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Journal articles on the topic 'Skills development initiative'
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Iwegbu, Chuks Justus. "Ameliorating the Rising Insecurity Situation in Nigeria: Skills Development Initiative through Social Sciences Education as a Lasting Tool." UJAH: Unizik Journal of Arts and Humanities 21, no. 4 (May 19, 2021): 53–64. http://dx.doi.org/10.4314/ujah.v21i4.3.
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The paper, “Ameliorating the Rising Insecurity situation in Nigeria: Skills Development Initiative through Social Science Education as alasting Tool” has as its main thrust, the principle of using skills development initiative as a reliable too of engaging able bodied, healthy and willing men and women in order to get them out of the street in line with the popular aphorism “that an idle mind is the devils workshop “which indeed explains it all. To further appreciate this intellectual discuss, basic concepts relevant to the article such as Insecurity which is generally seen as the state of being open to danger or the uncertainty or anxiety about oneself safety is also examined. Importantly too, Skill Development Initiative is also in this discuss defined as the act of providing vocational training to people both young and old, students and even school dropouts, existing workers, and everyone interested in earning a living through practical skill etc. The concept of Social Science Education and other concepts in this discourse such as Skills, Development, Initiative and the phrase Skills Development Initiative were adequately defined etc. the paper concludes by asserting firmly that creating awareness, education and information through tactical deployment of Social Sciences Education classroom instructional process on the use of Skills Development Initiatives remains a functional and effective way of curbing the problem of dwindling insecurity problem in the Society today. Steps on how this can be effectively done through teaching and training were proffered.
Keywords: Social Science Education, Skills, Development, Initiative, Skills Development Initiative
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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (May 1, 2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.
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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.
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Chatterjee, Shankar. "Skill Development for Youths: Recent Initiatives in Karnataka." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 7, no. 2 (June 9, 2017): 302. http://dx.doi.org/10.21013/jmss.v7.n2.p21.
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<div><p><em>Unemployment is a serious issue in India as well as in all the states as many youths are having educational qualifications but not skills as a sequel they are not employable. In view of this, the Government of India has set up Ministry of Skill Development And Entrepreneurship in recent years. The Ministry is responsible for co-ordination of all skill development efforts across the country, removal of disconnect between demand and supply of skilled manpower, building the vocational and technical training framework, skill up-gradation, building of new skills, and innovative thinking not only for existing jobs but also jobs that are to be created. Like other State Governments, the Government of Karnataka has taken initiative to set up the Skill Development, Entrepreneurship and Livelihood Department to address skilling issues in the State. The Department came into existence in September 2016 to embark on a formidable journey of skilling youth of the state and make them employable.</em></p><p><em>The goal of the skill development in Karnataka is to impart skills annually to 13.4 lakh workforce and new entrants who desire to achieve sustainable livelihood either through wage employment or self-employment. Policy will focus primarily on young persons of 16 to 35 years of age for the period from 2016 to 2030. In this research paper few important initiatives are highlighted</em>.</p></div>
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Kumaravel, M. "An Overview on Modular Employable Skills (MES) under Skill Development Initiative Scheme (SDIS)." Indian Welding Journal 42, no. 3 (July 1, 2009): 22. http://dx.doi.org/10.22486/iwj.v42i3.177996.
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Dorasamy, Nirmala, and Renitha Rampersad. "Perceptions on a student leadership development initiative." Corporate Ownership and Control 12, no. 1 (2014): 802–9. http://dx.doi.org/10.22495/cocv12i1c9p4.
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Leadership development involves the empowerment and preparation of individuals to be social change agents by developing their understanding of others and self awareness of their roles and responsibilities as leaders in different contexts. In the South African context, student representative councils (SRCs) at universities is an important mechanism to ensure that all South African students receive quality higher education in a safe, disciplined and healthy environment, that is underpinned by access, success and equity which are critical areas of focus in the transformation process. SRCs, as a well organized body, with the necessary skills can channel their capability and commitment toward improving university life for students. As Fullan (1993:182) argues that we hardly know anything about what students think about educational change because no one ever asks them. A student leadership initiative can be a potential for change in universities, since students as the “guardians of the existing culture can be the final arbiters of any change” (Wideen, 1992: 182). Further, by harnessing SRCs as potential reinforcers for improvement, there is more concern with the process through which successful change can be introduced in universities. Since SRCs are vested with the authority to contribute to good governance within universities, students place their trust in it. Therefore, SRCs need the requisite skills to make decisions that do not compromise the interests of students whom they represent. The study aimed to examine student perceptions and expectations of leadership through democratic deliberation at the Durban University of Technology (DUT), in partnership with the International Centre on Non Violence (ICON) and The African Centre for the Constructive Resolution of Conflicts (ACCORD). The student leadership course was a pioneer initiative for student leaders, comprising of local and international students studying at DUT. The rationale for this was the identified need for focused research into what student leaders perceive leadership to be and the value they derive from attending leadership initiatives. The partners felt it important to document student voices through a leadership initiative. The narrative, through a qualitative analysis, captured the contradictions and conflicting challenges student leaders face today, which are always problematic and dynamic, especially when public interests are not at the forefront of the agenda. Students stated that the course was beneficial, because it helped to: focus on purpose and goals of being SRC members; understand cultural diversity; show more interest in developing leadership skills as a collective; gain a sense of clarity of personal and university values; gain improved negotiation, conflict resolution and decision making skills; deal better with complex issues; and willing are able to use leadership practices for the benefit of all stakeholders. It is ultimately envisaged that the leadership initiative will be extended beyond the frontiers of DUT to other local, national and possibly international higher education institutions. As part of an on-going series of courses relating to student leadership, it is expected that such initiatives with the university partners will strengthen the effectiveness of student leaders, thereby contributing to the process of higher education transformation
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Munjal, Sandeep, Shweta Tiwari, and Richard Teare. "Reflections on the theme issue outcomes." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 103–8. http://dx.doi.org/10.1108/whatt-11-2018-0073.
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Purpose This paper aims to profile the Worldwide Hospitality and Tourism Themes’ theme issue “How can the skilling India initiative become a solution to the critical need for skilled labour in the Indian hospitality industry?” with reference to the experiences of the theme editors and writing team. Design/methodology/approach This paper uses structured questions to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process. Findings This paper reviews progress relating to the implementation of the “Skill India” initiative and its impact on the skilled-labour shortage as it relates to hospitality and tourism. Arising from the analysis are suggestions and recommendations to enhance the initiative’s effectiveness. Practical implications This paper observes that the Skill India initiative is an ambitious effort to facilitate skills-based training, but there are numerous concerns about its design and implementation. Originality/value This paper provides insights from both practitioner’s and academic’s perspectives as to how to overcome the gap in the availability of skilled and trained labour in the Indian hospitality industry.
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Joyce, Barbara L., Eric Scher, Timothy Steenbergh, and Mary J. Voutt-Goos. "Development of an Institutional Resident Curriculum in Communication Skills." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 524–28. http://dx.doi.org/10.4300/jgme-d-10-00233.1.
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Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N = 145) and faculty (N = 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.
