Relevant bibliographies by topics / Education - Skills and curriculum

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education - Skills and curriculum'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Education - Skills and curriculum"

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (March 6, 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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ŞENGÜL, Sare, Ezgi MANCOĞLU KAPLAN, Yavuz ATABAY, Nuran TUTKUN, and Birgül YILDIZ. "INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 113–34. http://dx.doi.org/10.46872/pj.412.

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With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.
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O'Brien, M. T., and J. Littrich. "Using Assessment Practice to Evaluate the Legal Skills Curriculum." Journal of University Teaching and Learning Practice 5, no. 1 (January 1, 2008): 68–84. http://dx.doi.org/10.53761/1.5.1.6.

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A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.
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Boyle-Holmes, Trina, Lisa Grost, Lisa Russell, B. A. Laris, Leah Robin, Elizabeth Haller, Susan Potter, and Sarah Lee. "Promoting Elementary Physical Education: Results of a School-Based Evaluation Study." Health Education & Behavior 37, no. 3 (September 11, 2009): 377–89. http://dx.doi.org/10.1177/1090198109343895.

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Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).
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Whitston, Kevin. "Key skills and curriculum reform." Studies in Higher Education 23, no. 3 (January 1998): 307–19. http://dx.doi.org/10.1080/03075079812331380276.

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Reed, Rajika Emily, and Alec Bodzin. "Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach." Pedagogy in Health Promotion 6, no. 2 (February 14, 2019): 88–101. http://dx.doi.org/10.1177/2373379919827616.

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Geospatial thinking and reasoning (GSTR) skills are currently not routinely integrated into public health curriculum for undergraduate students in colleges or universities. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills, which leads to better cognitive thinking and problem solving skills. An Examining Vector-Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever, and zika disease spread in the environment, using patterns, data, and sociodemographic factors. The purpose of this design-based research study was to understand public health content learning and GSTR skill acquisition through use of the geospatial curriculum approach among students ( n = 95) enrolled in undergraduate public health content classes. Data sources included a classroom observation instrument; pretest and posttest measures for the Spatial Habits of the Mind survey; a pretest, Posttest 1, and delayed Posttest 2 EVBDT assessment that included public health content and GSTR skill items; and a postimplementation survey to understand students’ perceptions of geographic information systems use in the curriculum. Findings revealed significant mean differences showing growth in public health content learning and GSTR skills. The findings provide support that Web geographic information systems with appropriate curriculum design can engage students and affect both learning outcomes and GSTR skills in public health education.
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Moore, Rod. "Maximizing Student Clinical Communication Skills in Dental Education—A Narrative Review." Dentistry Journal 10, no. 4 (April 1, 2022): 57. http://dx.doi.org/10.3390/dj10040057.

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Dental student training in clinical communication skills and behavioral aspects of treatment are lauded as clinically meaningful in the dental education literature. However, many dental school curricula still only provide didactic, one-time coursework with multiple choice examination assessment and little or no student skill-activating activities. This article aims to review literature relevant to optimizing clinical communication and behavioral skills in dental education. The review summarizes findings of several relevant reviews and usable models to focus on four themes: (1) special characteristics of dentistry relevant to communication skill needs, (2) essential components of dental student learning of communications skills, (3) clinical consultation guides or styles and (4) optimal curricular structure for communication learning effectiveness. Contexts of communications in the dental chair differ from medical and other allied health professions, given the current mostly dentist-dominant and patient-passive relationships. Patient-centered communication should be trained. Dental students need more practical learning in active listening and patient-centered skills including using role-play, videotaping and ultimately, real patient training. Medical consultation guides are often unwieldy and impractical in many dental contexts, so a shortened guide is proposed. Communication skills need to be learned and taught with the same rigor as other core dental skills over the entire course of the dental curriculum.
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 4 (September 9, 2022): 125–43. http://dx.doi.org/10.18844/ijlt.v14i4.7064.

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Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 3 (September 9, 2022): 121–39. http://dx.doi.org/10.18844/ijlt.v14i3.7064.

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Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Azevedo, Hugo José Coelho Corrêa de, and Rosane Moreira Silva de Meirelles. "Comparative Education in Zoology Teaching: a historical-curricular analysis." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–14. http://dx.doi.org/10.26843/rencima.v13n6a06.

