Transferable Skills for the 21st Century. Preparing Students for the Workplace through World Languages for Specific Purposes ed. by Carmen King Ramirez and Barbara A. Lafford

Hispania ◽  
2021 ◽  
Vol 104 (2) ◽  
pp. 318-320
Author(s):  
Lourdes Sánchez-López
Keyword(s):  
21St Century ◽  
Transferable Skills ◽  
World Languages

Are Apprenticeships Still Relevant in the 21st Century? A Case Study of Changing Youth Training Arrangements in German Banks

ILR Review ◽  
2002 ◽  
Vol 55 (4) ◽  
pp. 667-685 ◽  
Author(s):  
David Finegold ◽  
Karin Wagner
Keyword(s):  
21St Century ◽  
Cost Savings ◽  
New Firms ◽  
Workplace Flexibility ◽  
Transferable Skills ◽  
The Past ◽  
Detailed Case ◽  
The Cost ◽  
Youth Training

The authors present a detailed case study of the evolution of apprenticeships in German banking over the past two decades to analyze why employers continue to be willing to invest in these programs that provide workers with transferable skills. They explain employers' motivation in terms of two “logics.” Some considerations stemming from the logic of consequences, such as recruitment cost savings and enhanced workplace flexibility, encourage retention of the apprenticeship system. On balance, however, the cost calculus that is at the heart of the logic of consequences would, if unopposed, encourage head-hunting for apprentices trained by other firms, eventually undermining the system. The countervailing logic of appropriateness, however, discourages defections from the system by fostering trust among employers, encouraging new firms to participate in the system, supporting the strong reputational effect associated with training, and creating mechanisms with which banks can have a hand in keeping the system efficient.

Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies

2020 ◽  
pp. 1-9
Author(s):  
Pradeep Nair
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Independent Learning ◽  
University Graduates ◽  
Delivery Methods ◽  
Design Assessment ◽  
Face To Face ◽  
Transferable Skills ◽  
Industrial Age

Higher education institutions face much disruption in the Fourth Industrial Age. The rapid changes in the workplace demand that university graduates exhibit competencies beyond discipline-specific knowledge. To thrive in a complex world filled with rapid advancements in knowledge and technology, graduates must possess lifelong learning skills, think critically and creatively, be socially intelligent, resilient, and adaptive. The demand for these transferable skills requires universities to re-examine their curriculum design, assessment, and delivery methods to ensure learners know, develop, and culminate these skills upon graduation. This chapter explains how this can be achieved through a paradigm shift in the teaching and learning approach by reducing face-to-face teaching to enable greater interaction in the classroom, opportunities for expression, the building of character and other life skills whilst promoting more self-directed and independent learning. Lecturers should revolutionize the way they teach and develop the 21st century competencies skills among the students.

Reflections on Choosing a Prescribed Book for a University Business Presentation Skills Course : Why TED Talks Storytelling: 23 Storytelling Techniques from the Best TED Talks by Akash Karia Fits the Need

2020 ◽  
pp. 1-7
Author(s):  
Borka Richter
Keyword(s):  
21St Century ◽  
Liberal Education ◽  
Research University ◽  
Soft Skills ◽  
English Studies ◽  
Teaching And Research ◽  
Fine Line ◽  
Transferable Skills ◽  
Course Material ◽  
Ted Talks

The choice of course material is always bound to the needs and abilities of the students who will be using them. English Studies in the first quarter of the 21st century has to walk a fine line between the traditional, idealised idea of a teaching and research university offering a liberal education and the more employment-oriented, marketized idea of a university equipping students with competences for life after their studies. Offering business soft skills courses within a B.A. in English allows students to develop transferable skills whilst improving their EFL proficiency. TED Talks Storytelling by Akash Karia is reviewed against this backdrop for a course on oral business presentation skills and recommended as a suitable choice for a prescribed book.

Ballerinas as analysts: Former ballet dancers’ transfer of 21st century skills to careers as data analysts

2021 ◽  
pp. 095042222110101
Author(s):  
Sarah Egan Warren
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
21St Century ◽  
21St Century Skills ◽  
Ballet Dancers ◽  
Transferable Skills ◽  
Workplace Success

This qualitative study examines 21st century skills used by former ballerinas in their current careers as data analysts. Using the Partnership for 21st Century Learning’s list of 21st century skills as the framework, four unstructured interviews were analyzed. The findings indicate that the former ballerinas (1) articulate a connection between the creativity needed for ballet and data analysis, (2) recognize that their ballet training helped them develop 21st century skills needed to be data analysts, and (3) suggest that being a dancer influences their identity. These findings can contribute to the discussion of developing transferable skills essential to workplace success.

Rationales for the New Trivium and Their Underlying Principles

2021 ◽  
pp. 1-9
Keyword(s):  
21St Century ◽  
Transferable Skills ◽  
Key Skills ◽  
Educated Person

The purpose of this chapter is to lay out why the authors think trimming, tracking, and testing are key skills for the educated person. They propose that they make up a new trivium for education in the 21st century. Next, they contrast trimming, tracking, and testing with the old trivium. From there, they introduce the ways student commitment, self-explanation, and transferable skills come together through trimming, tracking, and testing. They close the chapter by extolling the virtues of practice when it comes to trimming, tracking, and testing. They believe as students do more of what they suggest, students will find more meaning in their education.

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