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Tiwari, Shweta, and Sandeep Munjal. "What are the key challenges that the Indian hospitality industry is facing in search of skilled labour?" Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 99–102. http://dx.doi.org/10.1108/whatt-10-2018-0063.
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Purpose The purpose of this paper is to review and summarize the theme issue outcomes in relation to the strategic question: How can the Skill India initiative become a solution to the critical need for skilled labour in the Indian hospitality industry? Design/methodology/approach The paper draws on the findings of the theme-issue contributors to identify the role of the Skill India initiative in addressing the need for professionally skilled employees in the Indian hospitality industry. Findings This concluding paper highlights research relating to the Skill India initiative and its implications for industry practitioners, researchers and policymakers. Practical implications At the broader policy level, the theme issue observes that the Skill India initiative by the central government is an ambitious effort to facilitate skills-based training so that candidates can find employment in an industry or vocation of their choice. However, there are numerous concerns about the effectiveness of its design and implementation. Originality/value This theme issue provides insights from both practitioner’s and academic’s perspectives as to how to overcome the gap in the availability of skilled and trained labour in the Indian hospitality industry.
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Pavelescu, Liana. "Initiative For EFL Teacher Development in Romanian Schools." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 114–21. http://dx.doi.org/10.1515/rjes-2017-0014.
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Abstract The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.
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Ward, Janelle. "Essential Skills for Leadership Development in a Multicultural Organization." Muma Business Review 3 (2019): 027–28. http://dx.doi.org/10.28945/4387.
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This research was conducted to address leadership concerns regarding managers’ effectiveness in leading a multicultural workforce. Essential leadership skills for frontline managers were explored via pilot study interviews and a follow-on survey. Six leadership skills were identified and prioritized that are currently informing the company’s new leadership development program initiative.
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Singh, Anmole. "The English language factor as a litmus test for placement with luxury hotel brands in India." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 68–77. http://dx.doi.org/10.1108/whatt-10-2018-0060.
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Purpose Travel and tourism has played an instrumental role in the growth of a progressive Indian economy. Contributing 6.3 per cent to the total Indian gross domestic product in 2015 and expected to rise by 7.3 per cent in 2016, the sector has exhibited positive signs of growth and is delivering to its forecasted potential (WTTC, 2017). To manage this growth, it is estimated that there is an incremental need of 4.9 million people to take up varied job roles. To cater to the growing need and take advantage of being the youngest economy, Skill India mission was launched with a view to training 400 million people by 2022. This paper aims to explore the recruitment of Skill Initiative-certified candidates for Luxury Hotels in India, identify the challenges in recruiting Skill Initiative candidates and explore whether the knowledge of the English language is important to the recruitment of skilled personnel by employers. Design/methodology/approach Primary information was gathered via conversations with industry practitioners to gauge the effectiveness of the hospitality-based curriculum design and to explore the concept of employability and the challenges they face. To measure the effectiveness of a course designed to develop English language proficiencies, interviews were conducted with language trainers. Findings Skill India initiative is not delivering the promise that was expected. The key findings were that the initiative is being perceived as a program for those not willing to help themselves or the marginalized who would have opted out or failed to complete formal education. There should be structural changes in primary education to develop English language skills in particular. The program needs to reconsider the time it allocates to developing soft skills. The biggest barrier to the absorption of candidates after being skilled and certified via the Government’s skilling agenda is poor English language communication, especially verbal expression. Originality/value Although the issue discussed is a genuine bottleneck, there has been no prior formal research on this topic in relation to the Skill India initiative. There is an abundance of literature on the topic of communication skills as it relates to employment and growth, but there is very limited work in the Indian context, especially in relation to the Skill India Initiative. The research forms a platform for various stakeholders, government planners/agencies (for understanding gaps and making necessary changes), training providers (to identify requisite profile of trainers), researchers and industry specialists (to recognize their role and contribution) to build upon and develop.
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Venkatesh, Vivek, Jihan Rabah, Laurie Lamoureux-Scholes, Ildiko Pelczer, Kathryn Urbaniak, and Frédérica Martin. "Development, Implementation and Evaluation of a Professional Skills Development Program: The Case of Concordia University’s GradProSkills." Canadian Journal of Higher Education 44, no. 3 (December 31, 2014): 39–53. http://dx.doi.org/10.47678/cjhe.v44i3.186037.
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The Graduate and Professional Skills (GradProSkills) program is an initiative developed and run by Concordia University’s School of Graduate Studies and the university’s Office of the Vice-President, Research and Graduate Studies. This paper presents a case study in which we describe the development, implementation, and evaluative components of the GradProSkills program. Drawing on data from a rigorously validated workshop evaluation tool and from attendance figures spanning a period of a little over two and a half years, we provide a picture of how Concordia’s graduate students are benefiting from the GradProSkills program. We present the results of both descriptive and inferential statistical analyses run on a pilot group of registrants who provided evaluation data (n = 3,292). Our case study contributes an empirically derived model of extracurricular programming, with contextualizing details of administrative structures, curriculum-development initiatives, and partnership efforts that have been used in operating the GradProSkills program.
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Bramley, Louise, Joseph C. Manning, and Joanne Cooper. "Engaging and developing front-line clinical nurses to drive care excellence: Evaluating the Chief Nurse Excellence in Care Junior Fellowship initiative." Journal of Research in Nursing 23, no. 8 (December 2018): 678–89. http://dx.doi.org/10.1177/1744987118808843.
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Background Global challenges in the development of a highly skilled and motivated nursing workforce jeopardise the delivery of high-quality care. Flexible and innovative workforce solutions are required to overcome these challenges. Aims To describe the implementation and present the preliminary evaluation of the ‘Chief Nurse Excellence in Care Junior' bespoke Fellowship initiative designed to develop the foundational clinical and academic skills of front-line junior clinical staff. Methods This initiative was developed and piloted at a large, inner-city, acute NHS trust. The initiative involved two main components: a bespoke development programme and an improvement project that was supported by clinical and academic mentors. The initiative was evaluated using structured feedback, case studies and data on dissemination activities. Results Six front-line nurses completed the first cohort of the initiative that commenced in spring 2016. Results showed a positive impact on professional development relating to the acquisition of new knowledge and skills. Case studies of projects had a demonstrable impact on patient experiences, outcomes and cost savings. Wider organisational and NHS impact was demonstrated through multiple dissemination activities. Conclusion This preliminary evaluation provides evidence that this initiative is a sustainable, clinically driven career development opportunity at a foundational level that has a demonstrable positive impact on care and staff development. Further work is underway to carry out a longitudinal structure, process and outcome evaluation with particular focus on impact.
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Venkateshwarlu, N., Rakhi Sharma, and Ashish Agarwal. "Skill Development Training Programme: A Case Study of IGNOU." Global Journal of Enterprise Information System 8, no. 4 (April 14, 2017): 66. http://dx.doi.org/10.18311/gjeis/2016/15775.
