Academic literature on the topic 'Employment references. Teachers'

ABSTRACT Effect of Competence, Work Involvement and Employment Compensation on teachers on teacher performance at Batam State Vocational High School. This study aims to determine the effect of teacher work competency and work involvement and compensation for the performance of Batam State Secondary School Teachers. Sources of data found are primary data obtained directly from the answers from the questionnaire concerned with the research with the above qualifications. Coupled with several references from the researchers themselves. Based on this study, the Competence of Teacher Involvement and Compensation on the Performance of Teachers of Batam State Vocational Middle School Teachers has a significant effect both partially and simultaneously at a 100% confidence level. The value of R Square in this study is 0.644 which means that only 64.4% changes in employee performance levels can be explained by Competency, Teacher Involvement, Teacher Performance and Teacher Compensation at Batam Vocational High School while the rest are influenced by other variables that are not observed. in this research. Keywords: Competence, Employee Engagement, Compensation, and Employee Performance

This article discusses the management of educator quality assurance in improving and developing teacher professionalism conceptually which includes the implementation of recruitment, the development of teacher professions and termination of employment as an important function in ensuring quality education quality. This article is made by reviewing and gathering information from various references to books, articles and journals that are used as material in conceptually studying and adding insight related to educator quality assurance. The management of educator quality assurance is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education in accordance with the need to improve educator standards and quality, but in implementing educator quality assurance management is expected to be balanced between recruitment, professional development, welfare development and termination of employment. There is still a lot of implementation in the field that causes workload and professional development for senior educators, mediators and juniors and creates new problems in education.

This study is an attempt to uncover the factors leading students to study in the majors they dislike. Using a qualitative design, the study aims to explore the forces that cause students to make career choices against their will, and to investigate their future plans during their struggles with their parents and disliked majors. The study was conducted with 13 first-year university students who studied different majors within a school of education. Since the foci of the study were students who disliked their majors and were placed in teaching departments against their will, a purposive sampling technique was used during the selection of participants, and data were analyzed through the content analysis technique. The study revealed that the students had been placed into disliked majors under the simultaneous influence of either one or several forces, such as parental pressure to keep their children geographically close, perceived employment opportunities, life-time job security given to teachers at public schools, fatigue, and failure to get a high scores to be placed in their preferred choice. The study presents suggestions for educational policy-makers by discussing determinants of teaching career choices, by making specific references to parental influences on their children’s decision-making, and by showing that some teacher candidates are placed in teaching majors by making random choices.

The study was conducted to explore the perception of students towards CBCS and the challenges faced by them in the progress for successful implementation of CBCS. Convergent Parallel design of mix-method approach has been used. A total 80 students from Ravenshaw University and from affiliated urban degree colleges of Utkal University were selected as sample of the study. Self-developed perception scale and an open-ended questionnaire were administered. The collected data were analyzed by using percentage, t-test, ANOVA. The research revealed no significant difference in perception towards CBCS between boys and girls and between Arts, Science and Commerce students. Majority of student respondents (87.5%) have a favourable perception towards introduction of GPA instead of marks. Students highly recommended for the provision of credit transfer system, employment-based skill enhancement courses, internal exams, appointment of student advisor and flexibility to study at different times and different institutions to complete one course and scope to transfer credits from one institution to other. Majority of Students highly satisfied with the semester system of examination, flexibility in subject selection, continuous comprehensive evaluation and skill enhancement courses. The study revealed some problem which are faced by students in the successful implementation of Choice Based Credit System such as; overburden of course, workload, exam oriented, inadequate library and infrastructure, absence of specialized teachers and references, text books. The findings of the present study yielded the necessity of developing strategies by all the stakeholders for successful implementation of Choice Based Credit System.

In the opinion of Indonesian schools, Chinese study has one short coming. This continued for 30 years making many young Indonesians cannot speak Chinese language (Mandarin) and unable to speak dialect too. As society progresses, Chinese once again became Indonesians second language without the auxiliary aid of parents, the teaching of Indonesian literature and language rested on the teacher. Under this special conditions, no one has researched into the Indonesian students method of studying Chinese Language. The author admits personality affect and so does family background, race hence educational level of the language teacher will deeply influence the Indonesian students study of Chinese language. A research of Bandung students in Indonesia shows, diligent study of Chinese language has many reasons. Some students feel that studying Chinese is a kind of challenge, some study because of the encouragement of their parents, while others study out of admiration for China and Chinese culture. Through the study of Chinese language can appreciate Chinese art, culture, history and morality. In addiction, it can help in securing employment. In this research, which is based on a related international study, it referenced previous studies on studying Chinese language as a foreign language through a questionnaire. Survey focusing on the motivation and analysis factors of Bandung Indonesian student. This research focused on 5 high schools and a total of 534 students and drew some interesting conclusions. As students study Chinese language, gender, age, grade, origin, length of study, level of parents and teachers have great relevance.

