KNOWLEDGE AND SKILLS ACQUISITION INDEX AS AN INDICATOR OF STUDENTS' EDUCATIONAL LEVEL: A CASE OF STUDYING PHYSICS

2021 ◽  
Author(s):  
Tatiana Shaposhnikova ◽  
Alexander Gerashchenko ◽  
Vyacheslav Minenko ◽  
Kristina Khoroshun ◽  
Marina Romanova
Keyword(s):  
Educational Level ◽  
Skills Acquisition ◽  
Knowledge And Skills

Revisiting the Business English Courses to Meet the Stakeholers’ Demand

2019 ◽  
Vol 9 (2) ◽  
pp. 43
Author(s):  
Titien Indrianti
Keyword(s):  
Business Communication ◽  
Skills Acquisition ◽  
Business English ◽  
Global Business ◽  
Knowledge And Skills ◽  
Global Challenge ◽  
English Usage ◽  
The Subject ◽  
Communication Practices ◽  
Character Building

In the international business communication, English has become a medium of communication. To respond to such a global challenge, it is vital to equip students with Business English courses to prepare them to be more competitive worldwide. Nevertheless, studying Business English is quite problematic to many non-native learners since they have to focus both on the subject matter and the language. The present study is conducted to investigate the perspectives of the students and alumni on the Business English courses at the Business Administration Department, State Polytechnic of Malang. A survey on the second year students and the alumni was conducted. The questionnaires were distributed to elicit their views on the courses, as well as their recommendations. The existing English syllabuses and materials were collected to be overviewed. The findings indicate most students are in favor of the course. Their motivation and interest in the course are good that they make some attempts to support their Business English skills acquisition. The business English competences, like: business presentation, business meeting, business socializing, negotiation, business correspondence, and knowledge, like global business issues are of their benefits to prepare them to work and develop their career in the future. The alumni claim they apply the Business English knowledge and skills in their workplace. However, the level of the application is different following their job position in the workplace. The students’ proposals for the course are that it should be presented in a more fascinating way and business communication skills are more emphasized. Besides, global business materials and vocabulary in business are to be more inserted. The alumni recommend providing more business communication practices and vocabulary enrichment. Showing the formal and informal English usage is also necessary. Besides, character building related to business needs to be inserted.  The Business English syllabuses and materials were in line with the students’ and alumni’s expectation. The content and materials have already covered business knowledge and skills as expected by the stakeholder.

Knowledge and skills for accessing agricultural information by rural farmers in South-East Nigeria

IFLA Journal ◽  
2020 ◽  
pp. 034003522095183
Author(s):  
Ugonna B Fidelugwuowo
Keyword(s):  
Formal Education ◽  
Structured Interview ◽  
Skills Acquisition ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Interview Schedule ◽  
Knowledge And Skills ◽  
Rural Farmers ◽  
Level Of Knowledge ◽  
Frequency Counts

Rural farmers make up the majority of crop producers in any developing economy. Their level of access to agricultural information stems from the knowledge and skills they possess. This article aims to identify the sources of agricultural information and the level of knowledge and skills rural farmers possess for accessing such information in South-East Nigeria. A structured interview schedule and focus group discussions were used to collect relevant data. The method of analysis involves frequency counts, percentages and means. The study reveals that 41.7% of the respondents were between the ages of 41 and 50, while 62.6% were married, 84.8% were Christians and 29.8% had no formal education. The major source of agricultural information was through friends and co-workers, while the knowledge and skills they possessed for accessing agricultural information were generally low. The work provides an objective framework and measure of the existing competencies, and identifies the need for further skills acquisition.

ICT skills acquisition and competencies of librarians

2015 ◽  
Vol 33 (3) ◽  
pp. 502-523 ◽  
Author(s):  
Ojedokun A Ayoku ◽  
Victoria Nwamaka Okafor
Keyword(s):  
Word Processing ◽  
Web Design ◽  
Skills Training ◽  
Management Support ◽  
Skills Acquisition ◽  
University Libraries ◽  
Sampling Frame ◽  
Content Type ◽  
Knowledge And Skills ◽  
It Skills