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There are two important education systems. One is distance education and the other is skill development training. Distance education is an important education system provides education to the adult learners where ever they want and when ever they want. This type of distance education reaches to the door steps of the learners of masses with learner kits. The skill development training is nothing but providing training in different skills required for employable for example carpenter training, motor mechanic skill training, electrical technician skill training, computer operator skill training, construction worker skill training, beautician skill training, hair cutting skill training, hospitality and clinical heath care skill training etc;. According to Jain (2013), skill development is seen as a means to empower the individual and improve his/her employability. This paper discusses about importance of skill development and its impact on Indian GDP growth rate. Now days all the states are establishing skill development centres/skill development institutes in their own state to enhance the capability of skilled man power. The central government is also emphasizing on skill development to train the youth in different employable skills. The central government is providing a budget for skill development through Skill India initiative. In this paper, the role of IGNOU in distance education and skill development training has been discussed. The skill development training programme as a case study on electrical technician programme run by one of its school (School of Engineering and Technology) has been analyzed in the paper.
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Bridge, P., N. J. Ellemor, M. Carmichael, and G. Gibson. "Peer mentoring for radiotherapy planning skills development: a pilot study." Journal of Radiotherapy in Practice 14, no. 2 (January 9, 2015): 171–79. http://dx.doi.org/10.1017/s146039691400051x.
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AbstractIntroductionThis study aimed to determine the potential role and guidelines for implementation of skill-based peer mentoring for radiotherapy planning education.MethodsAfter four weekly mentoring sessions, both Year 3 mentors (n=9) and Year 2 mentees (n=9) were invited to complete a short online questionnaire relating to the impact of the initiative. The tool contained a mixture of Likert-style questions concerning student enjoyment and perceived usefulness of the initiative as well as more qualitative open questions that gathered perceptions of the peer mentoring process, implementation methods and potential future scope.ResultsSeveral key discussion themes related to benefits to each stakeholder group, challenges arising, improvements and potential future directions. There were high levels of enjoyment and perceived value of the mentoring from both sides with 100% of the 18 respondents enjoying the experience. The informal format encouraged further learning, while mentors reported acquisition of valuable skills and gains in knowledge.ConclusionsPeer mentoring has a valuable and enjoyable role to play in radiotherapy planning training and helps consolidate theoretical understanding for experienced students. An informal approach allows for students to adopt the most appropriate mentoring model for their needs while providing them with a free space to engender additional discussion.
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Hill, Michelle A., Tina L. Overton, Christopher D. Thompson, Russell R. A. Kitson, and Paolo Coppo. "Undergraduate recognition of curriculum-related skill development and the skills employers are seeking." Chemistry Education Research and Practice 20, no. 1 (2019): 68–84. http://dx.doi.org/10.1039/c8rp00105g.
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Employers of chemistry graduates are seeking a range of transferable skills from prospective employees, and academics are increasingly seeking to build employability skill development opportunities into the undergraduate curriculum. However, research suggests that undergraduates do not recognise or value such skill development without prompting. This recognition is essential if graduates are to be able to articulate their skills in the employment process. This study involves research amongst almost 1000 undergraduates studying chemistry at two institutions, using open-ended questions to collect qualitative data. The extent to which students recognised course-related skills development and understood the skills that employers are looking for was investigated, as was their desire to develop additional skills. Similarities and differences in student views between institutions are discussed, as well as trends across year levels and by gender. Results indicate that undergraduates studying chemistry are most likely to value and recognise development of some key skills sought by employers (teamwork, communication, thinking/problem solving, organisation/time management and laboratory/practical skills), but are very unlikely to value or recognise others (numeracy, independent learning, commercial awareness, interpersonal, research, computer/IT, creativity/innovation, flexibility/adaptability and initiative). Opportunities to develop the latter skills and recognition of the value of doing so will require improved communication with students and/or provision of new experiences within the curriculum.
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Fukuzawa, Sherry, and Cleo Boyd. "22. The Writing Development Initiative: A Pilot Project to Help Students Become Proficient Writers." Collected Essays on Learning and Teaching 1 (July 1, 2011): 123. http://dx.doi.org/10.22329/celt.v1i0.3191.
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In 2005, the undergraduate advisory committee at the University of Toronto Mississauga found that across all disciplines, writing proficiency was the skill weakness that generated the greatest concern. Students reported that they often found writing tasks intimidating, and suggested that effective feedback and guidance would improve their writing. In response to these findings, the Dean’s office created the writing development initiative. Thirteen departments participated with a wide range of strategies to improve student writing. One successful participant was a first-year undergraduate course in biological anthropology (n=255 students and 7 teaching assistants). We created a writing improvement model that involved defined objectives for teaching assistants and additional contact hours between teaching assistants and students. These measures significantly improved the students’ writing skills. In addition, the intensive training and monitoring of teaching assistants’ grading by the instructor and director of the Robert Gillespie Academic Skills Centre contributed to a reduction in grading disputes. The success of the pilot project led to an extension of the writing development initiative for the 2006-2007 academic year.
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Muzindutsi, Paul-Francois. "Denied Investment: A Case of Community Member’s Attitudes towards Volunteering in Corporate Social Investment Initiatives." Journal of Economics and Behavioral Studies 7, no. 2(J) (April 30, 2015): 176–82. http://dx.doi.org/10.22610/jebs.v7i2(j).575.
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Companies use corporate social responsible investment (CSI) initiatives to contribute to the wellbeing of the society they operate in. South African companies continue to increase their involvement in CSI initiatives in the areas of education and training, capacity building, community development and health care. The impact of these initiatives can be extended, if community members, who are mostly the beneficiaries of these initiatives, are willing to work with companies through volunteering in CSI initiatives. This study used a combination of qualitative and quantitative research designs to assess the attitude of community towards volunteering on a CSI project. Interviews and survey questionnaire were used to collect data from households’ members who benefited from a CSI initiative of re-roofing houses in one of low income areas of South Africa. Qualitative analysis revealed that the CSI project provided skill which opened employment opportunities to community members who worked on the project. However, quantitative results showed that only 30% of participants were willing to volunteer on the CSI project. The majority of those who were not willing to volunteer on the CSI project were unemployed and did not have any skills; implying that volunteering on the CSI project could have provided them with some skills. Based on the investment model of volunteering, findings of this study showed that beneficiaries of the CSI initiative denied an investment opportunity due to their attitude towards volunteering. Hence, it was concluded that CSI initiatives could have a greater impact if community members are encouraged to participate in CSI initiatives as volunteers.
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Hosman, Laura, and Martin Andrés Pérez Comisso. "How do we understand “meaningful use” of the internet? Of divides, skills and socio-technical awareness." Journal of Information, Communication and Ethics in Society 18, no. 3 (June 13, 2020): 461–79. http://dx.doi.org/10.1108/jices-05-2020-0055.
