ASSESSMENT OF THE SKILLS LEVEL OF THE XXI CENTURY, POSSESSED BY YOUTH

2017 ◽  
Author(s):  
Natalia Tilikina ◽  
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
The Social ◽  
Self Development ◽  
Grade Scale ◽  
Personal Skills ◽  
Tool Set

In the article there has been studied the level of skills, possessed by youth, and needed in the XXI century. Assessment of the skills level of the XXI century, possessed by youth, has been conducted with the help of methodology, developed by the author of the article, based on the cluster analysis of different scientific sources, which highlighted topics of skills of XXI century. Based on the analysis there have been differentiated four major clusters, which include a certain set of skills each (educational skills (critical thinking, creativity, self- education), literacy skills (media literacy, digital literacy), social skills (teamwork, communication, emotional intelligence), personal skills (flexibility, productivity, proactiveness)), as well as there has been developed a tool set for conducting surveys among youth and employers on presence and level of skills of the XXI century during work, studying and conducting everyday activities. The survey conducted has enabled us to find out that the most needed in the XXI century skills, as per the opinion of youth, are self-development, creativity and teamwork. Same skills, as per youth, are the best developed in them and the most needed in the XXI century. For assessment of skills level, in the methodology there have been identified certain sets of actions, which correspond to each group of skills, and based on which the level of each skill in a certain group has been calculated firstly as per a three-grade scale, and then as per a four-grade scale – an integral rating of each of four skill groups. These calculations have proven that the social skills are the best developed in youth and personal skills are less developed. Among social skills teamwork and communication are the most developed, and among personal skills – productivity and flexibility. At the same time, there is a need to develop emotional intelligence and productivity as well as digital and media literacy.

scholarly journals A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy

2021 ◽  
Vol 10 (5) ◽  
pp. 101
Author(s):  
Hüseyin EROL
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Media Literacy ◽  
Digital Literacy ◽  
Document Analysis ◽  
Literacy Skills ◽  
Social Studies Curriculum ◽  
Class Level ◽  
The Social ◽  
Academic Year

This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials, this method was believed to be appropriate. The study is limited to social studies course books that re taught to the 4th, 5th, 6th and 7th grade students in Adıyaman province of Turkey in the 2020-2021 academic year. The study found that among the skills included in the social studies curriculum, digital literacy and media literacy skills are included. Four learning outcomes in the curriculum (no: 5.4.1, 5.4.2, 5.4.3. and 7.5.6.) are associated with digital literacy and 3 learning outcomes (no: 5.4.2, 6.7.4, 7.1.3.) are associated with media literacy. Among all learning outcomes in the curriculum (127 learning outcomes), the digital literacy and media literacy are included at a rate of 5.51%. The contents on digital literacy and media literacy were not distributed balancedly in the social studies course books and the contents that could be associated with digital literacy and media literacy in the social studies course books of the 5th and 7th grades were included. Of the contents in the 5th and 7th grade social studies course books, 6.6% were related to digital literacy and 6.24% were related to media literacy. However, there were no content in the 4th and 6th grade social studies course books that could be associated with digital literacy or media literacy. On the other hand, the contents related to digital literacy and media literacy in the social studies course books were consistent with the learning outcomes in the curriculum. The number of learning outcomes regarding these two literacy types can be increased in the curriculum. The number of contents about digital literacy and media literacy can be increased in the social studies course books to be published. The contents on digital literacy and media literacy at every class level (4th, 5th, 6th and 7th grade) provided with social studies course can be distributed equally.

scholarly journals LIFE SKILLS EDUCATION IN INCREASING THE INDEPENDENCE OF STUDENTS PURSUING PACKAGE C THROUGH THE SPNF SKB TRENGGALEK

