1 |
A pre-employment core skills programme for young adultsCoetzee, Heidemarie Edelgard January 2014 (has links)
This study focussed on the development and pilot testing of a research based preemployment
core skills programme for young adults in order to equip them for the
open labour market, to improve the young adults’ knowledge and application of
employment core skills, which in turn could increase the likelihood of securing
employment. This programme can also help to alleviate unemployment and poverty
by contributing to the social development of young adults, enhancing human capital
development, increasing opportunities to reach full educational potential, enhancing
economic development and increasing the opportunity to be self-sufficient and
raising the quality of life.
The motivation for this study is based on the high unemployment amongst young
adults, the lack of intervention programmes that address core skills for employment
for young adults that are making the transition from school to work in South Africa
and the apparent lack of core skills support for young adults at places of
employment. The study was conducted from an ecological systems perspective
which is relevant for the social work profession and to the “help professional” who
engages with young adults. The applied research was used and a quantitative research approach was
undertaken by using self-administered and group-administered questionnaires to
collect data in a standardised way under controlled circumstances with procedures
planned prior to the commencement of the study in order to test a hypothesis. The
study was conducted in two phases namely (A) an exploration of core employment
skills needed by young adults by using a quantitative descriptive survey research
design and (B) the development and pilot testing of a pre-employment core skills
programme for young adults by using a one-group pretest-posttest design to assess
the change in knowledge of core skills of young adults through the deployment of an
intervention of the programme.
The discussion of young adulthood as a life phase highlighted the nature of human
development. The discussion of the different development theories gave a good
indication of what development tasks are of importance during young adulthood and
especially in terms of preparation for entering into the labour market (career).
Unemployment has various impacts on the young adult who in turn has an effect on
the social system and the economy of South Africa.
From the empirical findings of phase A and combining the literature study it became
apparent that young adults who can communicate well, solve problems and work
with others are more employable as they can assume an active, adaptive and
responsible role in the workplace and society. This information was used to develop
a pre-employment core skills programme for young adults. The conceptual
programme model, the experiential learning approach and problem-based learning
were used for the basis of the core skills programme. The aim of the core skills
programme was to enhance the young adults’ knowledge and application of core
skills necessary for employment and their employment opportunities. The findings
from phase B indicate that the developed programme did enhance the young adults’
knowledge of core skills necessary for employment and that the developed
programme can be implemented with young adults between the ages of 18-25 years. / Dissertation (MSW)--University of Pretoria, 2014. / tm2015 / Social Work and Criminology / MSW / Unrestricted
|
2 |
Strengthening group work play-based pedagogy to enhance core skills in young learnersEkeh, Martin Chukwudi January 2020 (has links)
The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. Most Nigerian teachers prefer to use the traditional learning approach (TLA); known as teacher-centred learning, in comparison to learner-centred pedagogy. According to the research, the learner-centred approach is a contributing factor to the development and enhancement of the acquisition of core skills among young learners.
The study site identified was the eastern part of Nigeria. Nine participants were purposively sampled, who were responsible for teaching young learners between the ages of five to eight years. The researcher adopted the qualitative approach with an interpretive paradigm when employing a professional development programme through Participatory Action Research (PAR), observational schedule and field notes as tools for data collection.