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Purpose Information and communications technologies (ICTs) have transformed the lives of many people around the world, yet billions remain unconnected. While many initiatives attempt to “connect the unconnected,” initiatives focused on access and skills-development alone will still fall short. Based on the authors’ experience with the SolarSPELL initiative, this study aims to propose using the concept of socio-technical awareness as a step forward in conceptualizing a more accurate picture of capabilities necessary to enable people to make meaningful use of the internet. Design/methodology/approach This paper uses an integrative literature review for the ideas related to the digital divide, digital inclusion and digital literacies, as well as the applied work of the authors in the SolarSPELL initiative, to develop the concept of socio-technical awareness, which is presented as a method for understanding empowered, meaningful internet use. Findings The argument is made that access, skills- and literacy-development are necessary but insufficient conditions for meaningful ICTs use. Accordingly, a third concept, socio-technical awareness, is introduced, and the case is made for including this concept in both application and measurement of meaningful use of ICTs. Practical implications The design of digital inclusion initiatives should focus on increasing socio-technical awareness to empower users to make meaningful use of digital technologies. Originality/value Taking a step further than most assessments of the digital divide or digital inclusion, this study proposes that to achieve meaningful internet use, people need access, requisite skills development and socio-technical awareness, to be able to make informed, empowered decisions about ICT use.
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Torgyik, Judit. "Civilians for Education." Practice and Theory in Systems of Education 12, no. 1 (February 1, 2017): 36–42. http://dx.doi.org/10.1515/ptse-2017-0004.
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AbstractCivil initiatives, free time learning activities with pleasure are significant in general development of society, in the consolidation of knowledge and skills of local communities. However, it also has positive effects on well-being, community building, too. A form of civil initiative is the Swedish study circle which has been operating for decades, recently more and more popular in other countries, too.
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Sharma, Sanjay, and Rekha Sharma. "Culinary skills: the spine of the Indian hospitality industry." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 25–36. http://dx.doi.org/10.1108/whatt-10-2018-0061.
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Purpose India is edging China to become the most populous country by 2028. More than 60 per cent of the current population of India is between 15 and 59 years of age, whereas domestically, its relatively youthful profile is seen as the biggest challenge for the government, as India is the largest employable manpower base globally. In the past two decades, the rate of population growth in India has reduced, but the skilled labor force is expected to grow almost 2 per cent annually for the next couple of years. Historically, the Indian economy has been mainly agriculturally based, but, with urbanization, the labor is drifting toward service sectors, and people are increasingly looking to develop their skills in sectors such as hotels, restaurants, airlines, retail and health care. To sustain economic growth, there is an urgent need to develop vocational training programs that address current needs. In spite of all the favorable numbers, the question that must be answered by employers and policymakers remains: Is the available labor being skilled appropriately to be employable? The mushrooming of educational and training institutes in India has imparted professional skills to youth, but industry leaders tend to talk about the unavailability of skilled labor, especially in the culinary skills arena. In a country like India, the labor market tends to alternate between the availability and shortage of skilled labor, and so it seems ironic that on the one hand, there is a shortage of staff and at the same time graduates from various colleges and professional institutes remain unemployed; the reason could be lack of employability skills, especially culinary skills. Given this, the hospitality and tourism industry has emerged as the main driver of the service sector in India; it contributes 6.23 per cent to National GDP and 8.78 per cent of the total employment in India, contributing to significant economic growth. In this context, it is imperative for the government to take appropriate steps in devising strategies to address the problem and also secure successful implementation. This paper aims to analyze the Skill India initiative for the hospitality sector and compare it with the realities on the ground, with particular reference to culinary skills. Design/methodology/approach The research reported here was conducted using primary and secondary sources. Industry data were collected through focused groups and roundtable discussions. Online sources, magazines, newspapers and books are referred to as secondary sources, and the data collected are critically analyzed to reach a conclusion. Findings There is a significant increase in foreign and domestic tourists, and the subsectors discussed are very closely linked to food, health, traditional cooking, regional and seasonal cuisines. The demand for Indian food and slow cooking is increasing; however, despite various government initiatives, there is no significant improvement in the skill set of the available labor. As food is an important component of all tourism packages, there is a particular need for public–private partnerships to take the Skill India initiative to the next level. That said, academic standards and curriculum must align with international quality frameworks and be in sync with current and future industry demands and benchmarks. Research limitations/implications The dependence on the sources available online and their credibility remains the biggest challenge; however, increasing the sample size and more participation from nodal bodies and government officials would have broadened the base of the study. Originality/value The research adds value for industry leaders and policymakers at large. Educational institutions, students and hoteliers will find it useful as they attempt to bridge the gap and plan a roadmap according to industry requirements.
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Basnak, Jesse Paul, Emeka Nzekwu, Meghan Chow, and Jennifer Ortynski. "A digital peer-to-peer learning platform for clinical skills development." Canadian Medical Education Journal 8, no. 1 (February 24, 2017): e59-66. http://dx.doi.org/10.36834/cmej.36795.
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Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.
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Munjal, Sandeep, and Shweta Tiwari. "Skill India initiative – implications for the hospitality sector in India." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 4–9. http://dx.doi.org/10.1108/whatt-10-2018-0062.
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Purpose The purpose of this paper is to provide an introduction to the Indian government’s “skill India” initiative, the scale of the task, progress to-date, the rationale for the theme issue question and the approach taken by the theme editors, their writing team and the wider stakeholders who contributed their insights to analysis and the generation of recommendations. Design/methodology/approach The paper draws on prior research related to the skilled labour challenge and explores issues identified by hospitality industry leaders and other key stakeholders. The skill India initiative led by the central government aims to resolve the skills gap, and this paper establishes the context of the theme issue by presenting a macro-view of the labour supply deficiency that the sector faces and the impact the initiative has made to-date. Findings The paper profiles the approach adopted by the theme authors and their writing team in relation to the strategic question. Practical implications The theme issue draws extensively from the experiences of industry, training partners and government agencies and institutions, and it reflects their varied perspectives. The research has implications for all stakeholders as they work to find solutions to key issues and challenges around the effective implementation of the skill India mission. Originality/value This research identifies some of the issues that are affecting the impact and success of the skill India initiative, and it provides recommendations for government, NGOs, training partners and industry to improve the outcomes of the programmes on offer.
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Cronin, Lorcan D., and Justine B. Allen. "Developmental Experiences and Well-Being in Sport: The Importance of the Coaching Climate." Sport Psychologist 29, no. 1 (March 2015): 62–71. http://dx.doi.org/10.1123/tsp.2014-0045.
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The present study explored the relationships between the coaching climate, youth developmental experiences (personal and social skills, cognitive skills, goal setting, and initiative) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In total, 202 youth sport participants (Mage = 13.4, SD = 1.8) completed a survey assessing the main study variables. Findings were consistent with Benson and Saito’s (2001) framework for youth development. In all analyses, the coaching climate was related to personal and social skills, cognitive skills, goal setting, and initiative. Mediational analysis also revealed that the development of personal and social skills mediated the relationships between the coaching climate and all three indices of psychological well-being (self-esteem, positive affect, and satisfaction with life). Interpretation of the results suggests that coaches should display autonomy-supportive coaching behaviors because they are related to the developmental experiences and psychological well-being of youth sport participants.
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Courtney, Mary, Lavern Bellaire, David Briggs, Lyn Irwin, Jeannie Madison, and Leonie Short. "Australian Aboriginal trainee healthservice management program:a new initiative." Australian Health Review 23, no. 4 (2000): 97. http://dx.doi.org/10.1071/ah000097.
