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Journal articles on the topic '21st century career'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

O'Lawrence, Henry. "The Workforce for the 21st Century." Issues in Informing Science and Information Technology 14 (2017): 067–85. http://dx.doi.org/10.28945/3724.

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Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solv

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2

Arthur, Michael B., and Denise M. Rousseau. "A Career Lexicon for the 21st Century." Academy of Management Perspectives 10, no. 4 (1996): 28–39. http://dx.doi.org/10.5465/ame.1996.3145317.

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Healy, Gerald B. "Competence, safety, Quality: the path of the 21st century." Bulletin of the Royal College of Surgeons of England 91, no. 1 (2009): 24–26. http://dx.doi.org/10.1308/147363509x379030.

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Allow me to take you on a journey through what in my opinion will form the legacy of the 21st-century surgeon. Many years from now the young surgeons of today will look back on their careers and examine their legacy. That legacy will be shaped during a career that will have embraced three distinct areas: competence, safety and quality.

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Mulyana, Ajeng Tina. "Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)." Jurnal Inovasi Pendidikan MH Thamrin 2, no. 2 (2019): 43–54. http://dx.doi.org/10.37012/jipmht.v2i2.42.

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Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to pr

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5

Schein, Edgar H. "Career anchors revisited: Implications for career development in the 21st century." Academy of Management Perspectives 10, no. 4 (1996): 80–88. http://dx.doi.org/10.5465/ame.1996.3145321.

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Schien, Edgar. "Career Anchors Revisited: Implications for Career Development in the 21st Century." NHRD Network Journal 1, no. 4 (2007): 27–33. http://dx.doi.org/10.1177/0974173920070407.

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Morrison, Jill. "Career preferences in medicine for the 21st century." Medical Education 40, no. 6 (2006): 495–97. http://dx.doi.org/10.1111/j.1365-2929.2006.02474.x.

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8

McMahon, Mary. "Career Development: A Project for the 21st Century." Australian Journal of Career Development 15, no. 3 (2006): 12–15. http://dx.doi.org/10.1177/103841620601500304.

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Shankar, Uma. "MANAGEMENT: AN AGENDA FOR 21ST CENTURY." Paradigm 1, no. 1 (1997): 37–41. http://dx.doi.org/10.1177/0971890719970108.

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There is a perceptible decline of status-driven hierarchical management. The workforce's attitudes and behaviours are changing fast and so are their expectations and career patterns. The attitude towards leadership is also becoming of a more participative style in which personal relationships are highly significant. In this backdrop, the paper suggests that the psychological instruments may be used, to assess the strengths of individual potential. It can also help organisations maximise the application of human potential for organisational effectiveness.

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Morgan, Brandon. "Career Counselling in the 21st Century: A Reaction Article." Journal of Psychology in Africa 20, no. 3 (2010): 501–3. http://dx.doi.org/10.1080/14330237.2010.10820406.

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Negoiţă, Gabriela. "The Career Model of 21st Century Adopted By Higher Education Graduates." European Review Of Applied Sociology 13, no. 21 (2020): 27–37. http://dx.doi.org/10.1515/eras-2020-0008.

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AbstractThe present paper has identified two career models, the Protean Career and the Boundaryless Career, that can be considered to accommodate higher education graduates’ personal and professional needs, as well as the flexibility and adaptability requirements of the current labor market. The research used the data from a tracer study applied online to the graduates of the West University of Timisoara, with a response rate of 25% (which falls within the response rate for similar studies at the European level).There has been an increased dynamic of the number of jobs compared to the short pe

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Negoiţă, Gabriela. "The Career Model of 21st Century Adopted By Higher Education Graduates." European Review Of Applied Sociology 13, no. 21 (2020): 27–37. http://dx.doi.org/10.1515/eras-2020-0008.

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Abstract The present paper has identified two career models, the Protean Career and the Boundaryless Career, that can be considered to accommodate higher education graduates’ personal and professional needs, as well as the flexibility and adaptability requirements of the current labor market. The research used the data from a tracer study applied online to the graduates of the West University of Timisoara, with a response rate of 25% (which falls within the response rate for similar studies at the European level). There has been an increased dynamic of the number of jobs compared to the short

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13

Tamir, Eran, and Sally A. Lesik. "Jewish Day School Teachers: Career Commitments in the 21st Century." Journal of Jewish Education 79, no. 2 (2013): 131–56. http://dx.doi.org/10.1080/15244113.2013.783253.

