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Journal articles on the topic 'Skills framework'

Author: Grafiati

Published: 19 October 2024

Last updated: 31 July 2025

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1

Ali, Bothina Mohammed Hussien. "A Framework for Developing Soft Skills among Kindergarten." International Journal of Early Childhood Special Education 14, no. 1 (2022): 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.

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This study proposes a list of the needed soft skills for prospective kindergarten teachers in light of the Saudi Vision 2030, identifies the extent of their availability as reported by the participants, and proposes a framework for their development. To achieve these aims, the study adopted a descriptive method (analytical interpretation), and data have been collected by a questionnaire applied among 81 students registered at the eighth level in the College of Education. Results revealed high agreement on the availability of the needed soft skills among prospective kindergarten teachers: teamw

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McLaren, R., and J. Hayes. "Climbing skills [skills framework for the information age]." Information Professional 3, no. 4 (2006): 32–34. http://dx.doi.org/10.1049/inp:20060403.

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Garcia, Daniel Hernandez, Concepcion Monje, and Carlos Balaguer. "A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments." International Journal of Advanced Robotic Systems 14, no. 1 (2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.

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Future trends in robotics call for robots that can work, interact and collaborate with humans. Developing these kind of robots requires the development of intelligent behaviours. As a minimum standard for behaviours to be considered as intelligent, it is required at least to present the ability to learn skills, represent skill’s knowledge and adapt and generate new skills. In this work, a cognitive framework is proposed for learning and adapting models of robot skills knowledge. The proposed framework is meant to allow for an operator to teach and demonstrate the robot the motion of a task ski

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Squiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns, and Lauren McCormack. "The Health Literacy Skills Framework." Journal of Health Communication 17, sup3 (2012): 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.

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Darra, Susanne, Billie Hunter, Marian McIvor, Fran Webber, and Nan Morse. "Developing a midwifery skills framework." British Journal of Midwifery 11, no. 1 (2003): 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.

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Phillips-Mahon, Amy. "Creating a Digital Skills Framework." ITNOW 66, no. 3 (2024): 12–13. http://dx.doi.org/10.1093/itnow/bwae077.

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Abstract Flight Lieutenant Amy Phillips-Mahon CEng MIET MBCS of the Cyberspace Professions Implementation Team, RAF Digital, explains how organisational transformation in line with SFIA is helping the RAF face its challenges against the backdrop of a rapidly evolving digital landscape.

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Walker, Karen. "Skills for Health diabetes framework." Practical Diabetes International 24, no. 2 (2007): 61. http://dx.doi.org/10.1002/pdi.1052.

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Seema, P. V., and C. H. Padmanabha. "Conceptual framework on metacognitive skills." i-manager's Journal on Educational Psychology 17, no. 4 (2024): 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.

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The ability of a person to plan, monitor, assess, and modify their own behavioural patterns in order to more skillfully address challenges is known as metacognition. Although it is only described as "thinking about thinking," active thought monitoring and modification make it much more than that. The ability to think critically, solve problems, and be self- aware are all prerequisites for this type of self-regulation. When it came to meaningful learning, most students mainly relied on rote learning. Despite the significance of metacognitive thinking skills in the process of learning, the acqui

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Zou, Zhou, Sharin Hazlin Huspi, Ahmad Najmi Amerhaider Nuar, and Kebiao Zhu. "A Conceptual Framework of Career Move Recommendation System." Journal of Advanced Research Design 126, no. 1 (2025): 91–98. https://doi.org/10.37934/ard.126.1.9198.

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Nowadays, job recommendation systems are becoming more and more popular for job seekers to generate personalized job recommendations, but it is increasingly challenging as the techniques used are changing rapidly. Most of the existing job recommendation systems only consider the user’s interests, without consideration of the user’s skills, which can help them to make a career move. In this paper, the problem was addressed by applying the Design Science Research Methodology to propose an artefact. The proposed conceptual framework generates personalized job and skill recommendations for a caree

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Shekhar Agrawal and Rahul Vats. "Dynamic Knowledge Graphs: Revolutionizing Skill Analytics through Graph Neural Networks." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 11, no. 1 (2025): 1838–48. https://doi.org/10.32628/cseit251112181.

