Academic literature on the topic 'Exit skills'
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Journal articles on the topic "Exit skills"
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Alcher, J. Arpilleda, Mark Joseph M. Manile Anthony, and I. Soringa Pacita. "Predictors of Employability of the Bachelor of Secondary Education Major in Mathematics Graduates." Southeast Asian Mathematics Education Journal 11, no. 2 (2021): 67–82. https://doi.org/10.46517/seamej.v11i2.118.
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<strong><em>Abstract</em></strong> The goal of every program provided by a school or university is to make it more responsive to the needs of fast-changing employment demands. This goal also entails enhancing the students' skills to be prepared for their future jobs. This study identified the predictors of employability of the Bachelor of Secondary Education Major in Mathematics graduates of St. Paul University Surigao Academic Year 2005-2015. Descriptive survey research was employed using a researcher-made questionnaire encompassing the personal information, employment status, and exit skills with seven identified subparts. The questionnaire elicited employability through the skills of 81.82% of the participants. Utilizing the employment status variables and the exit skills, Linear Regression Analysis extracted the predictors of employability. The findings revealed that the exit skills of the graduates are the predictors of employability. Thus, the school should create programs and activities which enhance the students' skills, particularly the predictors of employability identified in this study.
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McCarthy, Kathryn. "Surviving the exit exam." Bulletin of the Royal College of Surgeons of England 90, no. 1 (2008): 18–19. http://dx.doi.org/10.1308/147363508x265208.
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The exit exam (intercollegiate specialty examination) is the final rite of passage for surgical trainees. 'Old-system' SpRs like us have spent many years as SHOs, several more years in research and are then lucky enough to become registrars. The final years of training have been spent developing specialist operative skills and gaining as much practical experience as possible before taking on full responsibility as a consultant surgeon. During these years learning the craft of surgery is at its most intensive. The prospect, therefore, of a sudden return to a theory examination is a daunting one.
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von Bayern, Auguste M. P., Nicola S. Clayton, and Nathan J. Emery. "Can jackdaws (Corvus monedula) select individuals based on their ability to help?" Interaction Studies 12, no. 2 (2011): 262–80. http://dx.doi.org/10.1075/is.12.2.04bay.
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Knowing the individual skills and competences of one's group members may be important for deciding from whom to learn (social learning), with whom to collaborate and whom to follow. We investigated whether 12 jackdaws could select conspecifics based on their helping skills, which had been exhibited in a previous context. The birds were tested in a blocked-exit-situation, where they could choose between two conspecifics, one of which could be recruited inside. One conspecific had previously displayed the ability to open the exit door whilst the other individual lacked the skill. The subjects showed a significant preference for the skilled conspecific if they had previously directly benefited from this skill. If they had merely observed the skilled (and non-skilled) individual opening (or failing to open) the exit door, they did not preferably choose the skilled conspecific. Taken together, these results suggest that jackdaws are capable of assessing other individuals' competence under certain circumstances.
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Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 28, no. 3 (2003): 141–45. http://dx.doi.org/10.1097/00006223-200305000-00009.
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Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 30, Supplement (2005): 49S—53S. http://dx.doi.org/10.1097/00006223-200505001-00012.
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Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 33, Supplement (2008): 70S—74S. http://dx.doi.org/10.1097/01.ncn.0000336447.32165.70.
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Teshome, Samson Worku. "Trends, Challenges, and Opportunities in the Integration of 21st Century Skills into Exit Exams: A Systematic Literature Review." International Journal of Education, Management, and Technology 3, no. 2 (2025): 525–36. https://doi.org/10.58578/ijemt.v3i2.5624.
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This systematic literature review explores the intersection of exit exams and 21st century skills, focusing on how exit exams are being adapted to assess competencies such as critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving. The review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and employs the PICO (Population, Intervention, Comparison, Outcome) framework to structure the research question and guide the search strategy. A comprehensive search of electronic databases and manual searches yielded 15 studies, which were analyzed to identify trends, challenges, and opportunities in the integration of 21st century skills into exit exams. The findings reveal that while exit exams have traditionally focused on academic achievement, there is growing interest in adapting them to measure 21st century skills. However, significant challenges remain, including the difficulty of assessing non-cognitive skills, potential unintended consequences such as increased student stress, and the need for innovative assessment methods. The review highlights the potential of online exams and performance-based tasks to provide more inclusive and flexible assessments. Overall, this review underscores the importance of aligning exit exams with the demands of the modern workforce and calls for further research to develop effective and equitable assessment methods for 21st century skills.
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Sousounis, Panos, and Gauthier Lanot. "Social networks and unemployment exit in Great Britain." International Journal of Social Economics 45, no. 8 (2018): 1205–26. http://dx.doi.org/10.1108/ijse-04-2017-0137.
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Purpose The purpose of this paper is to examine the effect employed friends have on the probability of exiting unemployment of an unemployed worker according to his/her educational (skill) level. Design/methodology/approach In common with studies on unemployment duration, this paper uses a discrete-time hazard model. Findings The paper finds that the conditional probability of finding work is between 24 and 34 per cent higher per period for each additional employed friend for job seekers with intermediate skills. Social implications These results are of interest since they suggest that the reach of national employment agencies could extend beyond individuals in direct contact with first-line employment support bureaus. Originality/value Because of the lack of appropriate longitudinal information, the majority of empirical studies in the area assess the influence of social networks on employment status using proxy measures of social interactions. The current study contributes to the very limited empirical literature of the influence of social networks on job attainment using direct measures of social structures.