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This paper explores the development, implementation and evaluation of the Australian Aboriginal trainee healthservice management program in New South Wales. In 1997, the two-year pilot program commenced with ten trainees.The program consisted of a combination of work-based placements, formal university education and AustralianCollege of Health Service Executives (ACHSE) professional development sessions. The program has allowed traineesto gain professional skills and knowledge and broader work experience, in order to increase their employmentopportunities throughout the Australian health care system.
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Mulyana, Ajeng Tina. "Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)." Jurnal Inovasi Pendidikan MH Thamrin 2, no. 2 (September 12, 2019): 43–54. http://dx.doi.org/10.37012/jipmht.v2i2.42.
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Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to produce appropriate Indonesian language teaching materials with student learning needs in the 21st century. The research method used is development research (R D). This research will find and develop language teaching materials consisting of aspects of skills; listening, speaking, reading and writing, and linguistic aspects; such as grammar, vocabulary, language awareness, and language for cultural togetherness, and combining career and life skills (CLS) aspects consisting of leadership, initiative, flexibility, accountability, adaptation, social and cross-cultural skills, productivity and efficiency. Conclusion: (i) the content of Indonesian language teaching materials must adjust to the times, (ii) the teaching materials used today still have deficiencies in the aspects of content, and supporting completeness. Research suggestions: (i) teaching materials must be able to provide learning experiences and have an impact on graduates in their careers and lives, (ii) this research can be used as a reference in conducting development research.
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Tikly, Leon, John Lowe, Michael Crossley, Hillary Dachi, Roger Garrett, and Beatrice Mukabaranga. "Globalisation and Skills for Development: Some Lessons from Sub-Saharan Africa." Policy Futures in Education 1, no. 2 (June 2003): 284–320. http://dx.doi.org/10.2304/pfie.2003.1.2.7.
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This article reports on an international policy research study funded by the United Kingdom (UK) Government's Department for International Development (DfID), entitled Globalisation and Skills for Development in Tanzania and Rwanda: implications for education and training policy and practice. The research is a contribution to a broader ‘Skills for Development Initiative’ launched by the UK Secretary of State for International Development (Short, 1999). The study was a collaborative effort between the Universities of Bristol, Bath, Dar es Salaam and the Kigali Institute of Education. The findings and the analysis generated by this research are rich and complex.
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Nzinga, Jacinta, Mwanamvua Boga, Nancy Kagwanja, Dennis Waithaka, Edwine Barasa, Benjamin Tsofa, Lucy Gilson, and Sassy Molyneux. "An innovative leadership development initiative to support building everyday resilience in health systems." Health Policy and Planning 36, no. 7 (May 18, 2021): 1023–35. http://dx.doi.org/10.1093/heapol/czab056.
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Abstract Effective management and leadership are essential for everyday health system resilience, but actors charged with these roles are often underprepared and undersupported to perform them. Particular challenges have been observed in interpersonal and relational aspects of health managers’ work, including communication skills, emotional competence and supportive oversight. Within the Resilient and Responsive Health Systems (RESYST) consortium in Kenya, we worked with two county health and hospital management teams to adapt a package of leadership development interventions aimed at building these skills. This article provides insights into: (1) the content and co-development of a participatory intervention combining two core elements: a complex health system taught course, and an adapted communications and emotional competence process training; and (2) the findings from a formative evaluation of this intervention which included observations of the training, individual interviews with participating managers and discussions in regular meetings with managers. Following the training, managers reported greater recognition of the importance of health system software (values, belief systems and relationships), and improved self-awareness and team communication. Managers appeared to build valued skills in active listening, giving constructive feedback, ‘stepping back’ from automatic reactions to challenging emotional situations and taking responsibility to communicate with emotional competence. The training also created spaces for managers to share experiences, reflect upon and nurture social competences. We draw on our findings and the literature to propose a theory of change regarding the potential of our leadership development intervention to nurture everyday health system resilience through strengthening cognitive, behavioural and contextual capacities. We recommend further development and evaluation of novel approaches such as those shared in this article to support leadership development and management in complex, hierarchical systems.
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Friehat, Rania H., and Anoud Al-Khresha. "The Role of RAMP Initiative (Reading and Mathematics Project) in Raising the Level of Students in the Basic stage in Reading and Numeracy Skills." International Education Studies 14, no. 5 (April 26, 2021): 109. http://dx.doi.org/10.5539/ies.v14n5p109.
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This study aimed to identify the RAMP initiative’s role (read comprehensively, answer with understanding) in raising the level of literacy skills and numeracy from the point of view of teachers. It also aimed to identify its effectiveness in improving the reading and writing level of the basic minimum stage, as an initiative that reduces the delay in reading and helps in the development of skills to help students solve mathematical problems with understanding and accommodating. Closed questionnaires were distributed to the Central Badia region; the questionnaire consisted of (35) paragraphs divided into three areas of reading, writing, and arithmetic, where 88 teachers answered the questionnaire. Statistical analysis was adopted (Statistical Package of Social Sciences (SPSS) was adopted to show the study results. The results showed a role for the RAMP initiative in raising the level of reading and numeracy skill to a reasonable degree, where the skill of reading got a good degree, was the highest skill of voice awareness to an extraordinary degree and other standards are good. Writing skill got a good degree; it was the highest, the skill of writing words and the least skill of creative writing, and also obtained the skill of calculating a good degree above (counting units) and the lowest domain (participation and composition of groups). The results showed no statistically significant differences due to variable years of experience, while the results showed statistically significant differences in favor of a bachelor’s degree.
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Tan, Grace, and Anne Therese Venables. "Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals." Issues in Informing Science and Information Technology 12 (2015): 181–91. http://dx.doi.org/10.28945/2180.
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IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.
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Jones, Claire. "229 Advancing Physiotherapy Competence in Dementia Care. A Service Development Initiative." Age and Ageing 48, Supplement_3 (September 2019): iii17—iii65. http://dx.doi.org/10.1093/ageing/afz103.138.
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Abstract Background Older adults are among the most frequent of health service users and often require physiotherapy input. Since the prevalence of dementia rises with age, physiotherapists regularly treat older adults with dementia in the acute setting. However advancing competence in the area of dementia care represents a significant cultural shift for the physiotherapy profession. Dementia education which specifically addresses both the learning needs of physiotherapists and the cultural context in which they work may be the first step to advancing competence and enabling best practice. Methods A learning needs analysis was conducted within a physiotherapy department in an acute, level three hospital. An educational programme was subsequently designed and delivered over six weeks. The programme aimed to equip physiotherapists with both the knowledge and skills to best support the person with dementia in the acute care setting. Careful consideration was given to the social construct of dementia, inclusion of the voice of the person with dementia and the historical barriers experienced when accessing therapy services in the acute care environment. Results The perceived benefit of the education programme was evaluated by means of a participant survey. 100% of respondents felt that undergraduate training did not sufficiently prepare them to work with adults with dementia. As a result of the educational programme, 100% of participants reported increased competence when treating adults with dementia and a subsequent positive impact on physiotherapy practice. 88% of respondents agreed that ongoing professional development in this area of dementia care would be beneficial and 100% reported that they would recommend the educational programme to a colleague. Conclusion The changing landscape of healthcare delivery has opened up new ways of working. Physiotherapists are in a unique position to support the person with dementia in the acute care setting. Participants of this educational programme demonstrated high motivation to advance their knowledge and skills in the area of person-centred dementia care.