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The dynamic nature of workforce skills and their interrelationships necessitates sophisticated systems for understanding, classifying, and predicting skill evolution. This article introduces a novel framework for Dynamic Knowledge Graph Evolution in the Skills Domain, leveraging Graph Neural Networks to model hierarchical skill relationships, analyze temporal trends, and automate taxonomy generation. Our architecture incorporates a hierarchical GNN model that captures parent-child relationships among skills, enabling accurate skill classification and clustering. Temporal article is integrated

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Lamri, Jeremy, and Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach." Journal of Intelligence 11, no. 6 (2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.

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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understandin

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Sakarya Erkek, Gülten, and Nesime Ertan Özen. "K12 Skills Framework Writing Domain Skills in Secondary School Turkish Textbooks." Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 15, no. 1 (2025): 185–213. https://doi.org/10.17984/adyuebd.1540318.

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To keep up with the changing and developing world, individuals are expected to have 21st-century skills and integrate their knowledge with skills. This study aims to reveal the compatibility of the writing instructions in the secondary school Turkish textbooks, prepared for the 2023-2024 academic year with the writing field skills determined in the K12 Skills Framework. In this study, a basic qualitative research method was used. Data were obtained by the document analysis method. The data obtained by thematic coding were classified as specified in the Framework. The ratio of the number of wri

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Garcia-Esteban, Soraya, and Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework." Higher Education, Skills and Work-Based Learning 10, no. 3 (2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.

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PurposeCredit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA),

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Nugraha, Hari Din, Deny Poniman Kosasih, Kasda Kasda, As'ari Djohar, and Mumu Komaro. "Model of essential employability skills framework for machine operator." Jurnal Pendidikan Vokasi 10, no. 2 (2020): 188. http://dx.doi.org/10.21831/jpv.v10i2.31869.

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Employability Skills is a skill requirement that must be possessed by someone to be able to get a job, always keep spirit on work for the successful career achievement. The aim of this study is to find a specific employability skills framework model for Machine Operators. The research design uses mixed methods, which combines quantitative and qualitative methods and parallel convergent strategies in the mixing process data. These findings produce 14 Employability Skills framework, such as; 1) Basic skills: communication, listening 2) Personal Qualities: presence, teamwork, responsibility, hone

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Shin, Sangwoo, Minjong Yoo, Jeongwoo Lee, and Honguk Woo. "SemTra: A Semantic Skill Translator for Cross-Domain Zero-Shot Policy Adaptation." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 13 (2024): 15000–15008. http://dx.doi.org/10.1609/aaai.v38i13.29421.

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This work explores the zero-shot adaptation capability of semantic skills, semantically interpretable experts' behavior patterns, in cross-domain settings, where a user input in interleaved multi-modal snippets can prompt a new long-horizon task for different domains. In these cross-domain settings, we present a semantic skill translator framework SemTra which utilizes a set of multi-modal models to extract skills from the snippets, and leverages the reasoning capabilities of a pretrained language model to adapt these extracted skills to the target domain. The framework employs a two-level hie

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Mendiola, Rezzeline. "Knowledge and skills framework varies widely." Nursing Standard 21, no. 28 (2007): 33. http://dx.doi.org/10.7748/ns.21.28.33.s46.

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Farmer, Thomas W., Ruth Pearl, and Richard M. Van Acker. "Expanding the Social Skills Deficit Framework." Journal of Special Education 30, no. 3 (1996): 232–56. http://dx.doi.org/10.1177/002246699603000302.

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Ebeling, S. "Developing a clinical skills competency framework." BMJ Supportive & Palliative Care 1, no. 2 (2011): 220. http://dx.doi.org/10.1136/bmjspcare-2011-000105.47.

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Taraporewalla, Kersi, André van Zundert, Marcus O. Watson, and Ian Renshaw. "The Ecological-Dynamics Framework for Medical Skills." Healthcare 11, no. 1 (2022): 38. http://dx.doi.org/10.3390/healthcare11010038.

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Physicians are required to move and manipulate equipment to achieve motor tasks such as surgical operations, endotracheal intubations, and intravenous cannulation. Understanding how movements are generated allows for the analysis of performance, skill development, and methods of teaching. Ecological-Dynamics (ECD) is a theoretical framework successfully utilized in sports to explain goal-directed actions and guide coaching and performance analysis via a Constraint-Led Approach (CLA). Its principles have been adopted by other domains including learning music and mathematics. Healthcare is yet t

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Bibi, Nazia, Zeeshan Anwar, and Tauseef Rana. "Expertise based skills management system to support resource allocation." PLOS ONE 16, no. 8 (2021): e0255928. http://dx.doi.org/10.1371/journal.pone.0255928.