Purpose – The purpose of this paper is an audit of information technology (IT) skills set of librarians in some Nigerian university libraries with the aim of examining their relevance and adequacy to the digital environment. Nigerian universities as knowledge creators and their libraries as gatekeepers of knowledge are rapidly witnessing the introduction of various IT. One of the challenges facing IT/digital library projects in Nigeria has been the readiness of the university libraries in terms of knowledge and skills to implement the digital and electronic library services. Design/methodology/approach – This paper used the survey approach. The sampling technique for the selection of the universities was stratified and for the librarians (respondents), census. The sampling frame was the approved list of universities released by the National Universities Commission as of the time of this study. The data were analysed using the Statistical Package for the Social Sciences. Findings – The findings of this paper revealed that many of the respondents do have knowledge and skills of email use and word processing tasks but lack knowledge of search engines and directories other than Google and Yahoo, respectively. Many of them do not know how to evaluate and catalogue e-resources; have no knowledge of subject gateways, specialised databases and some open-access library databases; have no knowledge of database management; are not skilled in Web design; and are equally not familiar with Web design applications. Originality/value – The study recommends management support for IT skills training and/or continuous professional development to improve the librarians. Librarians are also challenged and encouraged to explore the range of training resources available over the Internet for self-development.

scholarly journals Globalized Inclination to Acquire Knowledge and Skills Toward Economic Development

2021 ◽  
Vol 18 ◽  
pp. 1349-1369
Author(s):  
Grigorios L. Kyriakopoulos
Keyword(s):  
Economic Development ◽  
Economic Recession ◽  
Point Of View ◽  
Economic Systems ◽  
Skills Acquisition ◽  
Highly Qualified ◽  
Cultural Characteristics ◽  
Knowledge And Skills ◽  
E Learning ◽  
The Impact

In an era of economic recession and the divulged threats of COVID-19 pandemic in the world a highly impacting socio-economic activity is the education sector. The operational difficulties of companies and organizations, as well as the closure of universities, schools, training courses, are all affecting the entrepreneurial and the learning progress on using workers time and learners facilities to develop their knowledge and to build up their skills. In particular, free time of institutions’ closure can become a golden opportunity for learning and progresses in virtual education while adopting e-learning modes of information technology (IT) and supporting the distribution of knowledge and information for training and education. Since the COVID-19 pandemic outbreak only few studies have been devoted on studying the impact of cultural characteristics, economic situations, skills and knowledge on the development and the wider human wellbeing. At this study the literature production of economic development was investigated in the light of the ignored, but critically important, issue of globalized inclination to acquire knowledge and skills. All essential aspects of economic systems and economic development within the COVID-19 era were approached, quantified, and graphically valuated, in the light of the following fields of literature search: “dynamic economic systems”, “economic development”, “knowledge skills”, and “globalization”. The measurable indicators of comparing these results were that of: chronological, geographical, languages of reports’ written, subject areas, and keywords, accordingly. Besides, the three domains of technology, environment – ecology, and socio-economics were conveyed, while the key-determinants of knowledge and skills acquisition were also analyzed. From a managerial point of view the simultaneous affection of cultural characteristics, economic simulations, skills and knowledge aspects were considered as positive and significant, thus, supporting managers to better understand the necessities of IT development and managing a highly qualified workforce to shift the thread of the COVID-19 era while performing feasible learning management to solidify workers’ education through formal and in-house education.

scholarly journals The Mental Health Facilitator Program: A Multi-Country Evaluation of Knowledge and Skills Acquisition

2019 ◽  
Vol 9 (4) ◽  
pp. 324-333
Author(s):  
Alwin E. Wagener ◽  
Laura K. Jones ◽  
J. Scott Hinkle
Keyword(s):  
Mental Health ◽  
Skills Acquisition ◽  
Knowledge And Skills

Knowledge and Skills Competencies for Humanities Librarians Supporting Postgraduate Students

Libri ◽  
2018 ◽  
Vol 68 (4) ◽  
pp. 331-344
Author(s):  
Glynnis Johnson ◽  
Jaya Raju
Keyword(s):  
Current Knowledge ◽  
Research Question ◽  
Digital Age ◽  
Significant Finding ◽  
Western Cape ◽  
Skills Acquisition ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Knowledge And Skills ◽  
The University

Abstract This paper reports on an aspect of a 2016 masters study which addresses the research question: what knowledge and skills do humanities librarians require to effectively provide support to postgraduate students in the digital age? The study adopted a qualitative approach using a multiple case study design, within a constructivist paradigm, to respond to the research question, with core competency theory used to provide theoretical support. Data were collected via semi-structured interviews and focus group discussions with purposively sampled librarians and postgraduate students from Stellenbosch University, the University of Cape Town and the University of the Western Cape, all of which are situated in the Western Cape of South Africa. A significant finding of the study is that a mixture of discipline-specific knowledge and skills, generic skills and personal attributes are required by humanities librarians to effectively support postgraduate students, especially in the current digital age. The study presents a knowledge and skills framework that could be used to ascertain humanities librarians’ current knowledge and skills as well as establish areas for further knowledge and skills acquisition.

scholarly journals Comparing the impact of three different experiential approaches to entrepreneurship in education