2020 ◽  
Vol 1 (5) ◽  
pp. 985-988
Author(s):  
Suwarnoto Suwarnoto ◽  
Hikmah Eva Trisnantari ◽  
Imam Suwaktus Su’jai
Keyword(s):  
Social Skills ◽  
Population Data ◽  
Work Processes ◽  
Vocational Skills ◽  
Goods And Services ◽  
The Social ◽  
Intellectual Skills ◽  
Personal Skills ◽  
Skills Education ◽  
Formation System

The background of the research in this thesis is based on population data in Trenggalek district, it is found that the population of productive age with low education (not graduating from school) has an unemployment rate that is higher than those who have completed education. The research focuses in this thesis are: (1). How is the personal skills ordering system in increasing the independence of package C students at SPNF SKB Trenggalek (2). How is the social skills booking system in increasing the independence of package C students. (3). What is the system for ordering intellectual skills in increasing the independence of package C students (4). How is the vocational proficiency ordering system in increasing the independence of package C students. The results of the research are (1). The personal skill formation system in increasing the independence of package C students at SPNF SKB Trenggalek is a very important skill, even the first and foremost skill that students must have, where personal skills are behaving in accordance with religious, social, and religious norms. law, have faith in God Almighty, have noble character, are just, honest, commendable, have a work ethic, are responsible and can be trusted. (2).Social skills formation system in increasing the independence of package C students: Social skills for students have characteristics, namely being open, easy to socialize / communicate well with others, superiors, customers / customers and relate to their environment / community the surroundings. (3). The system for building intellectual skills in increasing the independence of package C students: Where this skill implies the ability to analyze simply, think logically, the ability to make decisions, explore good ideas, the ability to dare to try in their field scientifically . (4). Vocational skills formation system in increasing the independence of package C students: Vocational skills (vocational skills), namely the ability to choose jobs, job training, mastering competencies, mastering skills, applying technology, carrying out work processes and producing goods and services that can ultimately improve their standard of living and be able to compete with DU / DI.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2016 ◽  
pp. 1274-1303
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Mūzikas terapija sociālo prasmju veicināšanai pusaudžiem no sociālo risku ģimenēm

2021 ◽  
pp. 97-109
Author(s):  
Dana Atslēga ◽  
Līga Enģele ◽  
Keyword(s):  
Social Skills ◽  
Music Therapy ◽  
Social Networking ◽  
Social Risk ◽  
Social Risks ◽  
The Social ◽  
Self Development ◽  
Therapy Studies ◽  
The Impact ◽  
Therapy Sessions

A lack of social skills makes it very difficult for people to function and stay social, this is particularly the case with teenagers, where social networking is an important function for self-development and building up ones’ personality, as well as building a social group in order to fell affiliation. The study summarized various studies and their results on social skills and social networking as well as the impact of social risk families on the social networking process of teenagers. Also, a collection of different music therapy studies and sources for promoting social skills for teenagers from social risk families is evaluated. The selection consisted of the teens living in the crisis center from social risk families, who have received the referral of the social service of Rīga municipality or Jūrmala municipality. The amount of the selection that participated in 12 musical therapy sessions consisted of 59 teens aged 11 to 15 years. The results show that the musical therapy promotes social skills for teens from families of social risks.

scholarly journals Emotional intelligence and its influence on the adaptive skills of children with hearing disabilities

Educatia 21 ◽  
2020 ◽  
pp. 84-92
Author(s):  
Cristina Bălaș-Baconschi ◽  
Lucreția-Delia Dobrican
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Adaptive Behavior ◽  
Hearing Aids ◽  
School Setting ◽  
The Other ◽  
Adaptive Skills ◽  
The Social ◽  
The Relationship ◽  
Social Area

As several studies reveal there are strong relationships between emotional intelligence and the academic competences and on the other side, between emotional intelligence and adaptive behavior. The present study aims to demonstrate the relationship between emotional intelligence and adaptive skills, mainly in the social area in children with hearing disabilities. On the other hand, we focused on the relationships that could be established between the type of the disability, the hearing aids and the adaptive skills. Our findings showed that there is no significant correlation between emotional intelligence and adaptive skills and between the adaptive skills in the school setting and the degree of hearing disabilities, as well as the type of prosthesis. These results are there to confirm other findings which emphasize the fact that children with hearing disabilities have about the same social skills as the typically developed and in the same time they have no significant delays regarding the level of socio-emotional adaptability.