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Sattler, David N., Sudie Back, and Harriet Pollitt. "An Exit Survey Project for a Social Psychology Laboratory." Teaching of Psychology 22, no. 4 (1995): 238–40. http://dx.doi.org/10.1207/s15328023top2204_6.
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A Laboratory in Social Psychology course project allowed students to design and conduct an exit survey of graduating psychology majors. During the 6-week project, survey research issues were illustrated by active-learning activities. Nine months later, students indicated that the exercise enhanced their critical-thinking skills, understanding of survey research, and interest in and enthusiasm for research. Another benefit was that the student exit survey assisted the faculty in generating questions for a departmental exit survey.
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Costa, Teresa, Pedro Mares, and Maria João Lima. "Entrepreneurship Education in International Context: Skills, Attitudes and Competencies." European Conference on Innovation and Entrepreneurship 19, no. 1 (2024): 137–47. http://dx.doi.org/10.34190/ecie.19.1.2899.
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Entrepreneurship plays an important role in the economic development of the nations by driving innnovation, economic efficiency, and job creation. On the other hand, entrepreneurship education and international education seem to be an important antecedent for entrepreneurship intentions. In this context, universities and campuses have an important role in fostering entrepreneurial activities, namely extra curricular and curricular programs that empower young and nascent entrepreneurs to develop skills, attitudes and competencies that can later be applied to business creation. The main objective of this study is to present the extra curricular program, EXIT program, and confirm its impact on entrepreneurial skills, attitudes and competencies acquired or developed by students. This study employs a mixed research approach that includes both qualitative and quantitative methods. The results reveals that EXIT program effectively contributes to the development of various attributes associated with student resilience. It notably boosts critical thinking, creativity, initiative, problem-solving, proactivity, responsibility, cooperation, social responsibility, and a balanced mix of ambition, optimism, and realism. EXIT’s impact on student skills development underscores its substantial positive influence, especially in domains like teamwork and communication. Feedback from the focus group discussions attested to the overall positive reception of EXIT by participants. The program demonstrated its effectiveness in improving their entrepreneurial skills, facilitating multicultural experiences, and encouraging collaborative efforts.
Dissertations / Theses on the topic "Exit skills"
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Blanchfield, Joan Clare. "Critical thinking skills at entry and exit of Master's Nursing Program /." Staten Island, N.Y. : [s.n.], 1998. http://library.wagner.edu/theses/nursing/1998/thesis_nur_1998_blanc_criti.pdf.
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Allen, Patricia Hayden. "The relationship of learner entry characteristics and reading and writing skills to program exit outcome." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1141.
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An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis.
Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.
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Bashford, Joanne. "The impact of the Florida state-mandated basic skills exit test at Miami-Dade Community College." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/1430.
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The purpose of this study was to explore the impact of the Florida State-mandated Basic Skills Exit Tests (BSET) on the effectiveness of remedial instruction programs to adequately serve the academically underprepared student population. The primary research question concerned whether the introduction of the BSET has resulted in remedial completers who are better prepared for college-level coursework.
This study consisted of an ex post facto research design to examine the impact of the BSET on student readiness for subsequent college-level coursework at Miami- Dade Community College. Two way analysis of variance was used to compare the performance of remedial and college-ready students before and after the introduction of the BSET requirement. Chi-square analysis was used to explore changes in the proportion of students completing and passing remedial courses. Finally, correlation analysis was used to explore the utility of the BSET in predicting subsequent college-level course performance. Differences based on subject area and race/ethnicity were explored.
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Rambo, James R. "Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4577/.
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The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.
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Maulding, Wanda Smith. "A Comparative Study of the Impact of the Total Quality Management Program on Exit Level Texas Assessment of Academic Skills Scores." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277696/.
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The management style being used by school personnel in Texas and across the nation today is predominately that of a bureaucracy. This model was organized around the industrial revolution that was exercising authority at the turn of the century. Writers and researchers have pointed out that such a model is not capable of providing students the knowledge and skills they will need to enter an increasingly demanding society. One management style relatively new to the educational arena today is that of Total Quality Management. This study reports the results of the impact of the training in those principles by measurement of student test scores.
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Forster, Mary Josephine. "'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31194.
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This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to coercive methods through psychological interventions that are expected to bring about attitudinal behaviour changes to achieve employability. It is argued that this is a paradox given deficient labour market conditions which are beyond the control of the learner. Attention is given to public sector community adult education that once offered liberating models of adult education, but have now been subjected to the logic of neoliberal governmentality. This is creating new 'subjectivities' for educators, who are being coerced to deliver learning for the economy rather than social purpose education. What has emerged is a new role of the employability trainer.
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Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.