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Fox, Stephen, Patrick Ehlen, and Matthew Purver. "Enabling distributed communication of manual skills." International Journal of Managing Projects in Business 4, no. 1 (January 25, 2011): 49–63. http://dx.doi.org/10.1108/17538371111096881.
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PurposeThe purpose of this paper is to inform the development of mixed initiative systems for distributed digital communication of manual skills. In particular, manual skills that are essential in project production paradigms such as engineer‐to‐order.Design/methodology/approachFindings from survey research, which included literature review and interviews with practitioners, are reported. Literature review investigated media, strategies, and computation relevant to distributed digital communication of manual skills. Interviews investigated attitudes among industry practitioners towards distributed digital communication of manual skills.FindingsCommunication media, instructional strategies, and computational semantics techniques are available which can be integrated to address the limitations of human communication of manual skills.Research limitations/implicationsOnly ten organizations were involved in interviews investigating attitudes towards distributed digital communication of manual skills.Practical implicationsManual skills will continue to be important to project businesses involved in the production, refurbishment, and/or maintenance of large engineer‐to‐order products such as public buildings and process plants. The limitations of human communication can be addressed by using a variety media, such as augmented reality headsets, to enable new instructional strategies, such as just‐in‐time training. Further, combinations of media and strategies can be integrated with computational semantics in the development of mixed initiative systems which provide feedback as well as initial instruction.Originality/valueThe originality of the research reported in this paper is that it addresses a full range of enablers for distributed communication of manual skills. Further, an overview of computational semantics is presented which does not rely on prior specialist knowledge. The value of this paper is that it introduces a framework for enabling distributed communication of manual skills. In addition, a preliminary ontology for distributed communication of manual skills is introduced, together with recommendations for implementation.
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Findlay, Peter, Carole Martin, and Steve Smith. "The Pegasus programme at Portsmouth Polytechnic." Industry and Higher Education 1, no. 1 (September 1987): 67–69. http://dx.doi.org/10.1177/095042228700100116.
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Pegasus is an initiative aimed at getting a greater level of career education and personal skill development work into the academic experience of the student in higher education. It is designed for undergraduates in the central and final years of their studies. Building on work already developed and well advanced in some institutions, it aims to respond to the concerns of employers that graduates often lack a sense of direction or identity in terms of their careers, and in selection and interview often fail to demonstrate well developed personal skills or self-confidence. The project therefore draws upon, and overlaps with, such activities as study skills programmes, the fostering of enabling skills within the academic course, and workshops and informational sessions traditionally offered by the Careers Service.
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Purnadi, Purnadi, Tri Kuat, and Budi Santosa. "EFFECTIVENESS OF THE APPLICATION OF LEARNING MODELS DEVICE NETWORK APPLICATION INITIATIVE FIELD OF TECHNOLOGY SKILLS INFORMATION AND COMMUNICATION." Journal of Vocational Education Studies 1, no. 1 (May 1, 2018): 1. http://dx.doi.org/10.12928/joves.v1i1.586.
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Competence of Vocational High School (VHS) students can be qualified, if students have competence in accordance with industry needs. The synchronization of the curriculum with the industry is absolutely necessary, so the school is not left behind by the development of the business world and the industrial world. The development of learning model should always be updated or done curriculum innovation, so that schools can synergize with DUDI. This study aims to (1) to know the implementation of the Device Network Application Initiative learning model, (2) to know the advantages and disadvantages of applying the Device Network Application Initiative learning model, (3) to know the effectiveness of the learning model of the Device Network Application Initiative for the Department of Technology and Information. The learning model of the Device Network Application Initiative (DNA Initiative) (the DNA curriculum) is the application of industrial curriculum to VHS education. Model innovation. The business world and the industrial world (dunia usaha dunia industry/DUDI) are more confident with students who get their learning materials of industry standard. This study uses a qualitative method. The research was conducted by observation, interview and documentation. Data analysis techniques using descriptive analysis techniques. Secondary data in the form of documentation is used to support the research. Focus Group Discussion by presenting DUDI, curriculum experts, industrial class managers, user / user graduates, teachers and testimonials, concluded that the implementation of the Device Network Application Initiative learning model for vocational students is very effective andappropriate. The contribution to schools is the implementation of process concept that schools are industrial environments or industrial replicas.
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Molloy, Laura, and Kellie Snow. "The Data Management Skills Support Initiative: Synthesising Postgraduate Training in Research Data Management." International Journal of Digital Curation 7, no. 2 (October 23, 2012): 101–9. http://dx.doi.org/10.2218/ijdc.v7i2.233.
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This paper will describe the efforts and findings of the JISC Data Management Skills Support Initiative (‘DaMSSI’). DaMSSI was co-funded by the JISC Managing Research Data programme and the Research Information Network (RIN), in partnership with the Digital Curation Centre, to review, synthesise and augment the training offerings of the JISC Research Data Management Training Materials (‘RDMTrain’) projects.DaMSSI tested the effectiveness of the Society of College, National and University Libraries’ Seven Pillars of Information Literacy model (SCONUL, 2011), and Vitae’s Researcher Development Framework (‘Vitae RDF’) for consistently describing research data management (‘RDM’) skills and skills development paths in UK HEI postgraduate courses.With the collaboration of the RDMTrain projects, we mapped individual course modules to these two models and identified basic generic data management skills alongside discipline-specific requirements. A synthesis of the training outputs of the projects was then carried out, which further investigated the generic versus discipline-specific considerations and other successful approaches to training that had been identified as a result of the projects’ work. In addition we produced a series of career profiles to help illustrate the fact that data management is an essential component – in obvious and not-so-obvious ways – of a wide range of professions.We found that both models had potential for consistently and coherently describing data management skills training and embedding this within broader institutional postgraduate curricula. However, we feel that additional discipline-specific references to data management skills could also be beneficial for effective use of these models. Our synthesis work identified that the majority of core skills were generic across disciplines at the postgraduate level, with the discipline-specific approach showing its value in engaging the audience and providing context for the generic principles.Findings were fed back to SCONUL and Vitae to help in the refinement of their respective models, and we are working with a number of other projects, such as the DCC and the EC-funded Digital Curator Vocational Education Europe (DigCurV2) initiative, to investigate ways to take forward the training profiling work we have begun.
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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." International Journal of Online Pedagogy and Course Design 2, no. 2 (April 2012): 25–43. http://dx.doi.org/10.4018/ijopcd.2012040103.
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In order to succeed in today’s life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners’ engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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De, Debpriya. "Issues and challenges in implementing the Skill India movement." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 54–67. http://dx.doi.org/10.1108/whatt-10-2018-0065.