The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3]. In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5]. Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity. Corresponding author Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz References (1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018). (2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018). (3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380 (4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018). (5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018). (6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).

Purpose – The purpose of this paper is to explore the main barriers to employability skills development of ethnic minority students in the context of higher education (HE) in Greece and recommends strategies to help higher education institutions (HEIs) overcome those barriers. Design/methodology/approach – The study draws on a series of in-depth interviews conducted with 20 ethnic minority students and ten “traditional” students studying at three institutions of HE in Greece. Findings – The study shows that there are many barriers facing ethnic minority students in HE including: poor self-esteem; lack of good advice about HE courses; isolation once in HE; discrimination by staff in HE; and unresponsive curriculum to ethnic diversity in HE. In this context, it is argued that there is an immediate need for decision makers in HEIs to develop policies that target ethnic minority students in order to help them secure employment. It is suggested that HEIs should: provide opportunities for students to discuss concerns with teachers and counsellors; address issues of motivation, self-perception and self-efficacy; encourage teaching staff to adopt various teaching methods to accommodate different learning styles; decrease competitive, norm-referenced environments; use multicultural education and counselling techniques and strategies; and provide work placement opportunities. Practical implications – The paper suggests ways that can help HEIs embrace diversity and promote graduate employability among ethnic minority students in the context of widening participation agenda. Originality/value – The study fills a significant knowledge gap in the existing literature in relation to the measures that HEIs can take to enhance graduate employability among ethnic minority students particularly in less developed countries like Greece.

The New Zealand hospitality workforce is young; most are between 18 and 24 years old and attracted by the ease with which they can get work in a bar or restaurant. The work suits them; it is dynamic and easy to find, but many have no intention of staying in the industry. Hence, staff shortages and turnover are a constant problem for employers. However, the solution is not as difficult as one might imagine. This study identified why there are so few older workers in the New Zealand hotel industry after interviewing 44 managers and older workers in New Zealand hotels and looking at Human Resources (HR) policies, recruitment methods, and selection criteria. The hotel industry was found to be discriminatory towards older job seekers in both principle and practice, even though some companies’ policies appeared to address age discrimination. Interview data from the HR managers suggested older workers had the characteristics they were looking for, yet they were not specifically recruiting them. Recommendations arising from the study focus around changing attitudes at senior level so older workers are perceived as potential employees. Recruitment processes need to be checked to make sure they do not disadvantage older job seekers, and senior managers need to be objective and consider the skills, abilities, and attitudes of older job seekers. Either of these simple changes could be made through training or well-supported policy and would positively affect the age profile and turnover of the industry’s workforce. Practical suggestions also include using older workers to mentor younger workers to promote communication across an age diverse workforce and allowing older workers to demonstrate and share their knowledge and experience. Combining older and younger workers in work teams may also help remove barriers by allowing older workers to impart some of their values through frequent interactions and working towards a common work goal. In-house training programmes may also help educate staff at all levels about the benefits of diverse workgroups. Data from this and prior studies show that older people are ideal employees where good work attitudes [1] and well-developed soft skills [2] are important. Interestingly, prior research also shows that policy does not prevent discrimination, as it is too easily ignored. Recruitment methods such as ‘Seek’, Twitter, MyJobSpace.co.nz and word-of-mouth recruitment are discriminatory because they favour young people and act as barriers against the employment of older workers. Older recruits have much to offer, but in practice, their potential for employment is being restricted by recruiters’ attitudes, as managers’ views are more influential than policy. The challenge, therefore, is not so much in what needs to change, but how to make changes to reduce or eliminate discrimination in hotels against older job seekers. More information about this study is in the original article [3], which can be obtained from the authors. Corresponding author Jill is an Associate Professor at the Auckland University of Technology, where she studies a wide range of ethical issues in hospitality, such as sexual harassment, discrimination, and ethical food consumption. Prior to this, she worked in hospitality management, which included two roles as a General Manager. She currently teaches leadership to postgraduate students, and supervises student research projects. Jill Poulston can be contacted at: jill.poulston@aut.ac.nz References (1) Ng, T. W. H.; Feldman, D. C. The Relationships of Age with Job Attitudes: A Meta-analysis. Personnel Psychology 2010, 63(3), 677–718. https://doi.org/10.1111/j.1744-6570.2010.01184.x (2) Sissons, P.; Jones, K. Lost in Transition?; The Work Foundation: Lancaster, U.K., 2012. (3) Poulston, J.; Jenkins, A. Barriers to the Employment of Older Hotel Workers in New Zealand. Journal of Human Resources in Hospitality & Tourism 2016, 15(1), 45–68.