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The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies exams. This quasi-experimental study examines the scores to learn whether or not any statistically significant differences in social studies scores would exist between the schools that participated in the TEKS/Tools Training Program and the schools that did not participate in the TEKS/Tools Training Program. The two primary at-risk groups in Texas, Hispanic and low SES, were analyzed for statistically significant differences in scores. Independent t tests and ANCOVA were used to analyze the score differences between program schools and non-program schools. Results relate to individual school staffing and implementation. The at-risk groups remained flat in score gains whether they were part of the program schools or not. Results relate to differences in learning and teaching for at risk groups. A separate trend analysis was used on the program target school which was the only school with three years of scores to determine improvement from grade 9 to 10 to 11 on the social studies TAKS test scores. Results from the repeated measures analysis indicated a statistically significant linear trend in the program target school's TAKS social studies mean gain scores across the 9th, 10th, and 11th grade levels.
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Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.
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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle.
The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of the students declined district-offered remediation. Students tended to perceive the test as a personal challenge. Those students who attended remedial tutoring sessions performed better on the following retest than those who declined remediation. Hispanic and Asian students expressed additional study as being the key to passing the test. Black students felt that the key to passing was to spend sufficient time while taking the test. Those students who were more verbal during their interviews tended to be more successul in passing the language arts section of the TEAMS.
The following recommendations were made from the study: (a) students who fail the TEAMS by minimal margins should be encouraged to take remediation; (b) an intensive remedial English course for LEP students should be offered; (c) "high interest" TEAMS mini-lessons should be presented daily for several weeks as a lead-up to the TEAMS; (d) a TEAMS ex it-level orientation program which stresses the importance of the test for the student's future should be implemented; and (e) additional research should be conducted on older students' verbal responses to see if a rich language approach in English classes including listening, reading, writing, and speaking will develop higher level language skills.
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Braaksma, Angelisa Deanne. "Academic skills and behavior : does a functional relationship exist? /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055671.
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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Andersson, Julia, and Jonna Hasselgren. "Does The Perfect Team Composition Exist? : Investigating Diversity in Soft and Hard Skills in Relation to Efficiency;A Quantitative Study Within the Swedish Audit Profession." Thesis, Jönköping University, IHH, Företagsekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53125.
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Background/Problematization: The audit profession and its credibility have been threatenedby audit failures and corporate collapses, and the inability to detect and deter fraud has beenproven costly to audit firms. Regarding the complexity of detection and deterrence of fraud,researchers have suggested the brainstorming session as a fundamental assignment. Where ithas been shown that the brainstorming session seldom is a function of one single individual;it is rather a team effort. Prior researchers within audit team research have investigated teamcomposition in terms of demographic factors whereas other domains of research have movedbeyond this small and narrow view and are now investigating team composition regardingdiversity in soft and hard skills. This is yet to be explored within the audit profession and theresearchers hope to fill this void and provide useful insights through this dissertation. Purpose: The purpose of this dissertation is to explain how a diverse set of soft skills and adiverse set of hard skills affect the efficiency in the brainstorming session and how thisrelationship is contingent on a tall organizational hierarchy. Methodology: The researchers have adopted a positivist research philosophy together with adeductive research approach. The quantitative method has been used to collect data where theresearchers applied the use of a questionnaire. The questionnaire was sent out to individualswithin the audit profession where the authors aimed for audit associates and senior associates.The response rate was 20 %. The data were further analysed through a Spearman CorrelationMatrix, component principal analysis, multiple linear regression analysis, and hierarchicalmoderated multiple regression analysis. Findings: The findings indicate a positive correlation between diversity in soft skills andefficiency in the brainstorming session where the tall organizational hierarchy has amoderating effect on this relationship.
Books on the topic "Exit skills"
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Johnson, Cynthia. No-stress guide to the exit-level TAAS. 2nd ed. Simon & Schuster, 2001.
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Scheir, Wendy. Roadmap to the California High School Exit Exam. Random House, 2002.
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Scheir, Wendy. Roadmap to the California High School Exit Exam. 2nd ed. Random House, 2004.
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Agency, Texas Education. Alternative assessment system for students not passing the exit level tests: A report to the 75th Texas Legislature. The Agency, 1996.
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Scheir, Wendy. Roadmap to the California High School Exit Exam: English language arts. 2nd ed. Random House, 2004.
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Sussman, Barbara D. From practice to mastery: A study guide for the Florida College Basic Skills Exit Tests, reading and writing. Bedford/St. Martin's, 2005.
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Mammen, Lori. TAAS master: Student practice book : Writing exit level : practice material for the Texas Assessment of Academic Skills writing objectives. Edited by ECS Learning Systems. ECS Learning Systems, 1996.
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Mammen, Lori. TAAS master: Student practice book : Writing exit level : practice material for the Texas Assessment of Academic Skills writing objectives. Edited by ECS Learning Systems. ECS Learning Systems, 1996.
Find full textBook chapters on the topic "Exit skills"
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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.
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Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Bertaccini, Bruno, Riccardo Bruni, Federico Crescenzi, and Beatrice Donati. "Measuring logical competences and soft skills when enrolling in a university degree course." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.09.