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Waite, Alina M., and Kimberly S. McDonald. "Exploring Challenges and Solutions Facing STEM Careers in the 21st Century: A Human Resource Development Perspective." Advances in Developing Human Resources 21, no. 1 (2018): 3–15. http://dx.doi.org/10.1177/1523422318814482.

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The Problem Science, technology, engineering, and mathematics (STEM) professions are recognized by educators and business leaders as being pillars to national economies that vie for wealth and prosperity. Nonetheless, human resource development (HRD) has largely been absent from the discussion on potential contributions it may provide to address recruitment, development, and retention issues that threaten a diverse, sustained supply of career ready STEM workers. Considering the changing nature of knowledge-intensive jobs and continuing growth in STEM occupations, HRD’s role to advance STEM car

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15

Mıhladız Turhan, Gülcan, and Işıl Açık Demirci. "What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula." Journal of Educational Issues 7, no. 1 (2021): 92. http://dx.doi.org/10.5296/jei.v7i1.18278.

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The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories

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Shuptrine, Carl. "Improving College And Career Readiness Through Challenge-Based Learning." Contemporary Issues in Education Research (CIER) 6, no. 2 (2013): 181. http://dx.doi.org/10.19030/cier.v6i2.7727.

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High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the classroom to develop 21st century skills. Students utilized multiple technologies to collaborate, plan, and produce advertising in a variety of mediums. During Phase 2, each team created videos documenting their entire process. Videos were presented to a gro

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Jumriani, Jumriani, and Z. K. Prasetyo. "Important Roles of Local Potency Based Science Learning to Support the 21st Century Learning." European Journal of Engineering and Formal Sciences 1, no. 1 (2017): 6. http://dx.doi.org/10.26417/ejef.v1i1.p6-16.

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The development of scientific knowledge and technology, including education have reached the 21st century. In this century, education is not only functioned to develop technology-based learning but also environment-based learning. To meet the challenge, some researchers concentrating on scientific education have developed and implemented local potency based science learning. The researchers systematically reviewed several literatures of relevant research and concluded that local potency based science learning has important roles in the 21st century learning. The learning is able to improve stu

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Emasealu, Helen, and Susan Nnadozie Umeozor. "Training Librarians for 21st Century Repository Services: Emerging Trends." Issues in Informing Science and Information Technology 13 (2016): 187–94. http://dx.doi.org/10.28945/3495.

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The paper reviewed the emerging roles of the 21st century librarians, charged with the responsibility to manage repository services across libraries in present-day information technology environment. Librarians need to be trained and empowered with requisite skills and knowledge needed for successful management of the ICT driven repository initiatives that the 21st century demands. Literature was reviewed on the roles and responsibilities of librarians, training needs and opportunities, career path and recruitment of librarians, and community support necessary for effective and efficient imple

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Partner, Managing, and Henry O. Ajagbawa. "The Role of Ethics in Career Counselling in the 21st Century." IOSR Journal of Humanities and Social Science 19, no. 5 (2014): 12–22. http://dx.doi.org/10.9790/0837-19551222.

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Di Fabio, Annamaria. "Life Designing in 21st Century: Using a New, Strengthened Career Genogram." Journal of Psychology in Africa 20, no. 3 (2010): 381–84. http://dx.doi.org/10.1080/14330237.2010.10820389.

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Savickas, Mark L., Laura Nota, Jerome Rossier, et al. "Life designing: A paradigm for career construction in the 21st century." Journal of Vocational Behavior 75, no. 3 (2009): 239–50. http://dx.doi.org/10.1016/j.jvb.2009.04.004.

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22

Sacks, Ruth. "Career paths for the 21st century. How to beat job insecurity." Long Range Planning 30, no. 4 (1997): 630–32. http://dx.doi.org/10.1016/s0024-6301(97)84572-4.

