scholarly journals THE IMPLEMENTATION OF SOFTSKILL ESSENCES ON VOCATIONAL EDUCATION

2019 ◽  
Vol 7 (1) ◽  
pp. 6-9
Author(s):  
Sukardi ◽  
Ahmad Eko Suryanto ◽  
Ratna Pancawati
Keyword(s):  
Extracurricular Activities ◽  
Real World ◽  
Soft Skills ◽  
Development Program ◽  
Technical Skills ◽  
Learning Activities ◽  
Skills Development ◽  
Formal Learning ◽  
Soft Skill ◽  
Development Of Students

At present days stakeholders require the graduates who have the technical skills (Hardskill) as well possess the soft skills. The Hardskills are just not sufficient to deal with the qualification of employers in the real-world of workplace, but need to be equipped with soft skills in order to shape the integrated capabilities as needed by users. To form the student’s soft skills can be implemented through the coaching program in formal learning activities and extracurricular activities. The softskill development of students is necessary to be achieved with concrete efforts, namely: 1) the existence of policies that legalize the implementation of soft skill based on the extracurricular activities in each education unit; 2) systematic and planned soft skills development program; and 3) the softskill dissemination is carried out synergistically involving all parties.

scholarly journals SOFT SKILLS DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN JOINT ACTIVITY WITH A SPECIAL COMPUTER SYSTEM

2020 ◽  
pp. 234-240
Author(s):  
Андрей Андреевич Титов
Keyword(s):  
Primary School ◽  
Computer System ◽  
Soft Skills ◽  
Communication Competence ◽  
Learning Activities ◽  
Skills Development ◽  
Primary School Students ◽  
School Students ◽  
Modern Computer ◽  
Development Of Students

Представлено авторское компьютерное психолого-педагогическое средство, предназначенное, в частности, для развития коммуникативных компетенций и навыков soft skills младших школьников. Обсуждается потенциал и варианты его применения в целях развития взаимодействия учащихся и учебной мотивации в контексте предметного содержания. Предложены альтернативные (внеклассные) способы развития коммуникативных компетенций и их производных посредством современных компьютерных технологий, предназначенных для организации учебной деятельности, а также повышения эффективности взаимодействия школьников между собой и с учителями. This article describes a special computer system which was created, in particular, to develop communication competence and soft skills of primary school students. A potential and ways to apply for development of students interaction in the meaning of particular subjects are discussed. We suggest alternative (out-of-class) ways to develop these skills and derivatives with modern computer technologies, which is designed to organize of learning activities and to increase of efficiency children and teachers interaction.

The generative role of curiosity in soft skills development for contemporary VUCA environments

2020 ◽  
Vol 33 (5) ◽  
pp. 737-751
Author(s):  
Alison Horstmeyer
Keyword(s):  
Design Methodology ◽  
Soft Skills ◽  
The Body ◽  
Skills Development ◽  
Soft Skill ◽  
Content Type ◽  
A Value ◽  
Skill Gaps ◽  
Practical Implications

PurposeThis paper examines the role of curiosity in volatile, uncertain, complex and ambiguous (VUCA) work contexts.Design/methodology/approachThis conceptual article relied upon an examination of literature about curiosity, VUCA and soft skills.FindingsCuriosity, when encouraged and supported within the workforce, may aid organizations in closing soft skill gaps and better navigating ambiguity, perpetually changing business landscapes, and rapidly advancing technology.Research limitations/implicationsEmpirical research is needed to validate, confirm and further explicate the specific mechanisms and value of curiosity within VUCA environments.Practical implicationsOrganizations need to move beyond espousing a value of curiosity to deliberately and effectively cultivating and supporting it within their employees.Originality/valueAlthough ample research and literature has examined curiosity, soft skills and VUCA environments independently, the body of literature on the specific role of curiosity in such environments is limited.

scholarly journals The Analysis of Children Creativity Development in Paud Darul Fathonah Medan Marelan Sub-District

2020 ◽  
Vol 3 (1) ◽  
pp. 260-269
Author(s):  
Nurhasanah Nurhasanah ◽  
Anita Yus ◽  
Aman Simare-Mare
Keyword(s):  
Extracurricular Activities ◽  
Learning Process ◽  
Performing Arts ◽  
Development Program ◽  
Learning Activities ◽  
Educational Game ◽  
Learning Needs ◽  
Development Programs ◽  
Creativity Development ◽  
Evaluation Of Learning