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Logical abilities are a ubiquitous ingredient in all those contexts that take into account soft skills, argumentative skills or critical thinking. However, the relationship between logical models and the enhancement of these abilities is rarely explicitly considered. Two aspects of the issue are particularly critical in our opinion, namely: (i) the lack of statistically relevant data concerning these competences; (ii) the absence of reliable indices that might be used to measure and detect the possession of abilities underlying the above-mentioned soft skills. This paper aims to address both aspects of this topic by presenting the results of a research we conducted in the period October – December 2020 on students enrolled in various degree courses at the University of Florence. To the best of our knowledge, to date this is the largest available database on the subject in the Italian University System. It has been obtained by a three-stage initiative. We started from an “entrance” examination for assessing the students' initial abilities. This test comprised ten questions, each of which was centered on a specific reasoning construct. The results we have collected show that there is a widespread lack of understanding of basic patterns that are common in the everyday way of arguing. Students then underwent a short training course, using formal logic techniques in order to strengthen their abilities, and afterwards took an “exit” examination, replicating the structure and the questions difficulty of the entrance one in order to evaluate the effectiveness of the course. Results show that the training was beneficial.
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Ndomo, Quivine, and Nathan Lillie. "Resistance Is Useless! (And So Are Resilience and Reworking): Migrants in the Finnish Labour Market." In IMISCOE Research Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14009-9_7.
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AbstractIn Finland, integration is discussed in terms of labour market success. Finding work tends to occur in the ‘secondary’ labour market as migrants have difficulty accessing the more secure jobs of the ‘primary’ labour market. This chapter draws on 11 qualitative biographical narratives of migrants and refugees, looking for turning points and epiphanies about their job-seeking experiences. We classify these as agentic acts of resilience, reworking, and resistance, borrowing from Cindi Katz’s framework. Interviewees exhibited resilience in revising downward their expectations of what sort of job they would accept and how their career would develop. ‘Reworking’ was also often attempted, usually at a later stage and with limited success, through reskilling, or repackaging of existing skills to appear more desirable to employers. Resistance was rare and limited to exit from the Finnish labour market, rather than voice within it. We found that despite significant investment in their own human capital, macro structures such as segmented labour markets and unequal power relations limited the scope for their individual acts of resilience and reworking. Thus, while agency is useful for understanding migrant actions, overemphasising it obscures the role of labour market structures and employer recruitment practices – important bottlenecks to migrants moving from the secondary to primary labour market.
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Elo, Maria, and Johanna Leinonen. "Dynamics of Diasporic Life – Entry and Exit Behavior of Highly Skilled Migrants." In Global Mobility of Highly Skilled People. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95056-3_4.
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Brush, Katharine E., Stephanie M. Jones, Rebecca Bailey, Bryan Nelson, Natasha Raisch, and Emily Meland. "Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context." In Life Skills Education for Youth. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_3.
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AbstractSocial and emotional learning (SEL) is an effective way to promote positive learning, health, and wellbeing outcomes among children and youth, but the field lacks consensus about which skills and competencies are most important, what they should be called, and how they should be promoted and measured across diverse global contexts. SEL is also referred to by many names, often overlapping with life skills education (LSE) and other initiatives to improve learning, health, and developmental outcomes for children and youth. This chapter begins by describing SEL and its relationship to LSE and the United Nation’s Sustainable Development Goals. It then showcases where clarity and cohesion do or do not exist within the field of SEL by exploring how SEL is conceptualized, measured, and promoted in different settings around the world. We draw on data collected over a series of research projects in which we applied a common coding system to SEL frameworks, programs, and measurement/assessment tools in order to identify areas of overlap and divergence between them. The chapter summarizes key findings from these projects while highlighting the need for deeper contextualization and localized research and development and concludes by discussing implications for research and practice.
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Golding, Nicola, Jenna Ashton, Kate Brown, et al. "Towards a Step Change in Co-Production for Climate Resilience." In Quantifying Climate Risk and Building Resilience in the UK. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39729-5_3.
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Abstract Co-production brought clear benefits to a range of projects across the UK Climate Resilience Programme (UKCR). Experiences were deeply context specific; dependent on those involved, their motivations and expectations. A range of barriers currently exist to achieving the benefits of co-production more fully. Skills associated with using co-productive approaches need to be developed, taught and mentored in the research community.
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Curryer, Emma, and Carol Edwards. "Designing Digital Law Clinics for Student Success." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_11.
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Abstract The Criminal Justice Clinic (CJC) is a digital law clinic that was designed, and is now taught, as part of the module ‘Justice in Action’. The CJC was developed for two reasons: to further social justice by assisting clients that state they have been wrongly convicted of serious criminal offences and to provide students with employability skills required in professional legal practice. Students research and advise on live criminal cases under the supervision of a solicitor, applying legal principles to determine whether there are any grounds on which to make an appeal. Although criminal justice clinics exist at other universities, the OU’s CJC is an innovative project as it aims to teach students legal professional skills in a digital-only setting. This chapter covers why and how the CJC was created, the importance of employability skills to students participating in such a project, and how the clinic’s learning design was developed to maximise student success.
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Passas, Panagiotis, and Dimitrios Stranis. "Τhe Evaluation Process in the Greek Public Sector in Its Restructuring (Law 4940/2022)." In Strategic Innovative Marketing and Tourism. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_53.