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PurposeThe purpose of this paper is to discuss the issues and challenges that become a hurdle towards implementation of the “Skill India Movement” at the ground level. It is critical to identify the challenges that are faced or experienced by training partners with the National Skill Development Corporation (NSDC), skills councils and other bodies if an effort to resolve the same is to be made.Design/methodology/approachA round-table discussion was organised to seek feedback from all the stakeholders who are directly or indirectly involved in strategising, decision-making and implementing the government’s skills initiative. The primary data were collected through discussions and questionnaires, and the official sites of NSDC andPradhan Mantri Kaushal Vikas Yojna, along with ministry reports, were referred to as well.FindingsThe research is likely to identify gaps in administration of the initiative at various levels and will hopefully provide guidance on removing bottlenecks to achieve effective implementation. It is imperative that the challenges be understood and solutions found, with focus on a long-term sustainable approach, rather than short-term gains for political propaganda purposes alone.Practical implicationsThis paper will try to bring value to the stakeholders by exploring the various measures that can be taken to take this mission in a more meaningful direction and work towards giving more employability to the youth and supporting the respective industry segments with much needed trained manpower.Originality/valueThis study discusses the issues and challenges that are impeding effective implementation of the Skill India initiative at the local level and identifies the gaps in administration. Also, it outlines how bottlenecks could be addressed to ensure that the mission is back on track and that the employability of youth is enhanced.
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Hancock, David. "Tiny Happy People: New resources for the early years." Journal of Health Visiting 8, no. 8 (August 2, 2020): 326–30. http://dx.doi.org/10.12968/johv.2020.8.8.326.
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Pereira, Jarett Vanz-Brian, John Christopher Vassil, and Rachel Elizabeth Thompson. "Students as partners in an Australian medical program: Impact on student partners and teachers." International Journal for Students as Partners 4, no. 2 (October 29, 2020): 110–21. http://dx.doi.org/10.15173/ijsap.v4i2.4175.
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In this article, we will discuss and analyse the implementation of a Students-as-Partners (SaP) initiative in a formal medical curriculum. Effective student-staff collaboration led to the development of student-centred lessons that were relevant and engaging, while improving student-staff relationships. In addition, student partners developed leadership and management skills, gained knowledge about educational pedagogies, and acquired metacognitive strategies to improve personal learning. Our experience highlights the important role that medical students can play in driving educational innovation and the immense potential for SaP initiatives to benefit students and staff.
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Fuller, Bruce, Margaret M. Noel, and David B. Malouf. "Polity and Competence: Can the State Change Teachers’ Skills?" Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 343–53. http://dx.doi.org/10.3102/01623737007004343.
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Observers of the school organization have grown increasingly critical of the regulatory model often employed by the state when attempting local reform. An alternative framework is emerging that sees the modern state as a gentle illustrator of instructional improvement, relying on staff development and locally crafted change. But little empirical work has assessed whether staff development programs exercised by the state can effectively touch competencies of local school staff. Our study does find such effects for a special education staff development initiative. But the program was efficacious only in imparting knowledge related to procedures that ensure legal compliance (not instructional skills), and effects were strongest among administrators (not teachers). We conclude by asking whether the modern state can actually move beyond its traditional regulatory role to illustrate more precisely improved teaching practices.
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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.
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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.
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Priede, Ligita, and Dagnija Vigule. "Developing pre-schooler`s intellectual skills with arts classes." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 581. http://dx.doi.org/10.17770/sie2014vol1.761.
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Research aims at drawing attention to theoretical and empirical aspects significant for development of pre-schooler intellectual skills in arts classes. Things enriching child’s personality, physical, intellectual and mental world largely depend upon surrounding environment, closest people and society in general. This factor is of a great significance in pedagogue activities with pre-school children, when getting the first ideas about the world, people, things, phenomena, personal abilities and possibilities. Pedagogue should plan activities in a way ensuring promotion of child’s own initiative, cognitive activity and set tasks, basing on child’s previous experience, thus furthering development of intellectual skills. Artistic and practical activities include all mutually related thinking operations that stimulate acquisition of intellectual skills within meaningful situations.
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Abbott, B. D., and B. L. Barber. "Not Just Idle Time: Adolescents’ Developmental Experiences Provided by Structured and Unstructured Leisure Activities." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 59–81. http://dx.doi.org/10.1017/s0816512200029102.
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AbstractInvestigation into positive youth development has led researchers to focus on the context of leisure as one that provides youth with opportunities to develop the skills and competencies desired for successful adulthood. This study surveyed 53 (14 males, 39 females, mean age 14.6) Western Australian high school students using an adapted version of the Youth Experience Survey (YES) 2.0. Participants were asked to report their perceived developmental experiences in both structured and unstructured activities across 2 domains: identity work and initiative development. Structured activities were found to offer adolescents more opportunities for the development of initiative than unstructured activities. In addition more adult involvement was found to be associated with higher levels of both identity work and initiative development experiences. No differences were found in developmental experiences between different structured activities. However comparisons among different unstructured activities suggest that some forms of unstructured leisure may be particularly beneficial to youth development Unstructured activities such as hobbies and unstructured sports offered adolescents more initiative and identity experiences than alternate unstructured activities such as media use and communication activities. Results are discussed in reference to theories of initiative development and the implications to the wider community.
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Anggraeni, Reni. "High Order Thinking Skills: Strategies for Raising Student’s Thinking Processes and Children’s Cognitive Development in Reading Comprehension." Journal of Language Learning and Research (JOLLAR) 1, no. 2 (November 25, 2018): 76–86. http://dx.doi.org/10.22236/jollar.v1i2.3484.
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This article presents various strategies for raising student’s high order thinking skills (HOTS) in reading comprehension. Basically, to be able to raise the capability of HOTS, a student is encouraged to have better thinking processes so that varied strategies to implement HOTS will work out properly and accordingly. Just like children’ cognitive development, HOTS is best put into practice since early childhood. The strategies to improve the student’s critical thinking skills in reading comprehension are described thoroughly in three different ways: 1) seven strategies proposed by the National Reading Panel, 2) word reading skills proposed by Mellard et al. (2010), and 3) Vocabulary knowledge proposed by Wise et al. (2007). This article is developed based on the importance of 21st century skills proposed by National Commission on Excellence in Education, Common Core State Standards Initiative, Partnership for 21 Century Skills, and Secretary’s Commission on Achieving Necessary Skills to be included in today’s curriculum. According to the one of the organisations proposing the 21st century skills, students and young generation are demanded to be able to acquire specific soft skills pertaining to critical thinking.
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Rababah, Luqman. "The Status of Information and Communication Technology (ICT) and English Language in Jordan." Studies in Linguistics and Literature 5, no. 3 (August 11, 2021): p13. http://dx.doi.org/10.22158/sll.v5n3p13.
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Jordan’s educational system is now based around the concepts of freedom, justice, and human and economic development in order to achieve a high level of productivity and progress. Jordan is one of the developing countries that are consistently attempting to align development with current global educational standards, as one of the Kingdom’s top priorities. The Jordan Education Initiative (JEI) (2003), Education Reform for Knowledge Economy (ERfKE) (2003), Connecting Jordanians’ Initiative (2005), and English Interactive Online Initiative (EIOI) (2006), among others, have been initiated by the ministry. The Jordan Education Initiative (JEI) was established in the same year as the ERfKE project (2003). Jordan recently revised the learning results for all of its national school subject areas, outlining what content students should know and what skills they should learn at—grade level.