Findings from the study revealed that teachers do not understand what core skills are and how they should be developed in young learners. It was also found that teachers did not have sound knowledge of curriculum implementation and its impact on the development of core skills. Teachers also lacked the knowledge and understanding of the use of diverse group work play-based pedagogy in the early grade classes
A recommendation was made for teachers to use group work play-based pedagogy to develop core skills among learners. It also recommended the provision of adequate continuous professional development training on group work play-based pedagogies to enhance and strengthen teachers’ knowledge and understanding. The study proposes the need for teachers to update their knowledge and understanding of curriculum policies on play-based pedagogy. / Thesis (PhD)--University of Pretoria, 2020. / pt2021 / Early Childhood Education / PhD / Unrestricted
|
3 |
Du tronc commun au socle commun (1945-2005) : La question de la culture commune au coeur de la démocratisation de l'école. / From the common curriculum to the common core (1945-2005) : The issue of common culture at the heart of the democratization of the school system.Portron, Quentin 29 November 2018 (has links)
Notre étude analyse les projets de socle commun (entre 1993 et 2006) et de tronc commun (entre 1944 et 1977) sous l’angle d’une tension entre deux formes antagonistes de démocratisation de l’école : démocratisation de la sélection et démocratisation de la réussite.Nous montrons que le socle commun institutionnel (2005-2006) ne parvient finalement pas à s’extraire du référentiel de démocratisation ségrégative caractéristique du système éducatif français. Cette logique de sélection se retrouve dans la conception d’un tronc commun que l’on repère, par exemple, dans les réformes de 1959 et 1963 ainsi que dans l’évolution du collège unique.À l’opposé, le socle commun proposé par la commission Thélot s’inscrit dans un paradigme de démocratisation de la réussite qui trouve des racines dans une tradition idéologique que nous pouvons observer à travers des projets tels que ceux définis, par exemple, par la commission Langevin-Wallon ou le ministre René Billères. Par-delà leurs différences d’approche, de contexte historique, d’objectifs en termes de réforme, le point commun est à situer dans l’élargissement de la culture commune allié à une redéfinition de la scolarité obligatoire intégrant dans le curriculum ordinaire les élèves dont le niveau est jugé faible. De ce point de vue, l’indispensable pour chacun ne peut être acquis que dans le cadre d’une culture pour tous. / Our study analyzes the projects of common core (between 1993 and 2006) and core curriculum (between 1944 and 1977) from a double perspective: “democratization of selection” and “democratization of success”.On the opposite side from the institutional common core (2005-2006) which failed in getting out of the system of reference which is characteristic of the segregationist democratization of the French education system, the common core put forward by the Thélot committee is in keeping with a paradigm of “democratization of success”, the latter taking roots in a philosophical tradition which can be found in projects such as those defined by the Education minister René Billères (1956-1958) or the Langevin-Wallon committee. Beyond their different approaches, historical contexts or goals, the common point is the widening of a common culture for all, beyond an academic angle, which tend to promote a logic of selection.From the “democratization of success” point of view, the essential for everyone can only be gained within the framework of a “culture for all”.
|
4 |
Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethicsHogan, Sharon January 2008 (has links)
This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
|
5 |
A design model of a competency based modular training system for the printing, newspaper and packaging industriesThomas, David Llewellyn, 1944- 06 1900 (has links)
The study centres on the development of a didactically justified design model
of a competency based modular training system for the Printing, Newspaper and
Packaging Industries.
The design model is represented in a diagram form identifying the components
of the design model in relation to their systems function. The components of
the design model are; training needs analysis, aims and objectives of
training, the learner initial situation, the code of practice for training
within industry, the pre-interactive training phase, the interactive training
phase and training outcomes.
Checklists are developed for using the design model as well as some practical
examples of the implementation of the design model in creating a training
system which features sound andragogic didactic principles and practices.
The use of the design model enables the development of a practical competency
based modular training system which meets the unique requirements of the
Printing, Newspaper and Packaging Industries. / Educational Studies / M. Ed. (Didactics)
|
6 |
A design model of a competency based modular training system for the printing, newspaper and packaging industriesThomas, David Llewellyn, 1944- 06 1900 (has links)
The study centres on the development of a didactically justified design model
of a competency based modular training system for the Printing, Newspaper and
Packaging Industries.
The design model is represented in a diagram form identifying the components
of the design model in relation to their systems function. The components of
the design model are; training needs analysis, aims and objectives of
training, the learner initial situation, the code of practice for training
within industry, the pre-interactive training phase, the interactive training
phase and training outcomes.
Checklists are developed for using the design model as well as some practical
examples of the implementation of the design model in creating a training
system which features sound andragogic didactic principles and practices.