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Skills Management is an essential concept of human resource management in which a skill inventory may be created for each employee and managers can assign tasks to workers based on worker’s abilities. This concept is not fully practiced for two reasons: i) employee’s skills are not effectively evaluated and documented, ii) tool support is deficient to manage this complex task. Ineffective skill management of an organization fizzle tasks assigned to the incompetent employees and this may lead to project failure. To fill up this gap, a survey is conducted across various software organizations to

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Strong, Robert, Kim Dooley, Theresa Murphrey, Jen Strong, Chanda Elbert, and Matt Baker. "The EVAL framework: Developing impact evaluation scholars." Advancements in Agricultural Development 2, no. 3 (2021): 1–13. http://dx.doi.org/10.37433/aad.v2i3.139.

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The complexities of food, agriculture, natural resources, and human sciences (FANH) programs and projects require faculty to write and secure funding in addition to mastering skills such as evaluation competencies that integrate abilities in quantitative and qualitative research methods and evaluation theory and practice. The EVAL Framework was developed to advance skill development among FANH graduates to include these competencies and increase the pipeline of students who have the essential skills needed to advance FANH initiatives and priorities. The EVAL Framework includes four primary con

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M., D. Pradeep, and L. Kalicharan M. "LIFE CENTRIC SKILL ENRICHMENT FRAMEWORK - AN EFFECTIVE PEDAGOGY FOR EMPOWERMENT." International Journal of Computational Research and Development 1, no. 1 (2016): 40–46. https://doi.org/10.5281/zenodo.159771.

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India estimates to reach 1.31 billion in terms of population by the end of 2016. The Educational system in the highly populated countries like India should be gender sensitive which impart knowledge along with dissemination of skills to empower the marginalized sections of the society. By facilitating contribution from the marginalized folk, the country can move further towards prosperity in near future. The dissemination of knowledge and building competency for the common good are the two faces of empowerment. Life centric skill enrichment framework is an effective model named ‘Pradeep’s Mode

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Shaffie, Fuziah, Ruzlan Md-Ali, and Fahainis Mohd Yusof. "Towards Soft Skills Framework for Social Work Educators." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1091–96. http://dx.doi.org/10.32861/jssr.spi6.1091.1096.

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Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In

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Khadir, Yasmina, Hendrik Jan De Weerd, and Pascale Peters. "Shaping the Knowledge Worker Through a T-shaped Skills Profile Framework." European Conference on Knowledge Management 25, no. 1 (2024): 182–89. http://dx.doi.org/10.34190/eckm.25.1.2461.

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The paper revisits the concept of knowledge workers using the lens of a T-shaped skills profile. This framework combines breadth and depth of a worker’s knowledge with their skill durability. The T-shaped skill profile represents an individual who combines deep expertise in a field (the vertical bar of the T) with a broad understanding across multiple disciplines (the horizontal bar). This metaphor emphasizes the balance between specialized knowledge and not specialized one. To enhance this approach, a time dimension accounting for the perishability of skills, is integrated. Indeed, the unprec

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Furukawa, Koichi, Toshiki Masuda, and Ikuo Kobayashi. "Abductive Reasoning as an Integrating Framework in Skill Acquisition." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 8 (2011): 954–61. http://dx.doi.org/10.20965/jaciii.2011.p0954.

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Skill acquisition includes many issues, such as finding explanations for skillful performance, finding missing links in skill explanations, diagnosing performance malfunctions, identifying the role of “surprising facts” in skill discovery, and accommodating new skills. Interestingly, most of these issues are treated appropriately in an abductive reasoning framework. In this article, we focus on the skill of cello playing. A cellistmay find musical passages not playable using previously acquired methods alone. In such a case, we must invent a new skill, which we call an abduced skill. A simple

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Lin, Hsien-I., and C. S. George Lee. "Neuro-fuzzy-based skill learning for robots." Robotica 30, no. 6 (2011): 1013–27. http://dx.doi.org/10.1017/s026357471100124x.