This study aims to: (1) Analyze children's creativity development programs; (2) Analyzing children's creativity in learning planning; (3) Analyzing children's creativity in the learning process; and (4) Analyzing the description of children's creativity based on the results of the evaluation of learning. This research was conducted at PAUD Darul Fathonah Medan Marelan District. The subjects in this study were the principal, teachers and children in PAUD (Early Childhood Education) Darul Fathonah. The data collection in this study through observation, interviews and documentation. While the data analysis uses the Miles and Huberman model, namely data reduction, data presentation and conclusion drawing. The results showed that: (1) The development of children's creativity is carried out through creativity development programs in the form of extracurricular activities, peak theme activities, performing arts, out bonding, learning activities outside the classroom, competitions between Kindergarten (TK)/PAUD and tourist visits. This development program is made by the principal and teachers as well as support from parents and students who aim to develop children's creativity; (2) Teachers use learning methods and make RPPH that refers to semester programs, weekly programs and daily programs, structuring materials and play tools that will be used in creativity development activities that are adapted to the growth and development of children and children's learning needs; (3) Teachers and children are directly involved in learning which is supported by the use of media and Educational Game Tools (to make it easier for teachers to convey learning and make it easier for children to accept learning and provide motivation to children so that children become more enthusiastic in learning activities; and (4) Evaluation of learning is done by way of conversation, observation, anecdotes, and work. Based on the results of observations the evaluation of the child is still in the range of BB and MB grades because it is still in the learning process in the odd semester and the child still needs help and motivation from the teacher.

scholarly journals TEACHING WISDOM AND OTHER SOFT SKILLS WITHIN ENGINEERING CURRICULA

2015 ◽  
Author(s):  
Michael Piczak ◽  
Arthur Heidebrecht
Keyword(s):  
Soft Skills ◽  
Health And Safety ◽  
Thinking Skills ◽  
Skills Development ◽  
Design Decision ◽  
Learning To Learn ◽  
Soft Skill ◽  
Engineering Programs ◽  
Engineering Managers ◽  
Sense Of Wonder

Engineering accreditation bodies routinelyexamine the state of university engineering programs toensure currency and relevance. Accreditation by theCanadian Engineering Accreditation Board (CEAB)focuses largely on the development of technical skills andcompetencies. While required graduate attributesacknowledge the inclusion of selected “soft skills”, e.g.communications and teamwork, curricular emphasis leansdecidedly in the direction of achieving technical skillsimplying that soft skill development is squeezed in as anafterthought rather than being afforded deliberaterecognition. Indeed, rapid growth of technologicaldevelopment as well as including content required byregulatory agencies (e.g. health and safety), points towardeven greater pressure to marginalize soft skills, whichparadoxically, seasoned engineering managers look for intheir hires and those considered for promotion.In addition to basic communications and teamwork,important soft skills and competencies include: creativity,collaboration, instilment of a sense of wonder/curiosity,learning to learn, lifelong learning, reading withcomprehension, thinking skills, and the infusion of wisdomto design, problem solving and decision making.Including soft skills development presents a challenge formost engineering professors, often because their owneducation was focused almost exclusively on technicalmaterial. Given this situation and evolving curricularpressures, the challenge becomes identifying ways andmeans of introducing the teaching of wisdom toengineering students.This paper focuses on one particular soft skill: wisdom, aconcept which can be difficult even to define, let aloneconvey/teach. Engineering professors must think throughwhat is meant by wisdom, structure opportunities for theconsideration of wisdom in design/decision makingsituations and develop methods for evaluating theapplication of wisdom – all within existing curricularconstraints. Practical suggestions are advanced to helpengineering professors infuse wisdom into their lectures,tutorials and labs as a matter of accelerating the learningand maturation of their students.

scholarly journals Food science and technology students self-evaluate soft and technical skills

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Katherine M. Flynn ◽  
Peter Ho ◽  
Margarida C. Vieira ◽  
Paola Pittia ◽  
Marco Dalla Rosa
Keyword(s):  
Soft Skills ◽  
Skill Training ◽  
Technical Skills ◽  
Skills Training ◽  
Work Place ◽  
Food Science ◽  
Soft Skill ◽  
Signed Rank ◽  
Scientific Technical ◽  
Food And Drink

Food Scientists and Technologists (FS&T) need diverse skills in the globalized food and drink sector: Food-specific or scientific / technical skills and generic or intuitive soft skills. This study determined how satisfied FS&T students were with overall improvement, and in key technical and soft skills, based on their university work; and if satisfaction was linked to geography, degree in progress, anticipated degree, anticipated work place or anticipated job responsibility. An on-line survey was completed by 267 students in over 20 countries using a 5-point Likert scale to evaluate satisfaction. Responses were analyzed by the Friedman or Kruskal Wallis tests for more than two groups, otherwise by the Wilcoxon Signed Rank or Mann-Whitney tests. There were no differences in Overall Satisfaction with technical and soft skills training. Among soft skills, training in Working with Others and Being Responsible were more often rated “Excellent” and students were more satisfied with their training than with Solving Problems, Communication and Positive Attitude. Students anticipating a job with high responsibility were more satisfied with overall soft skill training and with 3 of the 5 specific soft skills. Among technical skills, students were more satisfied with improvement in basic sciences (Microbiology, Chemistry, Processing, Safety), and those in Northern Europe were more satisfied with overall technical training. These data show variations in perception and/or efficacy of technical and soft skill training in Food Science programmes and underline the need for separate attention to the incorporation of soft skill training into the design of FS&T courses.

