in map reading abilities indicates that to become a specialist user, one must acquire the knowledge and skills to analyse map components efficiently. The geographical map enables us to determine the precise location of any point on this planet. Thus, children, beginning in childhood, should be educated about geographical maps, which will help them build their map skills. Additionally, teachers use real-world maps to tackle various issues about geography education and learning. This study describes map skills learned in geography as well as technological advancements for geography students.
41
Gooptu, Nandini, i Rangan Chakravarty. "Skill, Work and Gendered Identity in Contemporary India: The Business of Delivering Home-Cooked Food for Domestic Consumption". Journal of South Asian Development 13, nr 3 (12.11.2018): 293–314. http://dx.doi.org/10.1177/0973174118804448.
Pełny tekst źródłaStreszczenie:
This article analyses the meaning and significance of skills from the perspective of those who acquire and use them, going beyond dominant approaches to skill development as a strategy to enhance employability, productivity and economic benefit. With a study of home-based women entrepreneurs, who prepare food for delivery to customers’ homes, the article examines how entrepreneurial skills relate to gendered identity. While men operate with a market-savvy, commercial logic, women are animated by an ethic of personalized care and a family ethos of involvement in their customers’ everyday domestic life. They cast themselves as expert practitioners of an inherited culinary tradition as well as being skilled in exercising a superior and inherent gendered capacity to forge emotional, nurturing and fictive kinship bonds with customers. Although this reproduces gender distinctions and may constrain the growth of women’s business, they nevertheless cultivate these skills as a powerful mode of self-realization and developing a sense of self-worth. Bearing in mind the conception of human development as advancement of human flourishing, the article concludes that, in approaching skill development, it is critical to consider the identity and perception of those who use skills, and the subjective, affective meanings attached to skills in a given social context.
42
Therova, Dana. "A Case Study of Academic Vocabulary in a Novice Student’s Writing at a UK University". Journal of English Language Teaching and Linguistics 6, nr 3 (15.12.2021): 557. http://dx.doi.org/10.21462/jeltl.v6i3.609.
Pełny tekst źródłaStreszczenie:
<em>Mastering appropriate writing style is one of the challenges frequently experienced by novice student writers entering higher education. Developing academic writing skills is, however, crucial for students new to academic settings since written assignments constitute the main form of assessment in tertiary education. Novice student writers thus need to acquire the writing conventions used in academic settings to achieve success in high-stakes assessment. Underlying success in academic writing is the usage of academic vocabulary regarded as a key feature of academic writing style. Through textual analysis accompanied by interview data utilising the ‘talk around text’ technique, this corpus-based case study reports on the deployment of academic vocabulary in four genres of assessed academic writing produced by one international foundation-level student at a UK university. The findings reveal a small number of newly acquired academic vocabulary items deployed in each written assignment with all new academic words having been acquired from reading materials. In addition, the important role that the topic and genre play in student written production becomes apparent. These findings have potentially important pedagogical implication for contexts catering for novice student writers entering tertiary education, such as foundation programmes or pre-sessional courses.</em>
43
Komarovska, Anda. "Foreign Language Online Learning in a Multicultural Context. International Perspective". Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (13.09.2022): 156–71. http://dx.doi.org/10.37384/va.2022.17.18.156.
Pełny tekst źródłaStreszczenie:
The contemporary world shows changes in employability patterns and skills, including intercultural skills. Online study materials were developed to acquire and practice language and intercultural skills, based on the existing language level. The goal of the study is to find out how students evaluate the created online “Cultural Knowledge and Language Competence as a Means to Develop the 21st Century Skills” course. The present study is conducted in the framework of Erasmus+ project “Cultural knowledge and language competences as means to develop the 21st century skills”. The theoretical framework comprises theories of language teaching/learning for adults, intercultural skills, and online learning. The research methods: analysis of theoretical literature and resources, face-to-face questionnaire, data processing and analysis. An online platform is a valuable learning tool for anyone interested in traveling across the borders of their country. The suggestions will also help learners to enhance international collaboration more efficiently.
44
Ohnishi, Satomi, i Judith Helen Ford. "Student seminar program for improving academic presentation skills for PhD students in science". International Journal for Researcher Development 6, nr 1 (11.05.2015): 57–76. http://dx.doi.org/10.1108/ijrd-09-2014-0027.