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SUMMARYEndowing robots with the ability of skill learning enables them to be versatile and skillful in performing various tasks. This paper proposes a neuro-fuzzy-based, self-organizing skill-learning framework, which differs from previous work in its capability of decomposing a skill by self-categorizing it into significant stimulus-response units (SRU, a fundamental unit of our skill representation), and self-organizing learned skills into a new skill. The proposed neuro-fuzzy-based, self-organizing skill-learning framework can be realized by skill decomposition and skill synthesis. Skill de

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Horn, Britton. "A Skill-Based Framework for the Generation and Presentation of Educational Videogame Content." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 1 (2021): 292–94. http://dx.doi.org/10.1609/aiide.v13i1.12917.

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We regularly encounter complex activities consisting of basic skills— both conscious and subconscious. Adequately performing these complex activities involves mastering the individual basic skills and having the ability to seamlessly integrate them together. Games are one such example of a complex activity that is difficult to break down into the basic skills required, but engagement in games relies on designers introducing challenges proportionate to a player's skill. Procedurally generated levels cause additional problems since it is hard to estimate level difficulty for a particular player.

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Burkard, Anne, Henning Franzen, David Löwenstein, Donata Romizi, and Annett Wienmeister. "Argumentative Skills." Journal of Didactics of Philosophy 5, no. 2 (2021): 72–100. http://dx.doi.org/10.46586/jdph.2021.9599.

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In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant concepts and skills to students early on in their school career. Th

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Neni Nuryani, Jujun Ratnasari, and Sistiana Windyariani. "Profile of Research Skills in the Integrated Guided Inquiry Model Research Skill Development (RSD) Framework." Quagga: Jurnal Pendidikan dan Biologi 16, no. 2 (2024): 102–7. http://dx.doi.org/10.25134/quagga.v16i2.64.

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Research skills are one of the skills that exist in educational goals, research skills must be possessed to be able to face the 21st century. Research skills of students in Indonesia are still in the low category, this is evidenced by research that has been conducted by previous researchers with an average score -average 68.5 out of 100 points. This study aims to determine the research skill profile of students in one of the MAN schools in Sukabumi City. This study used a descriptive method, the subjects in this study were class XI students, totaling 22 students, determined by a sampling techn

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Issah, Mohammed Seini, Akosua Tachie-Menson, and Essel Harry Barton. "Teacher Practical and Pedagogical Skills Acquisition (TPPSA) Framework For Skills Acquisition In Leatherwork." Indonesian Journal of Education and Social Sciences 4, no. 1 (2025): 140–51. https://doi.org/10.56916/ijess.v4i1.981.

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This paper presents a framework for the instruction of Leatherwork and practical programs aimed at skills acquisition. The development of the pedagogical framework was inspired by observations of teaching and learning in Leatherwork, as well as a series of interviews conducted at the Department of Art and Design Innovation at Tamale Technical University. Additionally, the framework draws from various models, including Technological Pedagogical Content Knowledge TPACK developed by Koehler and Mishra (2009), the Successive Approximation Model (SAM) model, and the Analysis, Design, Development, I

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Iqbal, Asif, and Muhammad Salman. "Digital Information Literacy Skills for University Librarians in Pakistan: A Proposed Framework." Regional Tribune 1, no. 1 (2022): 54–62. http://dx.doi.org/10.63062/trt/2k22a.15710.

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This study aims to establish a comprehensive Digital Information Literacy (DIL) skills model tailored for librarians across diverse Pakistani universities. Employing content analysis, the research conducted a literature review to identify contextually relevant DIL skill statements. An expert panel evaluated a draft list of DIL skills, informing the development of a research questionnaire using a Likert scale. Chief librarians from various universities constituted the study population. Out of 160 distributed questionnaires, 132 were returned and analyzed using ANOVA. The study resulted in a DIL

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Asif, Iqbal, and Salman Muhammad. "Digital Information Literacy Skills for University Librarians in Pakistan: A Proposed Framework." Regional Tribune 1, no. 1 (2022): 54–62. https://doi.org/10.63062/trt/2k22a.15710.

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This study aims to establish a comprehensive Digital Information Literacy (DIL) skills model tailored for librarians across diverse Pakistani universities. Employing content analysis, the research conducted a literature review to identify contextually relevant DIL skill statements. An expert panel evaluated a draft list of DIL skills, informing the development of a research questionnaire using a Likert scale. Chief librarians from various universities constituted the study population. Out of 160 distributed questionnaires, 132 were returned and analyzed using ANOVA. The study resulted in a DIL

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Dalim, Siti Fairuz, Sharipah Ruzaina Syed Aris, Teoh Sian Hoon, et al. "Framework for Numeracy and Digital Skills Attributes in Higher Education." Research in Social Sciences and Technology 8, no. 3 (2023): 16–35. http://dx.doi.org/10.46303/ressat.2023.18.