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This paper presents a historical analysis of Zoology curricula in Brazil, based on comparative education. Data were collected in six documents that portray the historical context from the curricular structure of Colégio Imperial de Pedro II to the National Common Curricular Base. The following criteria for comparison and analysis were used: zoological curriculum discourse, scientific content, method used and historical context. The results showed that the teaching of Zoology has historically passed through 4 curricular phases, namely: 19th century from the 19th century and the Brazilian Empire, Positivist from the Cold War and technological dispute, Technicists from the military dictatorship and the progressive discourse and Skills and Competencies that arise at the time of discussion of post-critical theories of curriculum in Brazil. It is concluded that the Teaching of Zoology suffered political and social determinants that influenced its conceptual perspectives and zoological curricular discourse during the period used.
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Dissertations / Theses on the topic "Education - Skills and curriculum"

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Fischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.

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The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.

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Miles-English, Karen Anne. "Sixth-grade map and globe skills curriculum." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/705.

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There has been much concern recently about the lack of basic map and globe skills among America's youth. Map and globe skills are a basic tool of social studies used throughout the rest of students' academic, professional and personal lives. These skills incorporate the development of problem-solving and critical-thinking skills. The focus of this project was to develop a map and globe skills curriculum for teaching these skills to sixth-graders in Putnam County, Florida, when they first encounter daily social studies classes. Although curricula have been developed, they do not include all of the objectives necessary to teach sixth-grade Putnam County students who possess different levels of competence. The curriculum incorporates suggestions from the review of related literature. While the curriculum accommodates the average student, it can be adapted to the learning abilities of all students. Because sixth-graders are generally in Piaget's concrete-operational stage of cognitive development and learn best using "hands-on" activities, the suggested lesson plans stress these types of learning experiences.
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Adebanji, Opeyemi Temilola. "Malaria education in the Foundation Phase Life Skills curriculum." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65444.

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Malaria is a major health dilemma with over 90% deaths occurring in Africa, south of the Sahara (WHO, 2003). Malaria has become endemic in South Africa, especially in the northeastern areas of three provinces, namely KwazuluNatal (KZN), Limpopo and Mpumalanga. The vulnerability of the infection is high during the summer rainy season between the months of September and May (Morris et al., 2013). ). An important case for consideration is the impact of malaria on the health of learners within these endemic areas. The study explored the possibility of promoting awareness of malaria education through the Life Skills curriculum in the Foundation Phase. The study applied Social Cognitive Theory (SCT) (Bandura, 1977) and the theory of Situated Cognition (Brown, Collins & Duguid, 1989) in an attempt to explain the link between curriculum and malaria health education. The study uses two qualitative customs of inquiry, namely narrative inquiry and case study approaches. The research sites were two primary schools in the Hamakuya area of the Vhembe district that were purposefully selected. The participants were 21 learners in the Foundation Phase from the abovementioned two schools, ten parents and seven Foundation Phase teachers. Data were collected by means of semistructured interviews and documents analysis. The data were analysed through thematic analysis (Braun & Clarke, 2006). The study results revealed that teachers did not demonstrate holistic knowledge to embrace the entirety of the content they need to teach the children in the Foundation Phase about malaria. The study highlights that malaria incorporation into the Life Skills curriculum in the Foundation Phase may become may successfully bridge the malaria knowledge gap. The need for a health curriculum that integrates curriculum elements (such as planning, enacting and assessing learning outcomes) was revealed. This is necessary to entrench Foundation Phase learners with desired learning outcomes.
Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
Unrestricted
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Miles-English, Karen Ann. "Sixth-Grade Map and Globe Skills Curriculum." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/13.

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There has been much concern recently about the lack of basic map and globe skills among America's youth. Map and globe skills are a basic tool of social studies used throughout the rest of students' academic, professional and personal lives. These skills incorporate the development of problem-solving and critical thinking skills. The focus of this project was to develop a map and globe skills curriculum for teaching these skills to sixth-graders in Putnam County, Florida, when they first encounter daily social studies classes.
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Feagin, Eileen. "A Curriculum For Developing Listening Skills in Kindergarten." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/18.