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Russell, Jeffrey S., Carol C. Menassa, and Erin McCloskey. "Lifelong Learning to Leverage Project and Career Success: 21st-Century Imperative." Practice Periodical on Structural Design and Construction 19, no. 1 (2014): 137–41. http://dx.doi.org/10.1061/(asce)sc.1943-5576.0000201.

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Faitar, Gheorghita M., and Silviu L. Faitar. "Gender Gap and Stem Career Choices in 21st Century American Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 1265–70. http://dx.doi.org/10.1016/j.sbspro.2013.12.142.

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Savickas, Mark L. "Life Design: A Paradigm for Career Intervention in the 21st Century." Journal of Counseling & Development 90, no. 1 (2012): 13–19. http://dx.doi.org/10.1111/j.1556-6676.2012.00002.x.

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Brownrigg, J. R. W., K. Khavandi, and C. N. McCollum. "Career choices in 21st-century healthcare: Aiming for a moving target." International Journal of Surgery 6, no. 6 (2008): 435–36. http://dx.doi.org/10.1016/j.ijsu.2008.08.007.

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27

Rojewski, Jay W., and Roger B. Hill. "A Framework for 21st-Century Career-Technical and Workforce Education Curricula." Peabody Journal of Education 92, no. 2 (2017): 180–91. http://dx.doi.org/10.1080/0161956x.2017.1302211.

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Sulistyaningsih, Sulistyaningsih, and Vebriary Eka Rahmawati. "The Implementation of 21st Century Skills as the New Learning Paradigm to the Result of Student’s Career and Life Skills." JournEEL (Journal of English Education and Literature) 1, no. 1 (2019): 1–10. http://dx.doi.org/10.51836/journeel.v1i1.37.

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Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how is the result of those implementations to the student’s career and life skills based on its five elements as the indicators. For the first resea

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29

Wasik, Suzan Z., and Jennifer Barrow. "Odyssey of the Mind." Journal of Education 197, no. 3 (2017): 46–50. http://dx.doi.org/10.1177/0022057418782335.

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The career landscape has changed dramatically over the past two decades with the adoption of technology and an increasingly global and virtual workforce. As a result, schools and academic institutions must go beyond current curriculum to teach and develop the new skills and competencies that are required to keep pace with the demands of careers in the 21st century. This article examines the adoption of the Odyssey of the Mind program—a competitive creative problem-solving model—as a way to teach, develop, and demonstrate social emotional intelligence and other related soft skills that are nece

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Banner, Stuart. "21st Century Fox: Pierson v. Post, Then and Now." Law and History Review 27, no. 1 (2009): 185–88. http://dx.doi.org/10.1017/s0738248000001711.

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Most court opinions are like actors: the older they get, the less people pay attention to them. For instance, the case immediately after Pierson v. Post in volume 3 of Caines's Reports is called Hollingsworth v. Napier. It was an important case in its day, much more important than Pierson v. Post, because it involved a recurring question of commercial law: what rights, if any, did a seller retain in goods stored in a public warehouse after he had delivered a bill of sale to the buyer? Hollingsworth went on to be cited in forty court opinions distributed fairly evenly through the 1870s, but the

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Conroy, Carol A. "Reinventing Career Education And Recruitment In Agricultural Education For The 21st Century." Journal of Agricultural Education 41, no. 4 (2000): 73–84. http://dx.doi.org/10.5032/jae.2000.04073.

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Ramalho, Manuela De Oliveira, Pâmela Decio, Emilia Zoppas de Albuquerque, and Flavia Esteves. "Parenting in the field of myrmecology: career challenges in the 21st century." Boletim do Museu Paraense Emílio Goeldi - Ciências Naturais 15, no. 1 (2020): 27–37. http://dx.doi.org/10.46357/bcnaturais.v15i1.255.

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Female representation in STEM fields is often explained by the leaky pipeline metaphor, and previous work has shown that the arrival of children is one of the main causes. Thus, understanding how the arrival of children can impact the careers of scientists in the field of myrmecology could provide insight into how to promote a better policy to support women in the sciences and reduce gender disparity. Therefore, we aimed to 1) understand myrmecologist parents and identify the challenges they face, and 2) compare academic productivity between parents and the control groups (researchers without

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Achey Kidwell, Linda, and Roland E. Kidwell. "Louise and Sidney Homer: a 21st century dual‐career couple, circa 1911." Journal of Management History 12, no. 3 (2006): 244–61. http://dx.doi.org/10.1108/17511340610670160.