Pełny tekst źródłaStreszczenie:
Purpose – The study aims to reveal how the students improved their academic presentation skills and the limitations to improvement with or without influences of students’ language backgrounds. Since the career paths of postgraduates have become more diverse in recent years, generic skills training is increasingly included in postgraduate programmes in addition to specific research training. However, PhD education generally adopts a traditional style, often relying on an individual supervisor without the inclusion of specific programmes to improve students’ generic skills. As academic presentation skills are crucial to research and are a generic skill that PhD students in science must acquire, we propose that existing student seminar programmes can be used effectively as an active training programme to improve these skills. Design/methodology/approach – To design effective student seminars, we investigated how PhD students improved their academic presentation skills when opportunities to give regular seminars were provided and students were given detailed scores that measured performance in specific areas of presentation competency. We outline an extensive case study of 95 PhD students who presented at student seminars over a period of six years (2006-2011). Valid data of 73 students were collected, and data of 58 students were used for detailed analysis. Performance in three major factors important to presentation skills: structure, visuals and delivery, were scored for each seminar, and the scores underwent detailed statistical analysis. Findings – Our key findings are that international students obtained better scores than Australian students for their first presentations while Australian students obtained a better score than international in for their second and the later presentations. The improvement of international students is slower than Australian students but occurs at a steadier pace. International students showed difficulty in improving answering questions. Originality/value – This is the first time that a longitudinal study on PhD students’ development of academic presentation skills has been undertaken. Our results revealed how the students improved academic presentation skills and that the limitations to improvement depended on their language backgrounds. We discuss our findings from the viewpoint of student language backgrounds and the process of adaptation to academic culture.
45
Kozak, Alla. "TRAINING AS AN EFFECTIVE METHOD OF PREPARING INTERNATIONAL RELATIONS FACULTY STUDENTS FOR INTERCULTURAL COMMUNICATION". Міжнародні відносини, суспільні комунікації та регіональні студії, nr 1 (9) (9.02.2021): 73–82. http://dx.doi.org/10.29038/2524-2679-2021-01-73-82.
Pełny tekst źródłaStreszczenie:
The article deals with the functional orientation of the training on the formation of the readiness of students, the future professionals in the field of international relations to intercultural communication. As practice has shown, training is an effective method (technology) of forming students' readiness to intercultural communication and helps to immerse deeply into the active controlled communication.
Training is usually associated with a set of exercises according to a special methodology developed on a scientific basis, carried out by a qualified specialist. As a didactic technology, training is a planned program of various exercises for the formation and improvement of skills and abilities in a particular area of human activity.
In the field of intercultural relations by using the training, the acquaintance with intercultural differences in interpersonal relations through emotionally colored activities, re-playing situations and their analysis, which allows you to transfer the acquired knowledge to new situations takes plays.
Emphasis is placed on the fact that the training actualizes communicative needs, intercultural potential of students as a method of teaching an effective communication, that allows communication partners to acquire the necessary skills and experience of communication and interaction, develop self-confidence, ability to flexible relationships. The typology of trainings is considered, which purposefully prepare for communication within a certain specific culture.
The use of different exercises at different stages of training and some rules of training are described. It is obvious that the training of intercultural communication is a real in nature and content attempt to find an adequate, correct and appropriate way to interact with representatives of another culture, which is based on equality, self-esteem, recognition and respect for the human rights. It combines informational and activity aspects, which allows to "deploy" communicative problems in dynamics, as in the process of training the participants mastered strategies to achieve cultural competence aimed at replenishing knowledge about the cultural identity of the partner, developed empathy and tolerance, mastered sociocultural knowledge. formed the skills of effective intercultural communication, confirming its effectiveness in shaping students' readiness for intercultural communication.
46
Piwowarski, R. "LIFE, WORK AND EDUCATION DURING A PANDEMIC (SELECTED ISSUES FROM AN INTERNATIONAL PERSPECTIVE)". Aesthetics and Ethics of Pedagogical Action, nr 26 (25.12.2022): 9–29. http://dx.doi.org/10.33989/2226-4051.2022.26.273085.
Pełny tekst źródłaStreszczenie:
The article presents only some of the issues related to the effects of the pandemic on most spheres of life. New problems and studies are likely to arise. In the field of education probably there will be those in which the issues related to the quality of teaching and perception of acquired knowledge and skills should be analyzed.
47
Hernández-Lara, Ana Beatriz, Enric Serradell-Lopez i Àngels Fitó-Bertran. "Do business games foster skills? A cross-cultural study from learners' views". Intangible Capital 14, nr 2 (5.04.2018): 315. http://dx.doi.org/10.3926/ic.1066.