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AbstractIn the era of post-modernity, which defines an ever-changing global economy, effective governance in public administration and employee skills are crucial parameters for citizens' welfare in European Union member states with soft skills acquiring a prominent role in addressing modern occupational challenges. This study examines the evolution of employee evaluation processes in the Greek public sector, focusing on the institutional and organizational perspectives. It closely examines the evaluation system established by Law 4940/2022. While historical references to employee evaluation exist in Greek legislation since the 1950s, some previous attempts at implementation have been proved mostly unsuccessful. The enactment of Law 4940/2022 marks a notable institutional innovation, introducing a comprehensive evaluation system tied to goal setting and soft skills, part of broader reform efforts for the Greek public sector. The study aims to highlight key aspects of the framework established by Law 4940/2022, trace its evolution, compare it with EU member states' systems and assess its effectiveness. A literature review methodology was adopted. Implications are also discussed.
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Nakabugo, Mary Goretti, Benard Madanda, and Amos Kaburu. "Opportunities and Challenges in Household-Based Assessment of Life Skills." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_8.
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AbstractHousehold-based assessments (HBA) in education are novel. Conducting household-based learning assessments has long been associated with non-government organisations as evidenced in India, other parts of South Asia, East, West and Southern Africa, and the Americas. The use of HBA to measure life skills expands the use of this approach that was long characterised by assessing foundational literacy and numeracy skills. Experiences from the Assessment of Life Skills and Values (AliVE) by the Regional Educational Learning Initiative (RELI) reveal that opportunities for using HBA to measure life skills are immense. Through a collaborative initiative, ALIVE as a process delivered a tool that was used across Kenya, Tanzania, and Uganda mobilising stakeholders among policymakers, education researchers, teachers, civil society organisation leaders, local partner organisations and citizen assessors from areas where a sample of adolescents aged 13–17 was identified, selected and assessed on the value of respect and life skills of self-awareness, problem solving and collaboration. This household-based assessment approach reveals that despite the immense opportunities, there are also challenges. This chapter provides the context of ALiVE, traces the process of implementing ALiVE using the household-based approach, and discusses the opportunities and challenges associated with using HBA in measuring life skills. These opportunities include the ability to capture a larger range of children than can school-based assessments, the liberalisation of assessments, the inbuilt advocacy and technology opportunities, the deepening of external accountability systems, and engagement capabilities. Among the challenges discussed in using HBA for measuring life skills is the need to identify and define the purpose, the complexity of identifying groups to assess, the logistical challenges in implementation and associated costs, difficulties in scheduling, and the reality that still not all children will be reached. Despite this set of challenges, HBA demonstrate the opportunities that exist outside school to provide data at large scale for reporting and advocacy.
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Montioni, Laura, Andrea Del Corona, Isabella Palano, Francesca Pichi, and Matteo Scamporrino. "Evaluation and Monitoring of the Livorno’s Fossi System." In Proceedings e report. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.12.
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The ditches and canals of Livorno, also called Fossi, are the most characterized elements the city, not only from a historical point of view, but also and above all from an urban landscape characterization point of view. Due to the overlapping of skills not yet resolved, fragmented information and data exist regarding the real extent of the pleasure craft, the status of the canals, the provision of services and general safety. The hypothesis is to succeed, through a multi-criteria assessment of scenarios, to support and quantify the displacement of vessels that negatively affect accessibility and the landscape of Livorno's Fossi system elsewhere.
Conference papers on the topic "Exit skills"
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Gabilondo, Nagore, Aloña Retegi, María Angeles Corcuera, and Arantxa Eceiza. "UNDERSTANDING MATERIALS SCIENCE AND IMPROVING THE EXIT SKILLS OF FUTURE ENGINEERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0537.
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Hernández Espino, Ana. "CULTURAL TRANSLATION BEYOND AN INTERDISCIPLINARY EXIT, A MEETING OF KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end008.
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In a context of intercultural conflicts, of exclusive educational policies, it is necessary to create inclusive perspectives, enabling coexistence between different cultures. A Latin American educational framework rooted in neoliberal policies restricts creative gazes. Two doctoral researches carried out with a perspective of Popular Education, one in Mexico, Costa Rica, Argentina and Uruguay and another on a specific experience in Uruguay show the potential of the emancipatory component. His socio-historical analyzes link the educational proposals with the historical evolution of their problems in relation to their contexts. Cultural translation is presented as one of the potentialities, where weighted popular knowledge is rescued by groups. Some socio-community referents have skills to know, understand and translate the demands. A training obtained from the analysis of the experience and knowledge of the groups stimulates decolonization processes.
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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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Peng, Xiaobo, Tianyun Yuan, Uzair Nadeem, et al. "Assigning Students Teacher’s Role: A Student-Centered Approach in Computer-Aided Design Education." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66871.
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This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX. A CAD modeling test was used at the end of semester to assess the students’ CAD modeling skills. The engineering attitude survey and the life-long learning scale were conducted at the beginning and the end of semester. The statistical analyses were performed to examine the impact of activities. The results revealed that the students’ engineering attitude was significantly improved. In addition, experimental group students completed an exit survey that collected their feedback on the teaching activities.
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Duan, Chang, Xiaobo Peng, Tianyun Yuan, et al. "Promoting Life-Long Learning Skills in CAD Using the Peer-Generated Screencast Tutorials." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71891.
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To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students’ and first generation college students’ skills and knowledge than male students’ and not-first generation college students’ skills and knowledge.
