scholarly journals Microcredential learners need quality careers and employability support

2021 ◽  
Vol 12 (1) ◽  
pp. 21-23
Author(s):  
Michael Healy
Keyword(s):  
21St Century ◽  
Labour Markets ◽  
Career Goals ◽  
Lifelong Learner ◽  
Employment Success ◽  
Workplace Competencies

Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).

scholarly journals Sekolah Inklusif Berbasis Karaker Nilai-Nilai Islam di SMA Mutiara Bunda Bandung

2020 ◽  
Vol 6 (3) ◽  
pp. 241
Author(s):  
Heti Aisah
Keyword(s):  
High School ◽  
Character Education ◽  
Inclusive Education ◽  
Continuous Improvement ◽  
21St Century ◽  
Lifelong Learner ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
High Integrity ◽  
Islamic Values

Salah satu lembaga yang saat ini melaksanakan pendidikan inklusif adalah SMA Mutiara Bunda. SMA ini berhasil menjalankan visi menjadi pembelajar sepanjang hayat dengan integritas tinggi dan terlibat dalam masyarakat global dengan nilai-nilai Islam. Melihat fakta tersebut, maka dilakukan sebuah penelitian dengan tujuan untuk mengetahui pendidikan karakter berbasis nilai-nilai Islam yang diterapkan di SMA Mutiara Bunda Kota Bandung. Penelitian dilakukan menggunkana pendekatan deskritif kualitatif. Data dianalisis menggunakan model Miles and Huberman. Hasil dari penelitian menunjukkan bahwa pendidikan karakter di SMA Mutiara Bunda, diperoleh dari penanaman budaya yang memiliki nilai-nilai grateful, acceptance, caring dan sharing, continuous improvement, persistence. Nilai-nilai tersebut selaras dengan tuntutan kurikulum 2013 dan kecakapan abad ke-21. Abstrack One of the institutions currently implementing inclusive education is Mutiara Bunda High School. This high school carries out the vision of being a lifelong learner with high integrity and engaging in a global society with Islamic values. Seeing these facts, a study was conducted with the aim of knowing character education based on Islamic values ​​applied at SMA Mutiara Bunda, Bandung City. The research was conducted using a qualitative descriptive approach. Data were analyzed using the Miles and Huberman model. The results of the study indicate that character education at Mutiara Bunda Senior High School, is obtained from cultivating a culture that has the values ​​of being grateful, acceptance, caring and sharing, continuous improvement, perseverance. These values ​​are consistent with 2013 curriculum records and 21st century skills.  

scholarly journals LINKING THE CEAB GRADUATE ATTRIBUTE COMPETENCIES TO EMPLOYABILITY SKILLS 2000+: EQUIPPING STUDENTS WITH THE LANGUAGE AND TOOLS FOR CAREER/EMPLOYMENT SUCCESS

2017 ◽  
Author(s):  
Jillian Seniuk Ciceka ◽  
Lynda Peto ◽  
Sandra Ingram
Keyword(s):  
Adult Learners ◽  
Career Success ◽  
Developmental Process ◽  
Career Goals ◽  
Employability Skills ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Future Career ◽  
Employment Success ◽  
Career Employment

Graduate attributes are a relevant and pressing topic for engineering educators as we work to find innovative ways to teach and assess them in our courses and programs. The graduate attributes defined by the Canadian Engineering Accreditation Board (CEAB) are left to faculty of accredited Canadian Engineering programs to characterize into manageable,authentic and assessable indicators. Faculty are then responsible for demonstrating that their students possess these competencies, and that their programs are effective in training students in the skills, knowledge, behaviours, attitudes and values that are fundamental to the 12 graduate attributes. It has been a mammoth task that is still, in many cases, in its inception.What if we could approach identifying and assessing the CEAB graduate attributes in another way? Should we be expecting faculty to be solely responsible for assessing students’ graduate attribute competencies? Applying Knowles Theory of Andragogy and Super’s Theory on Developmental Process of Vocational Behaviour, we are able to explain how students, as adult learners, are motivated to identify and assess their own skills and competencies, influenced by their life situations and therelevance of employment to their immediate and future career goals.If we provide the framework for establishing the transference of the CEAB graduate attributes to their employment and career goals, students can be given the motivation to identify, and indeed, showcase their own competencies. Connecting the CEAB graduate attributes to the Conference Board of Canada Employability Skills 2000+ translates the attributes into a language recognizable and relevant to all engineering stakeholders, and may inspire students to seek understanding of the required engineering competencies as they focus on gaining employment, and ultimately achieving career success

scholarly journals 21ST Century Characteristics of Educators as Perceived by Laguna State Polytechnic University Faculty

2020 ◽  
Vol 7 (4) ◽  
pp. 398-410
Author(s):  
Lerma P. Buenvinida ◽  
Maria Teresa M. Rodriguez ◽  
Sherwin B. Sapin
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Faculty Members ◽  
System Thinking ◽  
Academic Rank ◽  
Lifelong Learner ◽  
Descriptive Research ◽  
21St Century Learners ◽  
Strongly Agree

This descriptive research aimed to determine the level of perception of faculty of Laguna State Polytechnic University on the 21st century characteristics of educator.  Demographic profile of the respondent includes age, sex, status, educational attainment, academic rank, and years of service. The study identified six characteristics of 21st century educators such as adaptor, lifelong learner, technology savvy, collaborator, visionary, and leader. It was found out that the highest computed mean and standard deviation of 5.59 (0.13) was obtained from collaborator as one of the characteristics of educator and was interpreted as strongly agree. The faculty have developed and enhanced their knowledge and skills in teaching in order to adopt with the demands of 21st century learners. It is suggested that faculty members should continue to enhance their 21st century skills such as developing and applying new pedagogies in teaching and learning; and implementing design thinking and system thinking for educators.

A Quantitative Exploration of Students’ Mindsets and Behaviors: A Whole Child Academic, Emotional, and Career Development

2019 ◽  
Vol 28 (4) ◽  
pp. 319-347 ◽  
Author(s):  
Olcay Yavuz
Keyword(s):  
Career Development ◽  
21St Century ◽  
Career Goals ◽  
Whole Child ◽  
Key Factors ◽  
College And Career ◽  
And Behaviors ◽  
Students Attitudes ◽  
International Comparative

The demands of the 21st century require a systemic and collaborative perspective to promote the long-term development and success of all children. The purpose of this international comparative study is to investigate students’ mindsets and behaviors for school, college, and career success. The results revealed that there are key factors significantly impact on the students’ perceptions on academic, emotional, and career development. The author hopes this study will add to the limited existent research on educating the whole child. Also, this study should assist in future policies and practices by providing explorative analyses for students’ attitudes or beliefs for achieving their college and career goals.

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