Pełny tekst źródłaStreszczenie:
Purpose: This study seeks to analyse students’ perception of the effectiveness of business games as an e-learning method in management training. This analysis of games’ effectiveness is centred in the generic and managerial skills acquired, through the comparison of students’ opinions in different cultural contexts within Europe.Design/methodology/approach: The analysis focuses on 120 management students at postgraduate level who use the same business game at different universities in five European countries: Spain, Ireland, Portugal, Italy and Germany.Findings: The results indicate that students positively assessed the generic and specific managerial skills fostered by the business game. The generic skills most valued were information and decision-making, and leadership. Regarding the specific skills, the most valued were management skills and the least valued, skills related to planning and the acquisition of theoretical knowledge. However, significant differences were found between students in different cultural contexts and education systems in the case of certain specific managerial skills.Practical implications: This finding suggests that the students’ perception of how a business game helps them acquire specific managerial skills is influenced by cultural aspects and previous exposure to experiential learning, which determine that the teachers’ role and the teaching process should be adapted to the students’ learning model.Originality/value: With this study, a better knowledge about the students’ perception of this e-learning method is obtained, not just considering a specific educational environment, but comparing opinions of students from different cultural contexts, which adds value to the analyses developed.
48
Agudilla Jr., Montano L. "Innovative Approach to Improved Speaking Skills in Senior High School (SHS) Accountancy, Business, and Management (ABM) Education through Needs-Driven Intervention". International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 2765–801. http://dx.doi.org/10.47772/ijriss.2024.803203s.
Pełny tekst źródłaStreszczenie:
As English serves the purpose of international communication, English for Specific Purposes (ESP) learners must acquire relevant language skills to engage in the field where they are currently immersed or are preparing to immerse. Regardless of their field, they will be engaged with the four language skills, also known as macro skills of communication (Husna, 2021) such as, writing, reading, speaking, and listening. Therefore, ESP learners need mastery of these macro skills to be able to use the language in different settings effectively.
49
Yüceol, Nazlı. "The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0". Yuksekogretim Dergisi 11, nr 3 (31.12.2021): 563–77. http://dx.doi.org/10.2399/yod.21.617715.
Pełny tekst źródłaStreszczenie:
The progress of societies, their development, and their ability to compete economically depend on education. Education is both affected by changes in all these areas and affects them. The desired results from the new wave of industrial revolution called industry 4.0 can only be achieved through education as well. Industry 4.0 is the new industrial revolution that first appeared in Germany and includes applications such as autonomous vehicles, wearable technologies, artificial intelligence applications, block chain, and cloud computing systems. With the innovations brought by the revolution, it has been changing the ways of doing business and the competencies required from employees. Industry 4.0 requires university students to have new knowledge, competencies and skills before graduation, the workforce to acquire new skills, and the restructuring and transformation of higher education to achieve all of these. Thus, industry 4.0 is reshaping the future of education. This review study focuses on the connection of higher education and industry 4.0 by examining the national and international literature. It aims to present a general assessment of the steps to be taken in higher education in parallel with the requirements of industry 4.0 and the new competencies that should be acquired by graduates. It is concluded with some suggestions about what should be done regarding the international standards in order for the higher education curricula to adapt to the existing processes and changes, to train human resources in accordance with the conditions and demands of the age, what new competencies the workforce should have, and the steps to be followed regarding industry 4.0.
50
Alves, Natália, Sabine Schmidt-Lauff, Catarina Doutor i Lucas Campos. "Contexts of recognition of prior learning: A comparative study of RPL initiatives in Brazil, Portugal, and Germany". Andragoske studije, nr 2 (2020): 87–110. http://dx.doi.org/10.5937/andstud2002087a.
Pełny tekst źródłaStreszczenie:
The main purpose of this paper is to reflect on and compare the different 'realities' of Recognition of Prior Learning (RPL) regarding informal and non-formal learning contexts in three countries: Brazil, Portugal, and Germany. In Brazil, the Certific Network is a public policy that addresses the recognition and certification of prior learning. In Portugal, the Qualifica Programme is dedicated to the recognition of learnings and skills acquired throughout life. In Germany, the ProfilPass Project focuses on the values or skills acquired informally and non-formally. Regarding the international-comparative analysis methodology, the paper studies and compares these initiatives considering three comparative axes: 1) central aims, 2) target groups, 3) formats and structures of action. Such comparative research shows the importance of understanding RPL concepts and practical realities in different social, political and economic contexts.