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Meyer, Johan, Hannelie Nel, and Nickey Janse van Rensburg. "Systems Engineering Education in an Accredited Undergraduate Engineering Program." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68038.
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Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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Aminu Sanda, Mohammed. "Workers’ Modes of Self-Expression and Behavioural Manifestations of Loyalty or Exit-Intentions When Engaged in Systemic Structural Activities." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004741.
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The purpose of this paper was to understand how employees’ modes of self-expressions affect their behavioural manifestations of loyalty or exit-intentions, when engaged in systemic strucutural activity and the influence of such activity on a firm’s organizational tolerance. The need for the study was informed by the conception that historicity of an individual’s self-regulation system relates with the individual’s subjective perception of complexity that influence the individual’s activity goal formation, which has implications on the person’s modes of self-expression while involved in a systemic activity as well as on organizational tolerance. Guided by Bedny and Karwowski's well-established knowledge that activities of individuals are realized by goal-directed actions, informed either by mental or motor conscious processes, as objects of the cognitive psychology of skills and performances, an attempt is made to understand the significance of workers mode of self-expressions on organizational tolerance in the different work setting of mining support firms in Ghana. This is based on the premise that the discovery of goals is essential to true activity, and the goals, being discrete elements of activities, can be transformed into contradictions, which may influence employees modes of self-expressions relative to prevailing organizational tolerance, and which contradictions can be expanded and generalized into a qualitatively new organizational activity structure and systemic activity contexts. Thus, building on the notion that an individual’s self-regulation system takes shape and gets transformed over lengthy periods of time, with its problems and potentials being understood only against its own history, the argument that an individual’s mode of self-expression may result in his/her (in)ability to accurately align with an organizational tolerance is explored conversely. Using the survey approach, a questionnaire was developed from standardized measurement scales and used to collect quantitative data from two hundred employees of mining-support firms. The data was analyzed using both descriptive and inferential statistics. It was found that employees’ active- and passive-constructive voices positively correlated with their behavioural manifestations of loyalties while their active- and passive-destructive voices positively correlated with their behavioural manifestations of exist-intentions. Organizational tolerance moderated the relationships between the employees’ active-constructive and passive-constructive voices, and their job behavioural manifestations of loyalty, but did not moderate the relationship between the employees active-destructive voice and their behavioural manifestations of exist-intentions. This study is the first to be carried out in the mining sector in Ghana and the findings provide useful insight toward improving the management of employees. The insights provided will enable managers in mining-support firms in Ghana develop organizational tolerance for managing all employees’ voice-types effectively to enhance their employees’ happiness and productivities in the work environment.
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Esampally, Chandraiah. "Employability through a Degree Programme in Psychosocial and Economic Support at the Institute Of Distance Education, University of Eswatini." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7732.
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In Eswatini country, youth and communities are exposed to various challenges such as poverty, violence, HIV and AIDs to mention but a few. Many frontline practitioners, community based volunteers, caregivers, who are working with children and youth in the communities, lack the necessary capacities and skills to provide economic, psychosocial care, support and protection to youth and communities. It is for this reason; the University of Eswatini with the support of the Government of Eswatini and Regional Psychosocial Support Initiative (REPSSI) introduced a “Certificate in Psychosocial Support” programme in 2010. // Based on the results of two surveys and recognizing the benefits and importance of the Certificate programme, the University of Eswatini (UNESWA) through the Institute of Distance Education (IDE) proposed to introduce a Degree programme in Psychosocial Support to upgrade/up-skill or enhance the knowledge of learners in their relevant field with a flexible system of multiple entry and multiple exit option covering Certificate, Diploma and Bachelor’s Degree programmes in collaboration with REPSSI and SEDCO through Open Distance and eLearning (ODeL) mode. The main purpose of introducing this Degree programme is two-fold: (i) to achieve holistic psychosocial development; and (ii) to ensure employability/business creation. // The proposed programme is the result of two research surveys: (i) conducted by IDE in collaboration with Commonwealth of Learning (COL) during May-June 2019; and (ii) the survey conducted by IDE in collaboration with APSSI/REPSSI during April-May 2019.
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Al-Hassawi, Omar, and David Drake. "Sustainable Design Accelerator: Infusing Entrepreneurship and Evidence-based Design into Architecture Pedagogy." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.36.
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Development of systems-level thinking and an entrepreneurial mindset is invaluable to prepare architecture program graduates for challenges posed by the global climate crisis. This paper reports initial results from the Sustainable Design Accelerator, a funded project within our Master of Architecture program to advance student skill sets through entrepreneurship and evidence-based design. Prior to this project, our students valued entrepreneurship but lacked curricular opportunities despite recent faculty experience in the area. Additionally, existing courses on sustainability provided only a broad overview of sustainable design principles, with little opportunity for hand-on exploration. By stacking a lab course and a studio course, a semester-long sequence was created, introducing and applying a comprehensive suite of digital and analog tools for entrepreneurship and evidence-based design. In the lab course, tool introduction and application occurred within the context of a design challenge to produce innovative and marketable passive cooling system prototypes, while in the concurrent studio course, students applied tools to calculate environmental impacts at a whole building scale for proposed designs of a multi-family housing community. Both courses featured workshops by national experts in entrepreneurial studies and product life cycle assessment, as well as reviews by practicing architects specializing in environmental stewardship. In addition to direct assessment of learning outcomes, exit surveys were used to assess student perceptions of knowledge depth and the value of newly acquired skills. Survey results and faculty observations resulted in modifications to a second iteration of the Sustainable Design Accelerator, to be delivered Spring 2022.