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The goal of this project was to develop a comprehensive program for teaching listening skills to kindergarten children which could be incorporated into a given curriculum. The focus of this paper was to identify the basic need of listening skills to the kindergartener and suggesta plan whereby this apparent deficiency could be addressed. Included are activities that the classroom teacher could utilize to increase the child's ability to listen. Five of the seven basic skills identified as necessary pre-reading skills are considered; listening skills, visual discrimination, visual memory, auditory discrimination, and auditory memory. Activities compatable with thedevelopment of these skill areas are offered.
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Dwyer, Edward J. "Encouraging Word Identification Skills." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3401.

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Alexander, William A. "Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086274816.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 326 p.; also includes graphics. Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 231-244).
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Campbell-Comerford, Timothy. "A Social Skills Curriculum Designed for Implementation in Elementary Schools." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122941.

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Social skills instruction is a key component to intervening with students with emotionaland behavioral disorders (EBD). The behavior of students in the elementary school levels shouldbe assessed in order to implement behavioral intervention strategies because as they progressinto high school and later, the risk for negative life-long impact increases. The two main goalsare perceived by their friends, siblings, parents, and teachers, and to allow them to generalize theskills that they learn, being able to use the positive social skills outside of the training setting. Inorder to do so, it is crucial to assess students' behavior, to train students through directinstruction, teacher modeling, student role play, and skill review, and to allow students toevaluate themselves on their proficiency of using the newly learned skill. In the project thatfollows, a review of literature justifying social skills instruction as a valid intervention method,as well as a proposed social skills curriculum, are presented.
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Partridge, Stefanie. "Positive Living Skills for teens: A youth intervention." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27547.

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The Positive Living Skills (PLS) program for teens is a personal life enhancement intervention program centered on teaching focusing skills, positive perspectives, and relaxation skills. To date the PLS program has not been introduced to an adolescent population. The purpose of this study was to introduce the PLS program to adolescents (in a classroom context) and to investigate whether the students enjoyed, applied, and found these skills effective in their daily lives. A secondary purpose of this study was to learn from the interactions with the students and teachers and explore the best ways to deliver the program. Two grade 10 health and physical education classes (one boys' and one girls' class) participated in a 10 session PLS intervention over a period of 16 weeks. These sessions included PLS audio CD activities, interactive and person guided PLS activities, logbook exercises, discussions and practice using skills within the physical education context. Teens who participated in the PLS program enjoyed the program skills, applied and planned to continue applying the program skills, and found the program skills effective in daily life. These findings support results from previous PLS research conducted with younger students between the ages of 4-12 years of age (Cox & Orlick, 1996; Gilbert & Orlick, 2002; Taylor & Orlick, 2004). In addition facilitation and program delivery lessons learned are highlighted and discussed.
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Mata, Songezo. "E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective." University of the Western cape, 2015. http://hdl.handle.net/11394/5576.

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Magister Commercii (Information Management) - MCom(IM)
The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
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Books on the topic "Education - Skills and curriculum"

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Great Britain. Department for Education and Skills. 14-19 education and skills. Norwich: TSO, 2005.

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14-19 education and skills. Norwich: TSO, 2005.

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Alison, Assiter, ed. Transferable skills in higher education. London: Kogan Page, 1995.

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Writing skills curriculum library. West Nyack, N.Y: Center for Applied Research in Education, 1999.

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Arizona. Arizona essential skills: Comprehensive health. Phoenix, Ariz: The Dept., 1990.

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Purney, Dawn Downs. Comprehensive curriculum of basic skills: Grade 3. Ashland, OH: American Education Pub., 2001.

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Daggett, Willard R. The overcrowded curriculum: Using data to determine essential skills. Rexford, N.Y: International Center for Leadership in Education, 1999.

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N.C.) Appalachian Curriculum Summit (1st 1995 Boone. An Appalachian curriculum. Boone, North Carolina]: Appalachian State University, 2017.

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Linda, Otten, and Piper Hill High School (Manchester, England), eds. A curriculum for personal and social education. London: David Fulton, 1999.

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Utah State Board of Education. Library media skills core curriculum, grades K-11. [Salt Lake City, Utah: Utah Office of Education], 1991.