scholarly journals Work 4.0 Competencies in the Female Optics

2020 ◽  
Vol 28 (46) ◽  
pp. 65-73
Author(s):  
Martina Porubčinová ◽  
Ivana Novotná
Keyword(s):  
Job Satisfaction ◽  
Human Capital ◽  
Social Skills ◽  
Digital Literacy ◽  
Industry 4.0 ◽  
The Social

AbstractRecently, the research in Industry 4.0 has been focused not only on the technological aspects of Industry 4.0, but also on the wellbeing of the workers and their autonomy and job satisfaction. In this paper, specific requirements related to Industry 4.0 implementation are reflected with regard to female element. Based on the analysis of the key challenges of the Industry 4.0 development, specific challenges in human capital of women are pointed out, such as e.g. the social skills, maintenance of non-routine jobs, and support to adaptation to Industry 4.0. The aim of the paper is to analyse if women in Slovakia are prepared for the of Industry 4.0 development in terms of digital access, digital literacy and digital attitudes (patterns of digital participation).

scholarly journals Society and Taxes: An Exploratory Study of Fiscal Psychology

2020 ◽  
Vol 5 ◽  
pp. 00004
Author(s):  
Ika Rahma Susilawati ◽  
Rahmat Hidayat
Keyword(s):  
Rural Areas ◽  
Digital Literacy ◽  
Urban Areas ◽  
Small And Medium Enterprises ◽  
Tax Compliance ◽  
Literacy Skills ◽  
Social Representation ◽  
Extensive Discussion ◽  
The Social ◽  
The Government

This study aims to obtain the social representation of Indonesian society about taxes, especially those originating from the suburban and rural areas. Our previous study reported results that more people are representing those who live in urban areas and have higher digital literacy skills. Therefore, this study was conducted to broaden society's representative. Data was retrieved by direct social interaction to the people who are in public areas like traditional markets, rural areas, terminals, train stations, and small and medium enterprises around the campus area. A total of 121 respondents participated in this study. The analysis reveals the finding of 27 categories in terms of the social representation of tax. Among these categories, the highest frequency of occurrence is in the obligation categorization. Later, followed by categories of public interest, burdens, necessary, and corruption. In general, most respondents associate taxes with obligations. They acknowledge the importance of tax in an ideal, normative, and constitutional way. Under those circumstances, it heads them to comply with the tax rules. This reinforces the reasons why they tend to be more tax- compliant. However, tax is also associated with financial and non-financial burdens. The widespread practice of corruption or misuse of tax money further diminishes people's trust towards the government. This becomes a potential factor in progressively reducing individual tax compliance. A more extensive discussion is presented in the discussion.

Teaching Digital and Media Literacy as Cross-Cultural Communication

2017 ◽  
pp. 240-249
Author(s):  
Mary Catherine Boehmer
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
The Social ◽  
Access To Technology

As technology increasingly becomes a part of our day-to-day lives in the United States and throughout the globe, there is a greater push for students to develop the digital and media literacy skills necessary for the twenty-first century. In the United States, students learning these skills often come from a wide range of linguistic and cultural backgrounds. The diversity of the U.S. is one of its greatest strengths, but with this diversity come cultural differences in access to technology and how it is used across different cultural contexts. This chapter analyzes the constructs of digital and media literacy, the ways in which culture can be defined and how that can affect the intersectional identities performed in the social and participatory world of Web 2.0. It also examines access to technology and how technology is used for communication and accessing information in Russia, Germany, and Azerbaijan, and how approaching digital and media literacy through the lens of cross-cultural communication can help teachers to better meet the needs of learners from diverse backgrounds.

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