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Skrbiš, Zlatko, and Jacqueline Laughland‐Booÿ. "Technology, change, and uncertainty: maintaining career confidence in the early 21st century." New Technology, Work and Employment 34, no. 3 (2019): 191–207. http://dx.doi.org/10.1111/ntwe.12151.

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Nancarrow, Susan A., Anna M. Moran, and Iain Graham. "Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?" Australian Health Review 38, no. 1 (2014): 115. http://dx.doi.org/10.1071/ah13158.

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Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and

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Jr, Danilo V. Rogayan, Carlisle B. Gallardo, Jerrica T. Lacaste, and Darley Joyce A. Roque. "21st-Century Skills of Social Studies Students: Basis for a Proposed Training Program." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 2 (2021): 131–41. http://dx.doi.org/10.11594/ijmaber.02.02.08.

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Enhancing the 21st-century skills of learners will significantly help them become future-ready and globally-competent workforce in the global economy in the context of the fourth industrial revolution. This descriptive cross-sectional survey determined the 21st-century skills of junior high school learners as an input for a suggested train-ing program. A total of 120 seventh grade learners of a public sec-ondary school in Central Luzon, Philippines responded to the 21st-Century Skills Questionnaire (α=0.960). Results showed that the respondents have a moderate level of attainment of the 21st-c

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Ferguson, Maria. "Washington View." Phi Delta Kappan 100, no. 2 (2018): 64–65. http://dx.doi.org/10.1177/0031721718803575.

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With the signing of the bipartisan Strengthening Career and Technical Education for the 21st Century Act, Congress and the president managed to reauthorize the Carl T. Perkins Career and Technical Education Act (known as “Perkins”), after an earlier attempt in the Obama administration fizzled. Maria Ferguson describes the growing support for career and technical education (CTE), especially in rural areas, and sums up what the new bill does to help states and districts in their efforts to create stronger career pathways for students.

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Andrews, David. "Access and partnership: How schools in England responded to changes in career guidance services in the first two decades of the 21st century." Journal of the National Institute for Career Education and Counselling 46, no. 1 (2021): 3–9. http://dx.doi.org/10.20856/jnicec.4602.

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Over the past 20 years career guidance services for young people in England have undergone two major changes: from privatised careers companies to Connexions, followed by the dismantling of the national service. This article examines how schools responded to these changes. It argues that, while schools have been given more responsibility for making sure pupils have access to career guidance, the range of provision has become wider, in terms of type of provider, level of support and quality. The article concludes with an analysis of the impact on the partnership between schools and providers of

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Muhali, Muhali. "Pembelajaran Inovatif Abad Ke-21." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 3, no. 2 (2019): 25. http://dx.doi.org/10.36312/e-saintika.v3i2.126.

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[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skil

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Ryantová, Marie. "Training of Archivists in the 21st Century: Some Reflections." Atlanti 27, no. 2 (2017): 225–33. http://dx.doi.org/10.33700/2670-451x.27.2.225-233(2017).

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The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of comput

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Ross, Jill. "New Pathways to NDT: 21st Century Technical Education Connects High School Students to Real-World Careers." Materials Evaluation 79, no. 9 (2021): 864–73. http://dx.doi.org/10.32548/2021.me-04251.

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High schools in the United States are taking a fresh look at the future of career and technical education with the implementation of new learning pathways that lead directly to the workforce, including the nondestructive testing (NDT) industry. These programs directly connect high school curriculums with post-secondary education and employment, reaching kids as young as junior high. This resurgence in technical education can be traced to the current demand for “new collar” jobs—jobs that require a post-secondary degree, although not necessarily a four-year college degree. The demand for new co

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42

Han, Jung, Todd Kelley, and J. Geoff Knowles. "Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness." Journal for STEM Education Research 4, no. 2 (2021): 117–37. http://dx.doi.org/10.1007/s41979-021-00053-3.