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Harding, Bruce A. "The Treasure in Technical Information: A Research Project for All Disciplines." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-43533.
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Engineering practitioners often find themselves required to locate technical and non-technical information from a variety of sources. They may generate quotes, research equipment specifications, determine market shares, delineate a proposed manufacturing process, find company profiles, retrieve demographics data, certify compliance with international or national standards, or research any one of countless other pieces of information. This may involve books, CDs, periodicals, newspapers, corresponding via email, fax, letters or the worldwide web, across several languages. Few classroom projects address practitioner’s needs for broad information research skills. This paper details strategies for a unique student research project leading to useful experience applicable to engineering and engineering technology practitioners in any discipline, in any locality. The project could be instituted in virtually any class at any level and run in any language. It is readily adaptable to changing technology, any textbook, and has now been in use since 1982. As implemented at Purdue University, it has been cited by multiple ABET re-accreditation teams for innovation and as an excellent example of continuously improved instruction. Over the years it has grown to become one of the more noteworthy experiences cited in both student exit surveys and in graduate surveys.
Reports on the topic "Exit skills"
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Busso, Matías, Sebastián Montaño, and Juan S. Muñoz-Morales. Research Insights: How Do Labor Market Signals Impact Young Professionals’ Careers? Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0012995.
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In Colombia, college graduates who earn a national distinction award for top performance in a mandatory exit exam receive a 7 to 12 percent higher salary compared to peers without the award. This wage premium persists five years post-graduation. The wage premium is larger for graduates from non-elite institutions than graduates of more prestigious institutions. Workers with signals are more likely to be employed at productive firms, finding roles that align closely with their specific skills. The observed wage differences are not attributed to differences in human capital but rather to the effectiveness of the signal in the labor market.
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Posso, Christian, Estefanía Saravia, and Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, 2023. http://dx.doi.org/10.32468/be.1237.
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Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11 ) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.
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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, 2018. http://dx.doi.org/10.58248/pn583.
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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Walmsley, Terrie, S. Amer Ahmed, and Christopher Parsons. A Global Bilateral Migration Data Base: Skilled Labor, Wages and Remittances. GTAP Research Memoranda, 2005. http://dx.doi.org/10.21642/gtap.rm06.
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The lack of data on the movement of people, their wages and remittances has been the biggest impediment to the analysis of temporary and permanent migration between countries. Recent efforts in this area by Parsons, Skeldon, Walmsley and Winters (2005) to construct a global bilateral matrix of foreign born populations; and by Docquier and Markouk (2004) on the education levels of migrant labor have significantly improved the data available for analysis. In this paper these new databases (Parsons et al, 2005 and Docquier and Markouk, 2004) are employed to construct a globally consistent database of bilateral population, labor by skill, wages and remittances which can be used for modeling migration issues . Although the new databases have significantly improved access to migration data, data on the skills of migrant labor are incomplete and bilateral remittances data is unavailable. This paper examines the underlying data available, and then outlines the techniques used and the assumptions made to construct bilateral data on migrant labor by skills, remittances and wages. Once constructed the relationships within the migration data are examined. We draw on work undertaken on trade intensity indexes by Brown (1949), Kojima (1964), and Drysdale and Garnaut (1982) to analyze the intensity of labor migration between host and home country pairs. The results confirm that skilled labor migration is considerably more important than unskilled migration and that people migrate to both developed and developing economies. A method for further examining the reasons for the intensities is provided which decomposes the intensity indexes into a regional bias, a selection-skill bias and a region-skill bias. The decomposition shows that there are substantial regional biases in migration patterns resulting from historical ties and common borders. These regional biases are much greater than those which exist in trade.
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Simmonds, Philippa, and Clare Lally. Green skills in education and employment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn711.
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Green skills can be defined as “the knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment”. Several definitions exist, with some being focused on technical skills for jobs that play a major role in reaching net zero greenhouse gas emissions by 2050 (for example, heat pump installation). Other definitions are broader, and include enabling skills and attitudes, such as public engagement and systems thinking. The lack of a consistent definition can make it challenging to analyse the supply and demand for different skills in the UK workforce. Evidence suggests that developing green skills will be achieved mainly by upskilling the current workforce, but all components of the education system will play a role in increasing skills and raising awareness of green career paths. The vocational education pathway will be particularly important. There is low public awareness of green skills and green career paths, and commentators propose that this could be improved through public engagement and improved careers advice in schools and further education colleges. Sectors such as power generation, construction, waste and resources are likely to see growth and a significant update in skills as part of the net zero transition. These sectors also tend to have an ageing workforce with a substantial proportion approaching retirement. Stakeholders propose that improving diversity in key sectors may help to mitigate green skills shortages. Other challenges include regional variation in demand for and access to green skills development, and shifting policy priorities leading to a lack of investment in training by employers. Training has also seen an overall reduction in investment in training by both the UK Government and employers. Stakeholders have advocated that green skills development could align with levelling up ambitions. There is strong consensus that policy certainty from government would support private sector investment in green technologies, demand for green skills, and provision of green skills training.