Increasingly, employers are suggesting that 'soft' skills, such as communication and teamwork, are equally important as 'hard' skills, such as discipline specific knowledge. This makes it imperative for university programs to build in opportunities for students to practise and demonstrate such soft skills. For some years, small groups of students in my second-year numerical methods course have acted as peer-leaders, with each student taking a turn to help run the computer workshops. In 2018, I introduced a PebblePad reflection to give the students the opportunity to identify the skills that they had developed, as well as to reflect on the process. In analysing the students' responses, I found that the students were very positive about the experience and that they were able to articulate a range of soft skills that they had practised and developed during the activity. References G. Athony. Factors influencing first-year students' success in mathematics. Int. J. Math. Edu. Sci. Tech., 31(1):3–14, 2000. doi:10.1080/002073900287336 Deakinco. Soft skills for business success. Technical report, Deloitte Access Economics, 2017. https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-business-success.html Deakinco. Premium skills. Technical report, Deloitte Access Economics, 2019. https://www2.deloitte.com/au/en/pages/economics/articles/premium-skills.html M. Demaria, Y. Hodgson, and D. Czech. Perceptions of transferable skills among biomedical science students in the final year of their degree: What are the implications for graduate employability. Int. J. Innov. Sci. Math. Edu., 26(7):11–24, 2018. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12651 T. L. Durksen, J. Way, J. Bobis, J. A. Anderson, K. Skilling, and A. J. Martin. Motivation and engagement in mathematics: a qualitative framework for teacher–student interaction. Math. Edu. Res. J., 29:163–181, 2017. doi:10.1007/s13394-017-0199-1 R. Gill. Building employability skills for higher education students: An Australian example. J. Teach. Learn. Grad. Employ., 9(1):84–92, 2018. https://ojs.deakin.edu.au/index.php/jtlge/article/view/739 M. V. Gruzdev, I. V. Kuznetsova, I. Y. Tarkhanova, and E. I. Kazakova. University graduates' soft skills: the employer's opinion. Euro. J. Contemp. Edu., 7(4):690–698, 2018. doi:10.13187/ejced.2018.4.690 B. M. Johnston. Implementing a flipped classroom approach in a university numerical methods mathematics course. Int. J. Math. Edu. Sci. Tech., 48(4):485–498, 2017. doi:10.1080/0020739X.2016.1259516 P. Klaus. Communication breakdown. California Job J., 28(1248):1–9, August 2010. http://connection.ebscohost.com/c/articles/52911024/communication-breakdown A. Pennington and J. Stanford. The future of work for Australian graduates: the changing landscape of University employment transitions in Australia. Technical report, Graduate Careers Australia, 2019. https://d3n8a8pro7vhmx.cloudfront.net/theausinstitute/pages/3083/attachments/original/1571640129/Future_of_Work_for_Australian_Graduates_GCA_Final_Formatted.pdf?1571640129 M. Pozzi and S. Bonson. I surprised myself: Skills awareness, reflection, and employability in final year mathematics students. In STARS: Students, Transitions, Achievement, Retention and Success, Melbourne, Australia, July 2019. https://eprints.qut.edu.au/131357/ H. M. G. Watt and M. Goos. Theoretical foundations of engagment in mathematics. Math. Edu. Res. J., 29:133–142, 2017. doi:10.1007/s13394-017-0206-6

The Scenario and environment in which organizations operate has undergone drastic change, owing to the advancement in technology and due to globalization. This change has affected the economy in many ways. Due to various economic conditions and unstable employment opportunities, the concept of Moonlighting has increased. Employees often take up a second job or business along with their main job for a variety of reasons. This is called Moonlighting. Employees when committed towards their organization are said to be more productive which indeed brings in result for the firm. With the introduction of Moonlighting the organizational commitment has further reduced. The education Industry is booming across the world and it generates large scale revenues and employment. Teachers all across the nation experience financial difficulty in their profession and are tend to practice moonlighting than any other employees. This paper tries to analyze the “Impact of Moonlighting” on the performance of teachers and whether it affects the Organizational Commitment of TeachersA

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.