scholarly journals Key competencies in the labour market from the perspective of higher education students

e-mentor ◽  
2021 ◽  
Vol 92 (5) ◽  
pp. 69-80
Author(s):  
Agata Matuszewska-Kubicz ◽  
Keyword(s):  
Labour Market ◽  
Social Intelligence ◽  
Point Of View ◽  
Education Students ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Intercultural Competencies ◽  
Key Competencies ◽  
The University ◽  
Creativity And Innovation

The subject of key competencies in the labour market has been discussed in many publications and reports in recent years, presenting the point of view of researchers and employers on the issue. However, the perspective of future employees also seems to be worth discussing; hence this research covers university students currently entering the labour market. Ten competencies identified as key in the labour market are examined: problem-solving, creativity and innovation, analytical and critical thinking, active learning and teaching, interdisciplinarity, emotional intelligence, social intelligence, intercultural competencies, virtual cooperation, digital competency. The study aimed to determine the respondents’ opinions and beliefs about selected key competencies on the labour market, their willingness to develop them, and their declared level of these competencies. The survey was carried out using the quantitative method, using the CAWI technique, on a sample of 352 respondents – students of the University of Lodz. The results indicate that the students mostly share the view that the competencies indicated as being key will be expected by employers in the labour market in the next five years. Moreover, for most of the competencies being studied, they assess their current level to be high and see the need to develop them for professional purposes. Discrepancies are also indicated between the students’ self-assessment of their competencies and their employers’ assessment.

scholarly journals Intercultural Competencies for Fostering Technology-Mediated Collaboration in Developing Countries

2021 ◽  
Vol 13 (14) ◽  
pp. 7790
Author(s):  
Albert Kampermann ◽  
Raymond Opdenakker ◽  
Beatrice Van der Heijden ◽  
Joost Bücker
Keyword(s):  
Developing Countries ◽  
Point Of View ◽  
Early Years ◽  
Ict Skills ◽  
Intercultural Competencies ◽  
Information And Communication ◽  
Key Competencies ◽  
Different Cultures ◽  
And Diffusion ◽  
Successful Technology

With the rapid global spread and application of Information and Communication Technology (ICT), the question is whether every culture makes similar use of the ideology that often underlies its creators’ design. ICT applications are designed with underlying beliefs or principles about e.g., work, communication, and individuality. These beliefs or principles are invisible and hidden in software and, as such, in many instances not recognized by users in other cultures. These hidden principles might even frustrate the understanding, use, knowledge-sharing, and e-collaboration between people from different cultures. In this article, we aim to explore, from a historical point of view, the early years of adaptation of ICT in developing countries, and we will highlight the importance of the use of intercultural (ICT-)skills to learn to recognize cultural differences from a relationship-based definition in technology-mediated collaboration. A semi-systematic or narrative review approach is used that is particularly suitable for topics that have been conceptualized differently. Our review firstly summarizes and categorizes the cultural factors impacting the adaptation and diffusion of ICT, especially in developing countries, and investigates which factors could hinder and/or facilitate the collaboration with other countries. Secondly, the findings of a thorough comparison between different intercultural competencies’ frameworks indicate that intercultural competencies show a combination of motivation, knowledge (-management), and skills, which are key competencies in the light of successful technology-mediated collaboration.

scholarly journals Mostar university students' self-assessment of lifelong learning competencies

2015 ◽  
Vol 21 (2) ◽  
pp. 79-93
Author(s):  
Anita Klapan ◽  
Marija Šaravanja ◽  
Marijeta Mašić
Keyword(s):  
Lifelong Learning ◽  
Study Groups ◽  
The European Union ◽  
Self Assessment ◽  
Professional Orientation ◽  
Significant Difference ◽  
Research Findings ◽  
Key Competencies ◽  
Learning Competencies ◽  
The University

The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The research was conducted on the student population at the University of Mostar (N=283). The principal research findings suggest that various study groups of students provide various assessments of lifelong learning competencies, depending on their professional orientation.