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Carranza, Juan Esteban, María Marta Ferreyra, and Ana Maria Gazmuri. The dynamic market for short-cycle higher education programs. Banco de la República, 2023. http://dx.doi.org/10.32468/be.1265.
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We investigate the entry and exit of short-cycle higher education programs (SCPs), which last two or three years and can address local skill needs. Exploiting administrative data from Colombia, we study markets defined by geographic location and field of study. We find that institutions open new programs in response to local labor market demand, competition, and costs. Within markets, they often close and open programs simultaneously, possibly due to capacity constraints. SCPs are more responsive to local labor market demand than bachelor’s programs; private and non-university SCP providers are the most responsive. These findings have implications for workforce development.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/138.
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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives? Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005344.
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In recent years, significant progress has been made toward implementing policies and programs to support gender equity in Latin America and the Caribbean. However, large disparities continue to exist between men and women in educational and health outcomes. In the region, girls perform better than boys in soft skills and language at an early age and the school attendance gaps favor women at all levels. However, once in school, male students tend to perform better in mathematics in standardized tests compared to their female peers at age 15, with important implications for womens decisions on their future educational and career paths. At the same time, a large proportion of women in the region still lack access to reproductive technology. The maternal mortality rate remains high and tends to correlate with both low income levels and lack of prenatal care. Also, the rate of teen motherhood (1519 years old) is very high.
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.
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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities for all. It sets the stage by outlining the Philippine educational policy landscape, including its legal and institutional frameworks. The analysis then progresses to a target-by-target review of SDG 4, highlighting the nation's accomplishments and ongoing challenges. Notable achievements include nearly universal primary education enrollment and increased secondary education participation. However, issues like high dropout rates and subpar learning outcomes remain. The Philippines has also seen growth in early childhood development (ECD) and pre-primary education enrollments, yet access for disadvantaged children is still limited. The country has policies to enhance access to affordable technical, vocational, and higher education, but the quality of these programs and their alignment with future skills needs improvement. Inclusive education initiatives exist, such as programs for learners with disabilities and indigenous communities, but challenges in ensuring universal quality education persist. A shift in education outcomes in favor of girls is observed, with boys now more likely to drop out than girls across various educational levels and girls doing better than boys in learning. While literacy rates appear high, the need to redefine literacy measurements, considering issues like digital skills, is evident. Progress in school infrastructure development is significant, especially with the K-12 rollout, but enhancing learning environments, including using technology for learning, remains crucial. The Philippines boasts a large teaching workforce, yet there is a pressing need to elevate teacher training quality and align it with future skill requirements. The study pinpoints critical improvement areas, including addressing the root causes of learning deficits, implementing an open data policy, and refining teacher training and workload. Concluding with a call to action, the study underscores the necessity of a comprehensive strategy to tackle educational challenges holistically, with integrated planning among the three main government agencies tasked to manage the sector. It suggests developing specific targets for inclusive quality education. This comprehensive review offers valuable insights and practical recommendations for stakeholders to ensure the Philippines fulfills its commitment to quality education for all by 2030.
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Marold, Juliane, Ruth Wagner, Markus Schöbel, and Dietrich Manzey. Decision-making in groups under uncertainty. Fondation pour une culture de sécurité industrielle, 2012. http://dx.doi.org/10.57071/361udm.
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The authors have studied daily decision-making processes in groups under uncertainty, with an exploratory field study in the medical domain. The work follows the tradition of naturalistic decision-making (NDM) research. It aims to understand how groups in this high reliability context conceptualize and internalize uncertainties, and how they handle them in order to achieve effective decision-making in their everyday activities. Analysis of the survey data shows that uncertainty is thought of in terms of issues and sources (as identified by previous research), but also (possibly a domain-specific observation) as a lack of personal knowledge or skill. Uncertainty is accompanied by emotions of fear and shame. It arises during the diagnostic process, the treatment process and the outcome of medical decision making. The most frequently cited sources of uncertainty are partly lacking information and inadequate understanding owing to instability of information. Descriptions of typical group decisions reveal that the individual himself is a source of uncertainty when a lack of knowledge, skills and expertise is perceived. The group can serve as a source of uncertainty if divergent opinions in the decision making group exist. Three different situations of group decisions are identified: Interdisciplinary regular meetings (e.g. tumor conferences), formal ward meetings and ad hoc consultations. In all healthcare units concerned by the study, only little use of structured decision making procedures and processes is reported. Strategies used to handle uncertainty include attempts to reduce uncertainty by collecting additional information, delaying action until more information is available or by soliciting advice from other physicians. The factors which ultimately determine group decisions are hierarchy (the opinion of more senior medical staff carries more weight than that of junior staff), patients’ interest and professional competence. Important attributes of poor group decisions are the absence of consensus and the use of hierarchy as the predominant decision criterion. On the other hand, decisions judged to be effective are marked by a sufficient information base, a positive discussion culture and consensus. The authors identify four possible obstacles to effective decision making: a steep hierarchy gradient, a poor discussion culture, a strong need for consensus, and insufficient structure and guidance of group decision making processes. A number of intervention techniques which have been shown in other industries to be effective in improving some of these obstacles are presented.