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Numeracy and digital skills are among the most crucial skills that any graduate should possess before entering the workforce, regardless of their field of study. Therefore, both skills should not be treated as an “add on” skill but viewed as essential graduate attributes needing to be purposefully incorporated into the curriculum instead of mere chance. By understanding the learners’ numeracy and digital skills abilities, educators can create suitable learning outcomes, activities, and assessments, enabling them to acquire the skills. The objective of this study is to create a framework for te

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Ju, In-Joong, and Sang-Ho Kim. "Skills Framework for HRD in IT Industry." Journal of Information Management 36, no. 4 (2005): 117–36. http://dx.doi.org/10.1633/jim.2005.36.4.117.

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Lloyd, Marjorie. "Developing academic writing skills: the PROCESS framework." Nursing Standard 21, no. 40 (2007): 50–56. http://dx.doi.org/10.7748/ns2007.06.21.40.50.c4572.

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Lloyd, Marjorie. "Developing academic writing skills: the process framework." Nursing Standard 21, no. 40 (2007): 50–58. http://dx.doi.org/10.7748/ns.21.40.50.s55.

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Vivarelli, Marco. "Technology, Employment and Skills: An Interpretative Framework." Eurasian Business Review 3, no. 1 (2013): 66–89. http://dx.doi.org/10.14208/bf03353818.

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Cummings, Shelley. "Research and the knowledge and skills framework." Emergency Nurse 18, no. 2 (2010): 22–23. http://dx.doi.org/10.7748/en2010.05.18.2.22.c7755.

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Schofield, Lawrence, Chapa Sirithunge, Arsen Abdulali, and Fumiya Iida. "Multiple Musical Skills Framework for Robotic Musicianship." IOP Conference Series: Materials Science and Engineering 1321, no. 1 (2024): 012015. https://doi.org/10.1088/1757-899x/1321/1/012015.

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Abstract Why are musical robots distinguishable from humans? What makes them sound less ‘musical’ or ‘human’? The many variables and high complexity of music make it difficult to answer this question. This paper sets out to formalise the many tasks and skills a musical robot has to carry out, and lists areas of unsolved problems that require new research. A potential overall robot information structural flow is provided on how separately created modules can work together to create a coherent musical robot. This was accompanied by a method for grading the ability of musical robots to evaluate t

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Turok, Ivan, and Peter Taylor. "A skills framework for regeneration and planning." Planning Practice and Research 21, no. 4 (2006): 497–509. http://dx.doi.org/10.1080/02697450601173462.

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Cho, Nam Jun, Sang Hyoung Lee, Jong Bok Kim, and Il Hong Suh. "Learning, Improving, and Generalizing Motor Skills for the Peg-in-Hole Tasks Based on Imitation Learning and Self-Learning." Applied Sciences 10, no. 8 (2020): 2719. http://dx.doi.org/10.3390/app10082719.

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We propose a framework based on imitation learning and self-learning to enable robots to learn, improve, and generalize motor skills. The peg-in-hole task is important in manufacturing assembly work. Two motor skills for the peg-in-hole task are targeted: “hole search” and “peg insertion”. The robots learn initial motor skills from human demonstrations and then improve and/or generalize them through reinforcement learning (RL). An initial motor skill is represented as a concatenation of the parameters of a hidden Markov model (HMM) and a dynamic movement primitive (DMP) to classify input signa

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Arif, Muhammad, Sumaira Nazir, and Nargis Fatima. "Competencies of a Requirement Engineer -Systematic Literature Review Protocol." Pakistan Journal of Engineering and Technology 6, no. 1 (2023): 69–73. http://dx.doi.org/10.51846/vol6iss1pp69-73.

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Requirement Engineering (RE) is a core activity of software engineering that guarantees successful project delivery within time and budget. It needs to be considered with respect to the competencies and skills of RE to effectively execute the RE processes and individual sustainability of requirement engineers. Several skill and competency frameworks are proposed and remember in various fields, however there is no competency framework for software requirement engineers. In this research work a systematic literature review protocol is presented as an initial step to design the framework that con

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Sharma, Meghna. "‘Skill India’ for Informal Workers: an integration through National Skills Qualifications Framework (NSQF)." Clarion- International Multidisciplinary Journal 6, no. 1 (2017): 92. http://dx.doi.org/10.5958/2277-937x.2017.00015.6.