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Book chapters on the topic "Education - Skills and curriculum"

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Beckingham, Sue. "Baseline Skills—Scaffolding Soft Skills Development Within the Curriculum." In Higher Education Computer Science, 221–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98590-9_15.

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Strauss, Rebecca, Austin Volz, and William Lidwell. "Content vs. Skills." In The Elements of Education for Curriculum Designers, 18–19. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321283-9.

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Yitbarek, Sileshi, Yohannes Wogasso, Margaret Meagher, and Lucy Strickland. "Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives." In Life Skills Education for Youth, 245–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_11.

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AbstractPastoralists constitute a large proportion of the population of Ethiopia, representing an estimated 14–18% of the population (MoE, A standard and manual for upgrading Alternative Basic Education (ABE) Centers, Level 1–4 to Level 1–6. Addis Ababa, Ethiopia, 2018a). The provision of formal education through a school-based delivery model has failed to deliver the desired outcomes for Afar children and youth in terms of inclusion and participation, and quality of and relevance of education in support of building pastoralists’ skills for life and thriving. Formal education for pastoralists should be concerned with curricular relevance as experienced from the perspective of the pastoralists’ daily reality and extant knowledge that is well-adapted to environmental conditions and emphasizes collective community wellbeing (Krätli & Dyer, Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009). This chapter explores the ways in which the current curriculum in the Afar region addresses Krätli and Dyer’s (Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009) four dimensions of curricula necessary for pastoralist education to be considered relevant. It also explores key stakeholders’ perspectives about which life skills matter most to the Afar pastoralist community and the extent to which the current curriculum reflects and incorporates these skills. This chapter offers a new perspective on how to reconceptualize and teach these skills through the education system, highlighting recommended adaptations to the curriculum aligned with national and international development goals and notions of quality and relevance. These adaptations respond to the knowledge, attitudes, values, skills, mobility patterns, and calendars grounded in pastoralist populations’ values to maintain a complex and sustainable equilibrium among pastures, livestock, and people.
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Kozlowski, Karen Phelan. "Unequal Skills." In The Hidden Academic Curriculum and Inequality in Early Education, 23–50. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429276361-2.

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Whitman, Joy S., and Laura R. Haddock. "Curriculum Development." In Skill Development in Counselor Education, 67–90. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-7.

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Kozlowski, Karen Phelan. "Unequal Skills and Punishments." In The Hidden Academic Curriculum and Inequality in Early Education, 141–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429276361-6.

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Nijhof, Wim J. "Inserting transferable skills into the vocational curriculum." In Bridging the Skills Gap between Work and Education, 141–58. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9249-9_8.

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Pacheco-Montoya, Diana, and Erin Murphy-Graham. "Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!)." In Life Skills Education for Youth, 215–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_10.

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AbstractThis chapter presents findings from a design-based research project between the University of California, Berkeley and a Honduran non-governmental organization, Bayan Association called Holistic Education for Youth (HEY!). We explain why critical thinking is a crucial life skill to prevent child marriage in rural areas of Honduras and illustrate how critical thinking (specifically around gender inequality and marriage) was incorporated into a secondary school curriculum. We describe the pedagogies used to develop this curriculum and offer insights about its implementation. Finally, using classrooms observation and interview data, we discuss how students developed critical thinking and decision-making skills related to the gender inequality in society that has perpetuated the practice of child marriage.
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Burnard, Philip. "Educational principles and curriculum design in experiential learning." In Acquiring Interpersonal Skills, 102–17. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-7015-2_5.

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Burnard, Philip. "Educational Principles and Curriculum Design in Experiential Learning." In Teaching Interpersonal Skills, 84–99. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-7104-3_5.

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Conference papers on the topic "Education - Skills and curriculum"

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Connor, Doreen. "Process Skills & Statistical Education." In Next Steps in Statistics Education. International Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09701.

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In the UK there is a new National Curriculum where procedural techniques are given much lower prominence and subject content greatly reduced. There is greater emphasis on skills and processes that individuals can use in order make all young people successful learners, confident individuals and responsible citizens. I shall illustrate how this is an opportunity for statistical education to play a greater role both within mathematical education and also in cross curricula dimensions and important personal, learning and thinking skills. Within the mathematics curriculum the key processes have a great similarity to the Statistical Problem Solving Cycle and offer us the incentive to drive statistical education forward. I shall explore ideas and possibilities for ways to engage on the next steps forward. The paper may have a UK emphasis but the vast majority of ideas included are easily transferable to other countries and different school settings.
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"Value Education in the Curriculum of Chinese Universities." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000652.

