scholarly journals Future jobs: Indonesian Primary Students’ Aspirations and Teachers’ predictions

2021 ◽  
Vol 4 (2) ◽  
pp. 209-225
Author(s):  
Stefanus Christian Relmasira ◽  
◽  
Yiu Chi Lai ◽  
Chi Fuk Henry So ◽  
◽  
...  
Keyword(s):  
Performing Arts ◽  
Work Skills ◽  
School Students ◽  
Skill Levels ◽  
Central Java ◽  
Standard Classification ◽  
Research Students ◽  
Future Work Skills ◽  
Future Work

The transformation of occupations in Indonesia due to digital technologies, especially in Artificial Intelligence, becomes a challenge for current educators to prepare their students for future work skills. This research study seeks to understand what students' career aspirations are and their teachers' predictions about their students' future careers. There were 125 Indonesian primary school students and 141 teachers in Central Java province involved in this research. Students were asked to draw the aspiration of their future jobs when they grow up in the next 15-20 years, and teachers were asked to draw their predictions of their students' future careers. The results show some similarities and differences between students' aspirations and teachers' predictions. Both students and teachers have the same idea about the importance of jobs that emphasizing the use of creativity. However, students had a tendency to select their future careers related to creative and performing arts, whereas teachers predicted their students' future jobs as teachers and lecturers. The data also shows that students incline to draw the use of high-technology tools in their future jobs, whereas teachers tend to describe the use of conventional tools in their students' future careers. Further results are discussed in relation to the International Standard Classification of Occupations skill levels jobs.

scholarly journals Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context

2019 ◽  
Vol 11 (15) ◽  
pp. 4219 ◽  
Author(s):  
Jorge Expósito López ◽  
José Javier Romero-Díaz de la Guardia ◽  
María del Carmen Olmos-Gómez ◽  
Ramón Chacón-Cuberos ◽  
Eva María Olmedo-Moreno
Keyword(s):  
Higher Education ◽  
Young People ◽  
Smart Cities ◽  
Experimental Methodology ◽  
Work Skills ◽  
Key Skills ◽  
The Future ◽  
Unaccompanied Foreign Minors ◽  
Future Work Skills ◽  
Future Work

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps in labour market inclusion are easily widened amongst those who, for various reasons, have not received adequate training, such as immigrants (including unaccompanied foreign minors) and young people without qualifications that have several difficulties in the access to higher education. Further, as is noted in the Phoenix report entitled Future Work Skills 2020, our educational system suffers from a lack of training with regards to the employment skills that need to be integrated into current society, as these have a crucial role for achieving success in the workplace. The aim of this study is to analyse the key skills for the inclusion of Unaccompanied Foreign Minors (UFM) in the workplace, developing a scale for the assessment of ten basic skills for the work of the future. These individuals are mostly young people without qualifications trying to make it in the new environments of current Smart Cities. This study employs an empirical and experimental methodology with two comparison groups of UFM adolescents. The UFM population is contextualised by the migratory flow from North Africa to Europe. Multistage sampling was used to select 345 participants. An approximation scale of the level of Future Work Skills was created as a data collection instrument through simulations of Horizon 2020 (EA-HFL-SH2020). Multivariate analysis was performed which revealed significant differences between school variables, work experience and educational level. The results are aligned with the evaluation of skill acquisition level for the working future of UFM and with the proposed training model of work skills that facilitate their inclusion in the world of the European workforce, as a function of the significant differences found. In addition, the emphasis is placed on the interest of identifying this type of skills in this group in order to develop appropriate training programs in higher education for employment success.

scholarly journals Australian and New Zealand Standard Classification of Occupations (ANZSCO): The Impact of a Trans-Tasman Classification on Labour Market Data

1970 ◽  
Author(s):  
Andrew Hancock
Keyword(s):  
Time Series ◽  
New Zealand ◽  
Labour Market ◽  
Skill Levels ◽  
Standard Classification ◽  
The Impact ◽  
The Relationship ◽  
Standard Framework ◽  
Classification Structure

The introduction of the Australian and New Zealand Standard Classification of Occupations (ANZSCO) into statistical collections, particularly the 2006 Census of Population and Dwellings, has enabled the first real comparison of occupation data using a consistent standard framework between Australia and New Zealand. The paper discusses the issues of introducing a harmonised classification into statistical collections and the impact for time-series and comparability of occupation data. Issues related to what to include in the classification structure, to ensure consistency in skill levels and to establish a framework that is practical for both countries to produce occupation data on will be examined. This paper will also discuss whether ANZSCO meets the need as a standard framework and introduces a strategy for ongoing maintenance and ensuring relevance and consistency moving into the future. In addition, commentary on the relationship with the 2008 International Standard Classification of Occupations will be provided.

scholarly journals The individual watching of one’s own video and its influence on future biology teachers´ professional vision

2019 ◽  
Vol 7 (1) ◽  
pp. 93-113
Author(s):  
Linda Němečková ◽  
Lenka Pavlasová
Keyword(s):  
Secondary Education ◽  
Teaching Practice ◽  
Professional Vision ◽  
School Students ◽  
Biology Teachers ◽  
International Standard ◽  
Upper Secondary Education ◽  
Video Recordings ◽  
Standard Classification

The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019Accepted: 08 November 2019Published online: 29 November 2019

Academic self-efficacy and future work skills in unaccompanied foreign minors: structural equation analysis according to residence time

2021 ◽  
pp. 1-15
Author(s):  
Eva María Olmedo-Moreno ◽  
Jorge Expósito López ◽  
José Javier Romero-Díaz de la Guardia ◽  
María del Carmen Olmos-Gómez ◽  
Micaela Sánchez-Martín ◽  
...  
Keyword(s):  
Residence Time ◽  
Self Efficacy ◽  
Structural Equation ◽  
Work Skills ◽  
Structural Equation Analysis ◽  
Equation Analysis ◽  
Unaccompanied Foreign Minors ◽  
Future Work Skills ◽  
Future Work ◽  
Academic Self Efficacy

The relationship between physical education and sports school students' positive thinking skill levels and their attitudes to learning: Comparison by gender and years of exercising

2020 ◽  
Vol 8 (4) ◽  
pp. 754-760
Author(s):  
Alparslan Ince ◽  
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Positive Thinking ◽  
Thinking Skill ◽  
School Students ◽  
Skill Levels ◽  
Quantitative Research Methods ◽  
The Relationship

The aim of this study was to compare the relationship between physical education and sports high school students' positive thinking skill levels and attitudes of learning in terms of gender and years of doing sports. The study is a descriptive method, one of the quantitative research methods. The study group consisted of 280 (age: 20.98 ± 1.390) university students from School of Physical Education and Sports in Ordu university. As a result, it was concluded that the students' positive thinking skills were at a high level, and the nature of learning, anxiety, expectation, and openness to learning sub-dimensions of the attitude tolearning scale were at high levels. It was concluded that there is a statistically significant and positive relationship between the nature of learning, Expectation, and openness to learning, and positive thinking skill from sub-dimensions of the attitude to learning scale, but there is a negatively significant relationship between anxiety and positive thinking skills

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