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Sasson, Irit, and Yehudit Judy Dori. "A three-attribute transfer skills framework – part II: applying and assessing the model in science education." Chemistry Education Research and Practice 16, no. 1 (2015): 154–67. http://dx.doi.org/10.1039/c4rp00120f.

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In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the f

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Ybarra, Oscar. "The skills that help employees adapt: Empirical validation of a four-category framework." PLOS ONE 18, no. 2 (2023): e0282074. http://dx.doi.org/10.1371/journal.pone.0282074.

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Globalization, technological advances, economic and geopolitical shocks, pandemics, and any number of novel or unanticipated events have one thing in common: they represent change and require dynamic responses and adaptation from organizations, teams, and individuals. A critical resource for individuals to be adaptive are broad skills relevant to varied organizational conditions. These adaptive skills have been discussed in diverse venues but rarely in the organizational literature. Also, most, if not all, of extant conceptual frameworks related to adaptive skills remain unvalidated. The purpo

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Risyanto, Aris. "Life Skill Development Through Pencak Silat Activities in The Positive Youth Development Framework." TEGAR: Journal of Teaching Physical Education in Elementary School 7, no. 1 (2023): 1–6. http://dx.doi.org/10.17509/tegar.v6i2.62500.

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The purpose of this study was to examine life skill development through pencak silat activities in the positive youth development context. This study used experimental research method. The study population consisted of students participating in pencak silat courses at Subang University. The sampling technique used in this study was the purposive sampling technique, involving 20 students. In this study, the model used was the True Experimental Design. The research instrument used in this research was a life skills questionnaire with a Likert scale measurement. The analysis of this research empl

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Mkhonta, Portia P. "No One Right Approach; A Review of 21st Century Skills Pedagogy in Eswatini Curriculum." International Journal of Philosophy 3, no. 5 (2024): 1–20. http://dx.doi.org/10.47941/ijp.2376.

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Purpose: The 21st century skills curriculum is adjusted in different ways to meet each country’s education needs. This study is a review of how the 21st century skills curriculum is adapted in the Eswatini General Certificate of Secondary Education (EGCSE) curriculum. Its objectives were; to ascertain the vision of the 21st century skills curriculum as embraced by the EGCSE curriculum; to explore the interpretation of the 21st century skills pedagogy in the EGCSE curriculum and to examine other legal documents that embrace the notion of 21st century skills in Eswatini. Methodology: It adopted

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Surono, Surono, and Tetty Ariyanto. "How Can Asean Improve the Skills Recognition Framework for Migrant Workers?" Asian Journal of Engineering, Social and Health 3, no. 7 (2024): 1512–28. http://dx.doi.org/10.46799/ajesh.v3i7.367.

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The ASEAN Skills Recognition Framework (SRF) aims to facilitate the recognition of skills and competencies acquired by migrant workers, enhancing their employability and integration into the labor market. This study employs a qualitative research approach using a Research and Development (R&D) method combined with a case study approach. The case study methodology is derived from ethnography, focusing on in-depth examination and contextual analysis of the SRF implementation in various ASEAN member states. This study evaluates the implementation of the SRF across ASEAN member states, identif

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Nguyen Thanh, Thuy, Huong Vo Phan Thu, and Tuan Nguyen Van. "DEVELOPMENT OF CORE SKILLS ASSESSMENT FRAMEWORK FOR TECHNICAL STUDENTS." Journal of Science Educational Science 66, no. 5 (2021): 187–98. http://dx.doi.org/10.18173/2354-1075.2021-0247.

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Core skills are common, indispensable skills for anyone who wants to participate in learning and working in the twenty-first century. It is necessary to research and develop the core skills of engineering students to contribute to the improvement of the labor quality of the country. Research on the core skills of engineering students has not shown the specific skills of engineering students has not given a specific scale to evaluate those core skills. The core skills assessment framework is developed based on determining the structure and scale of skills. Based on the assessment framework, tea

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Cabero-Almenara, Julio, Juan Jesús Gutiérrez-Castillo, Antonio Palacios-Rodríguez, and Julio Barroso-Osuna. "Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment." Texto Livre: Linguagem e Tecnologia 14, no. 1 (2021): e25740. http://dx.doi.org/10.35699/1983-3652.2021.25740.

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Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu Europea

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