scholarly journals KINERJA DOSEN DALAM MENINGKATKAN KEMAMPUAN AKADEMIK (HARD SKILL) DAN PENGUASAAN KETERAMPILAN (SOFT SKILL) PADA MAHASISWA PKK FKIP UNSYIAH

2014 ◽  
Vol 14 (2) ◽  
Author(s):  
Zahraini Zahraini
Keyword(s):  
Skill Acquisition ◽  
Soft Skills ◽  
Development Program ◽  
Academic Competence ◽  
Academic Affairs ◽  
Faculty Development Program ◽  
Soft Skill ◽  
Study Program ◽  
Collecting Techniques ◽  
And Training

The performance of the lecturers is important factor in order to ensure the quality management of a college. The lecturers performance at PKK study program FKIP Unsyiahis truly play role in producing students not only work in government with satisfying academic grade (hard skill) but also students must be able to create their own work field by possessing skill (soft skills) to take over the world work. This study aims at knowing the ability, motivation, disciplines, responsibility, and supporting factors on the lecturers performance in improving academic competence and skill acquisition of the students at PKK, FKIP Unsyiah. This study used a qualitative approach through data collecting techniques i.e. documentation, observations , and interviews. The subjects of the research were the dean, deputy dean of academic affairs, the chairman of the PKK department, lecturers, laboratory chairman, and students. This study shows that 1) The ability of the lecturers in carrying out teaching can be seen through arrangement of the lecturing material, lecturing implementation, and evaluation. 2 ) Motivation in conducting lectures , that the PKK lecturers of FKIP Unsyiah have conducted real efforts to reach the decided aim, but few lecturers less motivated the students optimally, lack of guiding of the lecturers or their seniors as well as program chairman, action less than optimal motivation lecturer , received guidance from lecturers more senior or chief Prodi . 3) The lecturers discipline is reflected through factual time in implementing the lecture, obeying the obtain rules and conducting continuously. Lecturer’s discipline reflected by timeliness in implementing the course, follow the rules, and do it continuously. 4) The lecturer’s responsibility and commitment in implementing the lecturer can be seen through guiding the students in accordance with the main duty and its function. 5) Improving performance in academic competence and skill acquisition are supported by several factors such as faculty development program by sending lecturers to follow the profession asosiation programs, workshops, seminars , and training on professional development.

scholarly journals Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa

10.28945/3417 ◽  
2016 ◽  
Author(s):  
Estelle Taylor
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Tertiary Education ◽  
Skills Development ◽  
Problem Statement ◽  
Open Questions ◽  
Interdisciplinary Journal ◽  
Development Of Students

[The final form of this paper was published in the journal Interdisciplinary Journal of e-Skills and Lifelong Learning.] Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be approached in higher education. The aim of this paper is to research the perceptions of lecturers, industry, and students on soft skills development of students and to identify important soft skills that need to be developed. The paper starts with a problem statement emphasizing the importance of soft skills and the possible lack thereof. This is followed by a literature review, a description of the methodology followed for this research, the results, conclusion, and the references. The research was done at a university in South Africa. Questionnaires consisting of open questions were distributed to lecturers, industry, and students respectively, and qualitative analysis was done on the results. Results show that stakeholders feel that soft skills of students are not developed adequately, that there is some uncertainty about who should be responsible for developing soft skills, and that the development of soft skills is seen as a difficult task. A list is compiled of the most important soft skills according to literature, lecturers, industry, and students. This list can be used in further research on the soft skills of IT-students. Recommendations are made for the teaching and learning of soft skills.

scholarly journals Soft Skill: Its Urgency and Development at Islamic Higher Education

AL-TA LIM ◽  
2014 ◽  
Vol 21 (3) ◽  
pp. 239-251
Author(s):  
Ahmad Sabri
Keyword(s):  
Higher Education ◽  
Soft Skills ◽  
Action Plan ◽  
Technical Skills ◽  
University Graduates ◽  
Acting Out ◽  
Soft Skill ◽  
Technical Capability ◽  
Blue Print ◽  
Planned Activities

The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called ‘soft-skills’.  It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community’s life indicate that many Islamic university graduates suffered from lack of ability to build  harmonious relationship with the environment.  Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students.  The current study shares the urgent needs for developing students’ soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students’ minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. Copyright © 2014 by Al-Ta'lim All right reserved

scholarly journals SOFT-SKILL BASED SYLLABUS IN LEGAL ENGLISH COURSES

2018 ◽  
pp. 235
Author(s):  
Alena Hradilová
Keyword(s):  
Life Skills ◽  
Soft Skills ◽  
Student Feedback ◽  
Skills Development ◽  
Small Scale ◽  
Motivation To Learn ◽  
Soft Skill ◽  
Vocabulary Building ◽  
Starting Point ◽  
Course Syllabi

