scholarly journals 21st century skills development through occupational therapy students’ reflection by use of mind mapping concept in course of introduction to occupational therapy

2017 ◽  
Vol 4 (1) ◽  
pp. 188-193
Author(s):  
Supat Chupradit
Keyword(s):  
Occupational Therapy ◽  
21St Century ◽  
21St Century Skills ◽  
Skills Development ◽  
Mind Mapping ◽  
Occupational Therapy Students ◽  
Mapping Concept

scholarly journals Am I Fit for Tomorrow’s Labor Market? The Effect of Graduates’ Skills Development during Higher Education for the 21st Century’s Labor Market

2020 ◽  
Vol 12 (18) ◽  
pp. 7746
Author(s):  
Omar Habets ◽  
Jol Stoffers ◽  
Beatrice Van der Heijden ◽  
Pascale Peters
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
21St Century ◽  
21St Century Skills ◽  
Employability Skills ◽  
Skills Development ◽  
Perceived Fit ◽  
Cross Sectional ◽  
Higher Education Curriculum ◽  
New Graduates

This study contributes to the employability skills debate by investigating how students’ self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students’ self-perceived 21st century skills and their self-perceived “education-future labor market fit”. Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver “employable” graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates.

scholarly journals Can a Skill be Measured or Assessed?

2021 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Yuliya Shtaltovna
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Soft Skills ◽  
Skill Development ◽  
Employability Skills ◽  
Skills Development ◽  
World Economic Forum ◽  
Strategic Vision ◽  
Assessment Approach ◽  
World Economic

This paper reviews historic and current definitions of skill as a concept, as well as frameworks that have been applied to analyse levels of skills development across the academic and professional spectrum. The author proposes a 6-level chart of skill development based on the “can-do descriptors” approach by CEFR, also known as the ability assessment approach, for further discussion, development, and application. The proposed chart is based on six levels. These are organized into two Entry levels, two Operational Use levels and two Strategic Vision levels. Further debate on the typology of skills by Deloitte, LinkedIn Research and World Economic Forum is presented as of 2020 documentation. Its dynamic manner of paradigms changing the importance of a wide array of skills (alternatively denominated as employability skills, soft skills and/or 21st Century skills) are analysed, both for educators and employers.

scholarly journals Blended Humor and Mind Mapping in Improving 21st Century Skills

2020 ◽  
Vol 25 (1) ◽  
pp. 1
Author(s):  
Anastasia Dewi Anggraeni
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Professional Education ◽  
21St Century Skills ◽  
Learning Material ◽  
Discussion Forums ◽  
Education Department ◽  
Mind Mapping ◽  
Instructional Goals ◽  
Instructional Activities

Instructional communication that occurs in the classroom is expected to be pleasant communication for achieving instructional goals and improving 21st-century skills. 21st Century skills include communication, collaboration, critical thinking, and creativity. This study aims to enhance students’ 21st-century skills through the application of humor and mind mapping in classroom instructional activities. The object in this study was the 65 freshman in the Professional Education Department of Universitas Indraprasta PGRI. The method used in this research was descriptive qualitative. The results show that learning in the classroom becomes more fun and stress-free to understand through humor applied through humorous, motivating, and ice-breaking videos. Besides, there are communications between students through discussion forums and collaboration between them in the learning process. Other than that, student cognitive in critical thinking about the problems discussed in the learning material improves, as well as their creativity in organizing learning media digitally and non-digitally.

scholarly journals Student Skills and Employability: A Study from Students’ Perspective

2019 ◽  
Author(s):  
Le Thai Hung ◽  
Pham Thi Anh Phuong
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Skills ◽  
Development Planning ◽  
Informal Logic ◽  
Employability Skills ◽  
Skills Development ◽  
Research Report ◽  
Viet Nam ◽  
Graduate Attributes