The use of the design model enables the development of a practical competency
based modular training system which meets the unique requirements of the
Printing, Newspaper and Packaging Industries. / Educational Studies / M. Ed. (Didactics)
|
7 |
Bridging Advertising and Public Relations Pedagogy and Practice: A Mixed-Methods Analysis of Education Objectives and Industry NeedsWeed, Amanda J. 01 October 2018 (has links)
No description available.
|
8 |
Detecting, Defining and Developing Soft Skills in Business and ICT ContextsSchleutker, Kai Eugen Johannes 10 January 2022 (has links)
[ES] La motivación de este proyecto de investigación surgió de fuentes tanto personales como profesionales. En el campo de los negocios, así como en muchos otros campos, la definición de competencia profesional ha experimentado una importante evolución en los últimos 20 años. A medida que los entornos de trabajo se vuelven cada vez más digitales, pero también basados en equipos y redes, el papel de las habilidades individuales crece. Los empleadores de las empresas y las organizaciones de TIC buscan "habilidades técnicas", pero cada vez más buscan graduados capaces de administrarse por sí mismos, trabajar en equipos y redes y resolver problemas. La necesidad de estas "habilidades blandas" ha sido expresada por parte de organizaciones y empleadores, y se cree que su función crecerá adicionalmente en el futuro.
Sin embargo, hay muchas razones por las que las instituciones educativas han tenido dificultades para captar este desafío. Como resultado, se informa que el mercado laboral sufre de "brechas de habilidades", lo que causa problemas tanto a los empleadores como a los graduados, e indirectamente también a los educadores. Una de las principales razones de esto es que los educadores carecen de la conciencia de las habilidades necesarias en las organizaciones. Además, no están seguros de si se pueden promover las habilidades blandas y cómo se debe llevar a cabo.
En esta investigación, aclaro la "brecha de habilidades" y las posibles soluciones para reducirla. Empiezo por definir el carácter y el rol de Soft Skills. Posteriormente, inspecciono el proceso de adquisición de habilidades desde el aspecto de las partes mencionadas, llamadas "partes interesadas". Mi objetivo es crear un método que pueda considerar las Soft Skills de forma sistemática, con respecto a su rol para los diferentes stakeholders. Para lograrlo, se compone un marco de las Soft Skills esenciales, viable para Universidades y Organizaciones. A continuación, se presenta un modelo tridimensional del proceso de adquisición de Soft Skills. Luego se sugiere el indicador Method Soft Skills Status (3Si), operacionalizando los elementos del modelo en tres dimensiones estadísticas, "Significación", "Capacidad de aprendizaje" y "Nivel". Posteriormente se experimenta el Método propuesto mediante el lanzamiento de una encuesta a 381 profesionales de las TIC y empresas en cuatro países europeos.
En la sección Resultados, se presentan y discuten los resultados de la encuesta. A continuación, se aplican los resultados para probar el Método, lo que permite una clasificación en ocho clases de Soft Skills. Estas clases proporcionan descripciones específicas para cada una de las Soft Skills, aplicables a los educadores y formadores que trabajan en Soft Skills. Los resultados afirman la hipótesis planteada a la investigación. / [CA] La motivació d'aquest projecte d'investigació va sorgir de fonts tant personals com professionals. En el camp dels negocis, així com en molts altres camps, la definició de competència professional ha experimentat una important evolució en els últims 20 anys. A mesura que els entorns de treball es tornen cada vegada més digitals, però també basats en equips i xarxes, el paper de les habilitats individuals creix. Els ocupadors de les empreses i les organitzacions de TIC busquen "habilitats tècniques", però cada vegada més busquen graduats capaços d'administrar-se per si mateixos, treballar en equips i xarxes i resoldre problemes. La necessitat d'aquestes habilitats transversals ha sigut expressada per part d'organitzacions i ocupadors, i es creu que la seua funció creixerà addicionalment en el futur.