scholarly journals РІВНІ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

2019 ◽  
pp. 16-20
Author(s):  
Павелків К. М.
Keyword(s):  
Experimental Data ◽  
Foreign Language ◽  
Experimental Research ◽  
Point Of View ◽  
Language Training ◽  
Self Assessment ◽  
Language Competence ◽  
Social Sphere ◽  
Competence Level ◽  
The University

The article presents the results of experimental research of foreign language competence level of future social sphere specialist. The experimental data are compared with the results of students’ under study self-assessment of their foreign language competence level. The article shows the results of the influence of methodological system of foreign language training of future social sphere specialist on the increase of the level of foreign language competence among participants of experimental groups. Creative, medium, satisfactory and unsatisfactory levels of foreign language competence of future social sphere specialist are characterized from the point of view students’ reflexion. The research approves the effectiveness of pedagogical influences introduced at the forming stage of the experiment through approbation of the author’s methodical system of foreign language training in the university.

scholarly journals TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS

2021 ◽  
Vol 1 ◽  
pp. 105-118
Author(s):  
Marina Đuranović ◽  
Siniša Opić ◽  
Irena Klasnić
Keyword(s):  
Teacher Education ◽  
Modern Society ◽  
Education Students ◽  
Self Assessment ◽  
Assessment Of Competence ◽  
The Times ◽  
The University ◽  
Composite Variables ◽  
Teacher Education Students ◽  
Insight Into

To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.

Early childhood education – students’ self-assessment of their teaching competences in the arts

2017 ◽  
Vol 4 (6) ◽  
pp. 77-90 ◽  
Author(s):  
Marijana Zupanic Benic
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Initial Teacher Education ◽  
Education Students ◽  
Self Assessment ◽  
Childhood Education ◽  
The Arts ◽  
Faculty Of Education ◽  
The University

The term ‘competences’ in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents. Keywords: Preschool education, competences, fine arts, music.

scholarly journals On the rudiments of the eye tracking glottodidactics

2020 ◽  
pp. 57-76
Author(s):  
Sambor Grucza
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Language Learning ◽  
Second Language Learning ◽  
Point Of View ◽  
School Students ◽  
Learning And Teaching ◽  
Basic Assumptions ◽  
Work Effectiveness ◽  
The University

The article presents briefly the main aim of eye tracking supported research carried out within the scope of what is broadly understood to be second language learning and teaching. Special emphasis is placed on the capabilities and limitations of eye tracking based cognition in second language learning and teaching. Eye tracking based research of second language learning and teaching is, from the scientific point of view, relevant in so as much as it measurably contributes to the creation of new, or the verification of previously acquired, scientific knowledge, in as much as it contributes to the scientific cognition of the object of glottodidactics. The article introduces the basic assumptions of eye tracking glottodidactics. In this sense it constitutes the first part of the presentation of the results of the eye tracking supported project “Developing language competences in secondary school students with developmental dyslexia”, which was implemented at the University of Warsaw. The second part of the presentation is the article "Layout changes in the textbook of English and their influence on the dyslectic students’ work effectiveness – an eye tracking analysis'' written by Agnieszka Andrychowicz-Trojanowska and published in this issue of Beyond Philology.

scholarly journals Quality Assurance and Accreditation at University of Kurdistan Hewler

2019 ◽  
Vol 3 (1) ◽  
pp. 62-66
Author(s):  
Sherwan Kafoor
Keyword(s):  
Quality Assurance ◽  
International Schools ◽  
Internal Audit ◽  
Course Delivery ◽  
Assessment Process ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Documentary Analysis ◽  
Student Welfare ◽  
The University