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Block, Travis J., Milos Marinkovic, Jodie Gray, Paul E. Dowell, Charlotte Anthony, Ryan Daly, LaShauna Evans, et al. "“Science Fiesta!” Combining student-led community outreach with local culture." F1000Research 5 (September 14, 2016): 2319. http://dx.doi.org/10.12688/f1000research.9560.1.
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Science outreach improves science literacy among the public and communication skills of scientists. However, despite the array of well-documented benefits, robust outreach efforts are often absent from communities which stand to benefit the most from these initiatives. Here, we introduce “Science Fiesta,” a graduate student-led outreach initiative which utilizes cultural traditions of South Texas as a vehicle to establish self-sustaining interactions between scientists and their local community. Event assessment surveys indicated that attendees found the event both fun and educational. At the same time, graduate students who organized the event and participated in outreach reported that they strengthened a variety of professional skills important for their future careers. More importantly, the event had a substantial positive impact on enthusiasm for science outreach. Both public attendees and graduate students reported that they were likely to participate in future science outreach events, even though a majority of both groups had not been previously involved in outreach efforts. Science Fiesta is a model for a highly effective graduate student-led outreach initiative that is capable of 1) improving public scientific literacy, 2) reinforcing graduate education and career development and 3) creating a culture of science engagement within local communities.
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Block, Travis J., Milos Marinkovic, Jodie Gray, Paul E. Dowell, Charlotte Anthony, Ryan Daly, LaShauna Evans, et al. "“Science Fiesta!” Combining student-led community outreach with local culture." F1000Research 5 (October 20, 2016): 2319. http://dx.doi.org/10.12688/f1000research.9560.2.
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Science outreach improves science literacy among the public and communication skills of scientists. However, despite the array of well-documented benefits, robust outreach efforts are often absent from communities which stand to benefit the most from these initiatives. Here, we introduce “Science Fiesta,” a graduate student-led outreach initiative which utilizes cultural traditions of South Texas as a vehicle to establish self-sustaining interactions between scientists and their local community. Event assessment surveys indicated that attendees found the event both fun and educational. At the same time, graduate students who organized the event and participated in outreach reported that they strengthened a variety of professional skills important for their future careers. More importantly, the event had a substantial positive impact on enthusiasm for science outreach. Both public attendees and graduate students reported that they were likely to participate in future science outreach events, even though a majority of both groups had not been previously involved in outreach efforts. Science Fiesta is a model for a highly effective graduate student-led outreach initiative that is capable of 1) improving public scientific literacy, 2) reinforcing graduate education and career development and 3) creating a culture of science engagement within local communities.
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Al-Obaidi, Abdulkareem Sh Mahdi. "CDIO Initiative: A Guarantee for Successful Accreditation of Engineering Programmes." Indonesian Journal of Science and Technology 6, no. 1 (January 19, 2021): 81–92. http://dx.doi.org/10.17509/ijost.v6i1.31521.
Full textAbstract:
The accreditation bodies and engineering councils set a number of qualifying requirements and accreditation criteria to ensure the quality of engineering graduates and programmes. One of these requirements is the engineering curriculum. Some institutions using the traditional engineering curriculum often face difficulties and burden to meet the accreditation minimum academic requirements as their curriculum lacks the innovation and the integration of graduate attributes such as personal, interpersonal, teamwork, entrepreneurship, development of life skills and emotional wellbeing, among many. This eventually leads to deferred or even declined accreditation. To overcome these difficulties, the CDIO initiative is an ideal tool for successful accreditation. The CDIO standards, syllabus, engineering curriculum, and learning outcomes are not only meeting what accreditation bodies require, but they offer innovative curriculum more on high-level cognitive skills set in the context of the product-system lifecycle; Conceiving-Designing-Operating-Implementing metaphases. This paper shares a successful engineering education experience of the School of Engineering/Taylor’s University and how the CDIO initiative contributed not only to a successful accreditation but also to have a new innovative engineering curriculum. The adopted new curriculum is innovative, hands-on and project-based in order to achieve integrated learning where acquiring discipline-specific knowledge and CDIO skills take place simultaneously
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Asif Javed, Vaqar Ahmed, and Bakhrul Khair Amal. "The Social Safety Nets and Poverty Alleviation in Pakistan: An Evaluation of Livelihood Enhancement and Protection Programme." Britain International of Humanities and Social Sciences (BIoHS) Journal 3, no. 1 (January 27, 2021): 21–36. http://dx.doi.org/10.33258/biohs.v3i1.357.
Full textAbstract:
Sustainable Development Goal (SDG) 1 intends to end poverty of all forms and the government of Pakistan is also targeting poverty alleviation through social safety nets. ‘Ehsaas’ is the major social safety nets proramme which include various initiatives that are benefiting millions of households. The study examines the state of poverty in Pakistan and also highlights the spending under each social safety net. Furthermore, the study also evaluates the Livelihood Enhancement and Protection (LEP) programme which is a major initiative for poverty alleviation under Ehsaas programme. Survey in Khyber Pakhtunkhawa and Balochistan provinces were conducted of those beneficiaries who are getting asset and skills training. It was found that asset provision and skills trainings are helpful in increasing the earnings and provide sustainable livelihood opportunities to poor households.
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McAiney, Carrie A., Paul Stolee, Loretta M. Hillier, Diane Harris, Pam Hamilton, Linda Kessler, Victoria Madsen, and J. Kenneth Le Clair. "Evaluation of the sustained implementation of a mental health learning initiative in long-term care." International Psychogeriatrics 19, no. 5 (October 27, 2006): 842–58. http://dx.doi.org/10.1017/s1041610206004443.
Full textAbstract:
Background: This paper describes an innovative education program for the management of mental health problems in long-term care (LTC) homes and the evaluation of its longer-term sustainability. Since 1998, the [ldquor]Putting the P.I.E.C.E.S. Together[rdquor] learning initiative has been providing education sessions and related learning strategies aimed at developing the knowledge and skills of health professionals who care for older persons with complex physical and mental health needs and associated behaviors, in Ontario, Canada. A major focus of this province-wide initiative was the development of in-house Psychogeriatric Resource Persons (PRPs).Methods: Evaluation of this initiative included the completion of pre- and post-education questionnaires (over three data collection time periods) assessing learner confidence (N = 1,024 and 792, for pre- and post-education, respectively) and session evaluation questionnaires gathering feedback on the session (N = 2,029 across all sessions). A survey of LTC homes in Ontario (N = 439, 79% of the homes in the province) was conducted to assess longer-term sustainability.Results: Ratings of the sessions indicated that they were relevant to learners' clinical practice. There were significant increases in ratings of ability to recognize and understand challenging behaviors and mental health problems, and in ability to use a variety of assessment tools. Few homes (15%) do not have a PRP; over 50% of the staff who completed the first session in 1999 continue to serve as a PRP and to apply learned skills.Conclusions: A learning initiative with supportive and reinforcing strategies can develop in-house PRPs to enhance the care of the elderly in LTC. Incorporation of PRP functions into job descriptions and management support contributed to the success of this initiative. This study highlights the importance of work environments that support and reinforce the use of learned skills to the success of continuing education and quality improvement initiatives in LTC.