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AbstractSocial, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teach

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McBride, Angela Barron. "Toward a Roadmap for Interdisciplinary Academic Career Success." Research and Theory for Nursing Practice 24, no. 1 (2010): 74–86. http://dx.doi.org/10.1891/1541-6577.24.1.74.

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The 21st century is a period of increased focus on interdisciplinary collaboration. To facilitate movement in the direction of interdisciplinary research, this article discusses some generic stumbling blocks, unique problems, and advantages that nurses experience, plus the rewards and hallmarks of well-functioning interdisciplinary research teams. The article ends with an overview of how interdisciplinary development can and should be part of each stage of academic career success.

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Lemešonoka, Inta. "Professional Orientation and Career Education for Students." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 448. http://dx.doi.org/10.17770/sie2014vol1.753.

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The turn of the 21st century has marked several changes in many social processes in the whole world including Europe and Latvia, such as the disappearance of antiquated professions and creation of completely new ones, which is related to replacing students´ professional orientation with career education.Rapid development and changes in the job market, unemployment, constantly increasing information about jobs and educational paths cause confusion, indecision and disinformation for schoolchildren choosing their own career. This demands from the school to be able to develop the student`s ability

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JASICKI, Krzysztof. "FORMER OFFICERS ON LABOUR MARKET IN WROCLAW IN 21ST CENTURY." Scientific Journal of the Military University of Land Forces 162, no. 4 (2011): 460–73. http://dx.doi.org/10.5604/01.3001.0002.3323.

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In the article the author presents career paths of former officers on Wroclaw’s labour market. He attempts to compare the possessed qualifications and the choice of profession on the civilian labour market. He presents the possibilities of employment and competence that ex-officers have. This is a special group, as its participants, unlike other social groups, possess particular predispositions and skills. The author presents the motivation of former officers in search of employment as well as the posts that they occupy the most often. Civilian and military bodies are presented in the article.

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Belmonte, Miguel Angel. "MacIntyre and the Challenges of Higher Education in the 21st Century." Multidisciplinary Journal of School Education 9, (2) 18 (2020): 13–33. http://dx.doi.org/10.35765/mjse.2020.0918.01.

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Reflection on the nature of the university and its role in contemporary society occupies an important place in the work of the philosopher Alasdair MacIntyre. His academic career and his view of the incommensurable nature of moral discourses combine to suggest an original and provocative proposal for a new model of higher education. This model is characterized by a unity based on a philosophical and theological formality capable of dispelling the dangers of fragmentation and utilitarian specialization. In MacIntyre’s proposal, the university becomes the most important vehicle for organizing kn

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Julia, Choate, and Long Harrison. "Why Do Science Students Study Physiology? Career Priorities of 21st Century Physiology Undergraduates." HAPS Educator 23, no. 1 (2019): 53–63. http://dx.doi.org/10.21692/haps.2019.010.

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Zuwanda, Muhammad Eka, Sri Sumarni, and Siti Drivoka Sulistyaningrum. "DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (2021): 145–62. http://dx.doi.org/10.21460/saga.2021.22.84.

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Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in

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Healy, Michael. "Microcredential learners need quality careers and employability support." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (2021): 21–23. http://dx.doi.org/10.21153/jtlge2021vol12no1art1071.

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Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment

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Padmadewi, Ni Nyoman, Luh Putu Artini, and Luh Putu Restu Adi Utami. "Teacher Readiness in Promoting 21st Century Skills in Teaching English as a Foreign Language at Primary Schools." SOSHUM : Jurnal Sosial dan Humaniora 10, no. 3 (2020): 271–83. http://dx.doi.org/10.31940/soshum.v10i3.1976.

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Twenty-first-century skills have been long known and used to accelerate teachers' quality and education in Indonesia. The skills that include life and career skills, learning and innovation skills, media, technology, and information skills must be inserted into classroom practices to improve students' learning competencies and learning outcomes. Despite its importance and having been long introduced, there is still limited research conducted on the investigation of primary teachers' readiness to promote classroom skills. Therefore, this study aims to analyse the primary school teachers' readin

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