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Sheldon, Neil. "International data science in schools project." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20303.

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This paper explains the background to the International Data Science in Schools Project, the development of the curriculum frameworks, the conceptual approach envisaged, the use to which the frameworks can be put, and the possible ways forward for the project. The paper also discusses, principally in a UK context: the challenges of implementation, appropriate methods of teaching, learning and assessment, resource implications, and the curricular relationship between data science and statistics. Finally, the paper takes a broader view, arguing for a ‘data across the curriculum’ approach, and distinguishing levels of competence by means of the terms data literacy, data skills and data science.
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Jucevičienė, Palmira, and Robert Leščinskij. "Possibilities for Student Organizational Learning in University’s Curriculum." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.114.

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The current paper is aimed at investigating the possibilities of the university curriculum for student organizational learning. The authors have analysed scholarly literature for the purpose of investigating the concepts of the formal and hidden curriculum. The paper also contains deep insights into learning objectives and outcomes as well as the study process and study model for developing organizational learning skills. With reference to the formal and hidden curriculum analysis method, the article discusses Top 10 Bachelor’s degree Business and Management programmes (QS World University Rankings) offered at universities in Europe. According to the specified parameters, the possibilities of developing organizational learning skills are explored. The carried out analysis and the interpretation of the obtained data reveal that the formal curricula designed by universities still pay insufficient attention to the development of organizational learning skills that should be treated as horizontal skills required for work at contemporary organizations. The paper also notes that all examined universities have fairly good opportunities to implement the hidden curriculum of organizational learning. The opportunities should increase if the formal and hidden curriculum emphasizing the development of organizational learning should be integrated.
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Higgs, Bryan. "Redefining Engineering Education as Skill Training." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.5.

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The year 2020 has forced many institutions to suddenly convert wholly to online education as necessitated by a global pandemic. Online education introduces a physical distance between the instructor and the students that creates many barriers to learning in traditional lecture-style teaching. However, the rapid shift to online learning has opened many minds to the value of online educational tools from both the instructor's and student's points of view. For engineering education, the value of online learning can be increased through the adoption of a new perspective that engineering is a skill. Students who graduate from engineering programs are valued for 12 key skills: (1) problem-solving, (2) computer science, (3) industry skills, (4) pressure management, (5) teamwork, (6) creativity, (7) structural analysis, (8) communication, (9) attention to detail, (10) educational commitment, (11) data modeling, and (12) leadership. Possession of these skills has even led to many engineering graduates being recruited outside of the field of engineering due to the value they offer. With the true value of graduates being the skills they possess, it stands to reason that the curriculum of engineering programs should be designed for the development of these skills. By adjusting the curriculum through the use of repeated attempts on assignments and quizzes, students can be prompted to increase their investment in courses and thus improve the skills they develop. Offering immediate feedback through the use of online tools can further improve skill development by highlighting shortfalls to students so they can adjust accordingly before engaging in their next attempt. Redefining engineering education as a skill development offers the opportunity to take advantage of the current online learning situation to create new learning environments that are more optimized for the production and development of skillful engineers that are highly valued in the workforce.
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Vampola, David, Kristen Eichhorn, Cara Thomson, Fritz Messere, and Rachid Manseur. "Infused communication skills in an engineering curriculum." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673372.

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Pasovic, Davor, Raquel Chaves, Joao Ramos Clemente, Tatiana Kovaleva, and Przemyslaw Mikulski. "Skills Gap and Interdisciplinary Curriculum - Students' Perspective." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467119.

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Caballero, Marcos D. "Computation across the curriculum: What skills are needed?" In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.015.

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Schield, Milo. "Statistical Literacy Curriculum Design." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04104.

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College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.
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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to include ever more material at the expense of more traditional topics, word processing and spreadsheet applications are sometimes suggested for removal. The study reported here finds little evidence that these topics should be removed from the curriculum at this stage.
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Reports on the topic "Education - Skills and curriculum"

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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