This study is aimed at evaluating the relationship among students’ skills and their employability based on surveying students using 5 point Likert scale. The survey includes 490 students whose major are foreign languages and the results show that there are differences in the level of awareness between first year students, third year students and last year students. Thanks to the data analysis, it is revealed that most students believe that the university reputation has an important role in their employability (Mean= 3.80), they can do any kinds of work provided that work matches their skills and experience (Mean=3.05); therefore, students need to have some other skills in order to become successful in finding their jobs. Among the skills mentioned in the survey, the skills for working in group, skills for adaptability, skills for listening to others, skills for risk acceptability, skills for public speaking and skills for critical thinking are  more effectively contributing factors to employability in comparison with other skills. Keywords Students, employability, skills, attitude, influence References [1] Bộ Lao động Thương binh và Xã hội. (2018). Bản tin cập nhật thị trường lao động Việt Nam - quý II năm 2018. [2] Đào Đăng Phượng. (2017). Thị trường lao động và sự hình thành nguồn nhân lực ở Châu Âu và Việt Nam. Paper presented at the Hội Thảo Khoa Học Quốc tế "Tăng Cường Cơ Hội Tiếp Cận Thị Trường Lao Động Cho Thanh Niên và Sinh Viên Việt Nam Sau Khi Tốt Nghiệp. [3] Hà, T. T. (2017). Tiếp cận thị trường lao động cho sinh viên Việt Nam trong thời kỳ đổi mới giáo dục. Paper presented at the Kỷ yếu hội thảo khoa học quốc tế Tăng cường cơ hội tiếp cận thị trường lao động cho thanh niên và sinh viên Việt Nam sau khi tốt nghiệp.[4] Andrew Rothwell, Ian Herbert, & Frances Rothwell. (2007). Self-perceived employability: Construction and initial validation of a scale for university students. Journal of Vocational Behavior. [5] Andrews, G., & Russell, M. (2012). Employability skills development: strategy, evaluation and impact. Higher Education, Skills and Work-Based Learning, 2(1), 33-44. [6] Bailin, S. (1987). Critical and Creative Thinking. Informal Logic, 9(1), 23-30. [7] Bénabou;, R., & Tirole;, J. (2001). Seft-confidence and personal motivation. Paper presented at the the Oxford Young Economists’ Conference. [8] Cavanagh, J., Burston, M., Southcombe, A., & Bartram, T. (2015). Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students’ perceptions of their employability. International Journal of Management Education, 13(3), 278-288. [9] CBI on higher education. (2009). Future Fit: Preparing Graduates for the world of work. [10] Christopher D. Connors. (2017). Five Core Values that Define Success for Every Individual. The Mission Org. [11] Dearing, R. (1997). Higher Education in the Learning Society.[12] Hillage, J., & Pollard, E. (1998). Employability: Developing a Framework for Policy Analysis. DFEE Research Report RR85, Department for Education and Employment, London. [13] How to Develop Adaptability - One of the Top 10 21st Century Skills for Graduates. [http://oysterconnect.com/blog/how-develop-adaptability-one-top-10-21st-century-skills-graduates]. [14] Ilieva, D. (2014). Methods for perfecting presentation skills. Paper presented at the 13th international scientific conference Economy and Business, At Elenite, Bulgaria. [15] Joshua J. Jackson, & Dustin Wood. (2010). What do conscientious people do? Development and validation of the Behavioral Indicators of Conscientiousness (BIC). J Rer Pers, 44(4), 501-511. doi:10.1016/j.jrp.2010.06.005[16] Kalfa, S., & Taksa, L. (2015). Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability. Studies in Higher Education, 40(4), 580-595. [17] Katherine Fulgence. (2015). Employability of Higher Education Institutions graduates: Exploring the influence of Entrepreneurship Education and Employability skills development program activities in Tanzania. (PhD degree), University of Siegen. [18] Le Thai Hung, Nguyen Thi Nhu Ngoc, & Duong Anh. (2018). Assessing career adaptability of early childhoodteachers invietnam. Paper presented at the Proceedings of international conference: New trends in education.[19] Lee, S., & Brinton, M. C. (1996). Elite education and social capital: The case of South Korea. Sociology of Education, 69(3), 177-192. doi:doi:10.2307/2112728[20] Mason, G., William, G., & Cranmer. (2009). Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes? Education Economics, 17(1), 1-30. [21] Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory: New York, NY: McGraw-Hill, Inc.[22] Osmani, M., Weekkody, V., Hindi, N., Al-Esmail, R., Eldabi, T., Kapoor, K., & Irani, Z. (2015). Identifying the trends and impact of graduate attributes on employability: a literature review. Tertiary Education and Management, 21(4), 367-379. [23] Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence: Imagination Cognition and Personality.[24] Tom Oliver, & Lievens;, F. (2014). Conceptualizing and Assessing Interpersonal Adaptability: Towards a Functional Framework. Taylor & Francis Group, 52-72. [25] Ward, R., & Watts, A. G. (2009). Personal development planning and employability. York: Higher Education Academy. [26] Yorke, M. (2006). Employability in higher education: what it is – what it is not - Learning and Employability Series. The Higher Education Academy.

scholarly journals STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING

2018 ◽  
Vol 6 (1) ◽  
pp. 37
Author(s):  
Ayu Fatmawati
Keyword(s):  
Graduate Students ◽  
21St Century ◽  
Teaching Methods ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Skills Development ◽  
English Department ◽  
Online Questionnaire ◽  
21St Century Skill ◽  
Research Findings

The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. The respondents were the students of English department from one of  private universities in East Java. An online questionnaire was used as the instrument in this research. The data analysis was done statistically. The responses indicate that the implementation of project based learning generally helps the students in developing their 21st century skills. In conclusion, the students agree that the PbL can develop their  21st century skills. So, the lecturers are suggested to design the project based learning with the specific goals of 21st century skills development.

scholarly journals Analysis of Problem Based Learning Model with Mind Mapping to Increase 21st Century Skills

2020 ◽  
Vol 9 (3) ◽  
pp. 321-326
Author(s):  
Assa Prima Sekarini ◽  
Wiyanto Wiyanto ◽  
Ellianawati Ellianawati
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mixed Methods Research ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Student Collaboration

Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.  

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