2020 ◽  
Vol 26 (5) ◽  
pp. 937-971 ◽  
Author(s):  
Martin Lackéus
Keyword(s):  
Value Creation ◽  
Venture Creation ◽  
Skills Acquisition ◽  
Entrepreneurial Education ◽  
Opportunity Identification ◽  
Teacher Interviews ◽  
Content Type ◽  
Knowledge And Skills ◽  
Survey Responses ◽  
The Impact

PurposeThree different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.Design/methodology/approachData were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.FindingsThe three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.Research limitations/implicationsVaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.Originality/valueMost impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

Relationship between knowledge and skills in the Nigerian undergraduate chemistry curriculum and graduate employability in chemical-based industries

2018 ◽  
Vol 32 (3) ◽  
pp. 183-191 ◽  
Author(s):  
Rachael O. Okunuga ◽  
Duro Ajeyalemi
Keyword(s):  
Theoretical Knowledge ◽  
Skills Acquisition ◽  
Chemistry Curriculum ◽  
Knowledge And Skills ◽  
Paired Sample ◽  
Undergraduate Chemistry ◽  
Graduate Employability ◽  
Knowledge Requirements ◽  
Nigerian University ◽  
Industry Needs

The knowledge and skills required of chemists in chemical-based industries were compared to those in the undergraduate chemistry curriculum in Nigeria to establish whether there were gaps between the two. In a questionnaire survey, 120 chemists in 20 chemical-based industries gave their views of the extent to which the chemistry curriculum reflected industry needs for knowledge and skills. The data generated were analysed using means and paired sample t-tests. The results indicate that the Nigerian university chemistry curriculum is broad-based and sufficiently relevant to meet the theoretical knowledge requirements of chemical-based industries, but that it fails to meet their minimal skills requirements. While chemistry graduates have greater knowledge than is required for work in chemical-based industries, their skills level is below the industry requirement. The curriculum therefore needs to be restructured so that its skills acquisition component is improved.

Supervision: Changes in Standards–Changes in Roles

2011 ◽  
Vol 21 (1) ◽  
pp. 35-40
Author(s):  
Lorena Cole ◽  
Lora Backes ◽  
Tanya Enloe ◽  
Ruth Stonestreet ◽  
Mary Gorham-Rowan ◽  
...  
Keyword(s):  
Clinical Competence ◽  
Original Study ◽  
Time Study ◽  
Skills Acquisition ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Certification Standards ◽  
Language Pathology ◽  
Time Allotment ◽  
University Setting

The American Speech-Language-Hearing Association (ASHA) revised the standards for the Certificate of Clinical Competence in 2005 (ASHA, 2005). Clinical supervisory faculty have been directly affected in their work with graduate clinicians. Knowledge and skills acquisition now must meet the new certification standards for speech-language pathology. As roles have changed regarding time spent in various duties, a time study (analyzing how supervisors spent their time) was conducted by Valdosta State faculty in 1999. A second study, with more recent data, was initiated to compare to the original study conducted in 1999. This second time study analysis revealed changes in roles and time allotment per roles in one university setting. A comparison of these studies is discussed in this article.

Do registered nurses have the tools to appropriately assess student nurses in the taking and interpretation of electrocardiograms?

2021 ◽  
pp. 1-6
Author(s):  
Mary Kirk ◽  
Christine Wright
Keyword(s):  
Registered Nurses ◽  
Core Curriculum ◽  
Student Nurses ◽  
National Standard ◽  
Skills Acquisition ◽  
Knowledge And Skills ◽  
Published Evidence ◽  
Student Training ◽  
Workplace Setting ◽  
Routine Investigations

The Nursing and Midwifery Council highlights that, at the point of qualifying, registered nurses should be able to undertake routine investigations, interpret and share the findings, as appropriate. This includes electrocardiograms. Registered nurses who act as practice assessors for student nurses need to have the skills themselves to be able to appropriately assess the student. This article investigates whether practice assessors hold the appropriate knowledge and skills to be able to undertake assessments. The understanding of the terminology ‘interpreting findings’ can be seen in different ways and this could influence nurses' skills acquisition. At what point does a nurse not require supervision and is considered competent in the skill of taking an electrocardiogram and interpretation? There is no national standard in England to agree the level at which competence is achieved. Student training in practice may vary due to the placement experiences gained throughout their training. From reviewing the literature and standards, it is suggested that registered nurses have varying standards of skills when it comes to interpreting electrocardiograms, derived from their training both as a student and as a nurse. It may also be influenced by the Registered Nurses workplace setting and whether regular and specialist electrocardiogram analysis is required. There appears to be no published evidence/information into current training provision for electrocardiogram analysis within England within a student nurses core curriculum.

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