The article discusses reasons why a team of teachers at Language Centre of Masaryk University decided to abandon the traditional topic based syllabus in order to focus on soft skills and life skills. It offers an application of needs analyses carried out among faculty graduates to our course syllabi and its result in major changes to structuring the courses in terms of moving from topics as our starting point to life skills, and from atomized language exercises to task chaining. This approach leads to useful soft skills development where topics serve the purpose of soft-skill practice fillers and vocabulary building is a natural by-product of the activities. The paper offers examples of chained lesson plans based on experiential learning. Student feedback and a small-scale action research illustrates how they perceive and appreciate the changes and how the changed approach towards syllabus design influences their motivation to learn.

scholarly journals Pengembangan Kurikulum dalam Pembelajaran Abad XXI

2019 ◽  
Vol 4 (2) ◽  
pp. 103-112
Author(s):  
Purwadhi Purwadhi
Keyword(s):  
Curriculum Development ◽  
21St Century ◽  
Soft Skills ◽  
Technical Skills ◽  
21St Century Learning ◽  
Soft Skill ◽  
Learning Framework ◽  
Hard Skills ◽  
Qualitative Approaches ◽  
Information And Communication

ABSTRAKSI: Artikel ini – dengan menggunakan pendekatan dan metode kualitatif serta kajian pustaka – mau menganalisis dua hal pokok, yaitu: Pengembangan Kurikulum; dan Pembelajaran Abad XXI. Pengembangan kurikulum merupakan bagian yang sangat esensial dalam keseluruhan kegiatan pendidikan. Pengembangan kurikulum, baik pada tingkat makro maupun mikro, mencakup kegiatan menyeluruh yang meliputi: perencanaan, pelaksanaan, dan evaluasi; serta menyangkut pengembangan komponen penting dalam kurikulum, yaitu komponen tujuan, bahan, kegiatan, dan evaluasi. Pengembangan kurikuum secara makro menyangkut pengembangan program pendidikan secara umum dan menyeluruh dalam konteks suatu lembaga/institusi; sedangkan secara mikro menyangkut pengembangan kurikulum yang sifatnya lebih terbatas, seperti pengembangan kurikulum pada level bidang studi atau mata kuliah. Kerangka pembelajaran abad XXI adalah satu gagasan yang diadaptasi dalam pengembangan Kurikulum 2013 pada umumnya, dan pembelajaran saintifik pada khususnya. Ada sejumlah keterampilan yang perlu dikuasai oleh peserta didik pada abad XXI, yakni: “soft skill and hard skill” atau keterampilan teknis. “Soft skill” yang perlu dikembangkan adalah kreativitas dan inovasi, berpikir kritis, seperti literasi informasi, literasi media, dan literasi ICT (Teknologi Informasi dan Komunikasi). KATA KUNCI: Pengembangan Kurikulum; Pembelajaran Abad XXI; Kurikulum 2013; Keterampilan Teknis. ABSTRACT: “Curriculum Development in the 21st Century Learning”. This article – using qualitative approaches and methods as well as literature review – wants to analyze two main points, namely: Curriculum Development; and the 21st Century Learning. Curriculum development is a very essential part of all educational activities. Curriculum development, at both the macro and micro levels, has been encompassing comprehensive activities including: planning, implementation, and evaluation; and involves also the development of important components in the curriculum that are components of objectives, materials, activities, and evaluations. Macro curriculum development involves the development of a general and comprehensive education program in the context of an institution; whereas in micro terms, it involves the development of curricula that are more limited in nature such as curriculum development at the level of field of study or course. The 21st century learning framework is an idea that was adapted in 2013 Curriculum development in general, and scientific learning in particular. There are a number of skills that need to be mastered by 21st century students, namely: soft skills and hard skills or technical skills. Soft skills that need to be developed are creativity and innovation, critical thinking, such as information literacy, media literacy, and ICT (Information and Communication Technology) literacy.KEY WORD: Development Curriculum; 21st Century Learning; 2013 Curriculum; Technical Skills. About the Author: Dr. Purwadhi adalah Dosen Senior dan sekarang menjabat sebagai Rektor Universitas BSI (Bina Sarana Informatika), Jalan Terusan Sekolah No.1-2 Antapani, Cicaheum, Kiaracondong, Bandung 40282, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected] Citation: Purwadhi. (2019). “Pengembangan Kurikulum dalam Pembelajaran Abad XXI” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(2), September, pp.103-112. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (July 27, 2019); Revised (August 25, 2019); and Published (September 30, 2019).

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