No obstant això, hi ha moltes raons per les quals les institucions educatives han tingut dificultats per a captar aquest desafiament. Com a resultat, s'informa que el mercat laboral pateix de "bretxes d'habilitats", la qual cosa causa problemes tant als ocupadors com als graduats, i indirectament també als educadors. Una de les principals raons d'això és que els educadors manquen de la consciència de les habilitats necessàries en les organitzacions. A més, no estan segurs de si es poden promoure les habilitats blanes i com s'ha de dur a terme.
En aquesta investigació, aclarisc la "bretxa d'habilitats" i les possibles solucions per a reduir-la. Comence per definir el caràcter i el rol de Soft Skills. Posteriorment, inspeccione el procés d'adquisició d'habilitats des de l'aspecte de les parts esmentades, anomenades "parts interessades". El meu objectiu és crear un mètode que puga considerar les Soft Skills de manera sistemàtica, respecte al seu rol per als diferents stakeholders. Per a aconseguir-ho, es compon un marc de les Soft Skills essencials, viable per a Universitats i Organitzacions. A continuació, es presenta un model tridimensional del procés d'adquisició de Soft Skills. Després se suggereix l'indicador "Method Soft Skills Status (3Si), transformant en operacions els elements del model en tres dimensions estadístiques, "Significació", "Capacitat d'aprenentatge" i "Nivell". Posteriorment s'experimenta el Mètode proposat mitjançant el llançament d'una enquesta a 381 professionals de les TIC i empreses en quatre països europeus.
En la secció Resultats, es presenten i discuteixen els resultats de l'enquesta. A continuació, s'apliquen els resultats per a provar el Mètode, la qual cosa permet una classificació en huit classes de Soft Skills. Aquestes classes proporcionen descripcions específiques per a cadascuna de les Soft Skills, aplicables als educadors i formadors que treballen en Soft Skills. Els resultats afirmen la hipòtesi plantejada a la investigació. / [EN] The motivation to this research project emerged from both personal and professional sources. In the field of business, as well as many other fields, the definition of professional competence has undergone a major evolution over the past 20 years. As working environments become increasingly digital, but also based on teams and networks, the role of individual skills grow. Employers in business and ICT organizations seek for technical 'hard skills', yet they increasingly look for graduates able to manage themselves, work in teams and networks and solve problems. The need for these 'Soft Skills' has been expressed from the part of Organizations and employers, and their role is believed to grow additionally in the future.
However, there are many reasons why educational institutions have found it difficult to capture this challenge. As a result, the labour market is reported to suffer from 'skills gaps', which cause problems for the employers as well as the graduates, and indirectly also to the educators. A main reason for this is that educators lack the awareness of the skills needed in Organizations. In addition, they feel unsure about whether Soft Skills can be promoted, and how this should be conducted.
In this research, I elucidate the 'skills gap' and possible solutions to reduce it. I start by defining the character and role of Soft Skills. Subsequently, I inspect the skills acquisition process from the aspect of the mentioned parts, called 'stakeholders'. My objective is to create a method that can consider Soft Skills in a systematic way, in respect to their role for the different stakeholders. To achieve this, a framework of the essential Soft Skills, viable for HEIs and Organizations is composed. Next, a three-dimensional model of the Soft Skills acquisition process is presented. The Method Soft Skills Status indicator (3Si) is then suggested, by operationalizing the elements of the model into three statistical dimensions, 'Significance', 'Learnability' and 'Level'. The proposed Method is subsequently experimented, by launching a survey to 381 business and ICT professionals in four European countries.
In the Results section, the outcomes of the survey are presented and discussed. Next, the results are applied to test the Method, which allows a classification in eight classes of Soft Skills. These classes provide specific descriptions for each of the Soft Skills, applicable for educators and trainers working on Soft Skills. The results affirm the hypothesis set to the research. / Schleutker, KEJ. (2021). Detecting, Defining and Developing Soft Skills in Business and ICT Contexts [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/179407 / TESIS
|
Page generated in 0.0615 seconds