The University of Kurdistan Hewler (UKH) attained accreditation from the Accreditation Service of International Schools, Colleges & Universities (ASIC) based in the United Kingdome (UK) on 19th of December 2018. Achieving accreditation was the conclusion of a two-year comprehensive internal audit, conducted as a self-assessment process by the Office of Quality Assurance and Accreditation (QA&A) in the UKH. The purpose of this review is to explore if the existing quality assurance status at UKH met the requirement of ASIC criteria for the attainment of international accreditation. The process included a qualitative study and documentary analysis, interviews and questionnaires. The accreditation process revealed that the quality areas of learning and teaching, course delivery, quality assurance and enhancement, premises and Health & Safety, student welfare, management and staff resources, and marketing & recruitment, are significantly efficient.

scholarly journals Partnership through co-creation: Lessons learnt at the University of Adelaide

2019 ◽  
Vol 3 (2) ◽  
pp. 62-77
Author(s):  
Catherine Anne Snelling ◽  
Beth R Loveys ◽  
Sophie Karanicolas ◽  
Nathan James Schofield ◽  
William Carlson-Jones ◽  
...  
Keyword(s):  
Continuous Improvement ◽  
Best Practice ◽  
Design Thinking ◽  
Collaborative Approach ◽  
Education Students ◽  
Learning And Teaching ◽  
Institute Of Design ◽  
Implicit Approach ◽  
Review Cycle ◽  
The University

This paper describes three exemplars of practice inspired by emerging evidence that student-staff partnerships have the potential to significantly enhance many areas of higher education. Students and academics at the University of Adelaide have successfully implemented this collaborative approach across a range of learning and teaching contexts. The Design Thinking Framework, developed by the Hasso Plattner Institute of Design at Stanford University, was utilised at a faculty, program, and course level to frame each of the exemplars, due to its implicit approach to creativity, collaborative development, and achievement of solutions. The iterative nature of the framework facilitated a review cycle for continuous improvement in each Students-as-Partners’ initiative. Analysing the outcomes of each exemplar has identified common hallmarks of successful partnership, and these indicators have the potential to contribute to the growing body of evidence that defines best practice in this pedagogy

scholarly journals Using critical pedagogies from adult education to inspire and challenge higher education students

2009 ◽  
Vol 2 (1) ◽  
pp. 80-103
Author(s):  
Karima Kadi-Hanifi
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Literacy ◽  
Interactive Methods ◽  
Education Students ◽  
Learning And Teaching ◽  
Speakers Of Other Languages ◽  
Education Today ◽  
Methods Of Learning ◽  
The University

This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.

scholarly journals Impact of Erasmus mobility for study on the development of Tuning Europe generic competences, as assessed by outgoing and incoming students in a large university: a revealing analysis

2015 ◽  
Vol 3 (1) ◽  
pp. 57 ◽  
Author(s):  
Luigi F. Donà dalle Rose
Keyword(s):  
Point Of View ◽  
General Point ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Survey Tool ◽  
Mobile Students ◽  
Generic Competences ◽  
Data Yield ◽  
The University ◽  
Incoming Students

<p class="Default">We explore on the basis of a simple survey tool the <em>perceived </em>impact of the Erasmus mobility experience on the improvement of the thirty generic competences of the Tuning Europe list. We rely on a self-assessment procedure, i.e. on data collected by the Erasmus Office of the University of Padova, Italy, through end-of-stay questionnaires, as returned by both outgoing and incoming Erasmus students. Processed data yield the percentage number of ticks, by which a given competence was chosen by the answering samples. We introduce a quantity “importance of improvement”, which measures the perceived degree of development of a given generic competence during the mobility experience and allows a consistent comparison among different samples. On this basis, we can order the thirty competences according to decreasing perceived importance of improvement in the two above samples. From a general point of view, Erasmus students perceive the most important improvement in instrumental competences. We can then carry out meaningful comparisons between the profiles of competences’ improvement of outgoing and incoming students, both in qualitative and in quantitative terms. Such a comparison reveals interesting features linked to the academic and human environments of mobile students. A further step in the analysis describes how country effects give more insight into the previous results. In such a context, we analyze the country impact on each given competence for both outgoing (visiting the country) and incoming (from the country) students, on the country subgroup  competences’ profile and on the exchange of competences, which occurs between paired country subgroups.</p>

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