scholarly journals Mostar university students' self-assessment of lifelong learning competencies

2015 ◽  
Vol 21 (2) ◽  
pp. 79-93
Author(s):  
Anita Klapan ◽  
Marija Šaravanja ◽  
Marijeta Mašić
Keyword(s):  
Lifelong Learning ◽  
Study Groups ◽  
The European Union ◽  
Self Assessment ◽  
Professional Orientation ◽  
Significant Difference ◽  
Research Findings ◽  
Key Competencies ◽  
Learning Competencies ◽  
The University

The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The research was conducted on the student population at the University of Mostar (N=283). The principal research findings suggest that various study groups of students provide various assessments of lifelong learning competencies, depending on their professional orientation.

scholarly journals Attitudes of Medical and Pharmacy Students Towards Patients Suffering from Schizophrenia

2017 ◽  
Vol 18 (1) ◽  
pp. 53-60
Author(s):  
Dragana Ignjatovic-Ristic ◽  
Ana Solujic ◽  
Andrea Obradovic ◽  
Katarina Nikic-Djuricic ◽  
Marija Draskovic ◽  
...  
Keyword(s):  
High School ◽  
Study Groups ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Medical Sciences ◽  
Cross Sectional ◽  
The Past ◽  
Care Workers ◽  
Significant Difference ◽  
The University

Abstract Research over the past twenty years has shown that the attitudes of health care workers and students towards people who are suffering from schizophrenia have become more negative. The aim of our study was to investigate the attitudes of medical and pharmacy students towards patients with schizophrenia and explore the differences in attitudes between study groups and students in different years. Materials and methods: Second- and fifth-year medical and pharmacy students from the Faculty of Medical Sciences at the University of Kragujevac were included in an observational, prospective, cross-sectional study. The sample consisted of 113 students from the pharmacy and medical schools who were chosen via random sampling. The students completed a two-part questionnaire. Th e first part contained questions about sociodemographic characteristics, whereas the second part was a translated version of the Mental Illness: Clinician’s Attitudes (MICA) v4 scale. Results: There is a statistically significant difference (р<0.05) in the attitudes towards people with schizophrenia between second- and fifth-year medical and pharmacy students (with lower scores in both groups in fifth-year students). Of the total number of students who had lower summed scores on the Likert scale, 51.3% had previously finished medical high school, whereas 28.3% had previously finished regular high school. Conclusion: Our results showed a statistically significant difference in attitudes towards people with schizophrenia between second- and fifth-year students as well as a difference related to previous high school education. This stresses the importance of levels of knowledge about schizophrenia to reducing the stigmatization of patients who suffer from this disorder.

scholarly journals Key competencies in the labour market from the perspective of higher education students

e-mentor ◽  
2021 ◽  
Vol 92 (5) ◽  
pp. 69-80
Author(s):  
Agata Matuszewska-Kubicz ◽  
Keyword(s):  
Labour Market ◽  
Social Intelligence ◽  
Point Of View ◽  
Education Students ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Intercultural Competencies ◽  
Key Competencies ◽  
The University ◽  
Creativity And Innovation

The subject of key competencies in the labour market has been discussed in many publications and reports in recent years, presenting the point of view of researchers and employers on the issue. However, the perspective of future employees also seems to be worth discussing; hence this research covers university students currently entering the labour market. Ten competencies identified as key in the labour market are examined: problem-solving, creativity and innovation, analytical and critical thinking, active learning and teaching, interdisciplinarity, emotional intelligence, social intelligence, intercultural competencies, virtual cooperation, digital competency. The study aimed to determine the respondents’ opinions and beliefs about selected key competencies on the labour market, their willingness to develop them, and their declared level of these competencies. The survey was carried out using the quantitative method, using the CAWI technique, on a sample of 352 respondents – students of the University of Lodz. The results indicate that the students mostly share the view that the competencies indicated as being key will be expected by employers in the labour market in the next five years. Moreover, for most of the competencies being studied, they assess their current level to be high and see the need to develop them for professional purposes. Discrepancies are also indicated between the students’ self-assessment of their competencies and their employers’ assessment.

scholarly journals A Thematic Analysis of Theses Made in the Field of Lifelong Learning with Pre-Service Teachers (2009-2020)

2020 ◽  
Vol 10 (2) ◽  
pp. 42-61
Author(s):  
Murtaza AYKAÇ ◽  
Davut KÖĞCE ◽  
Perihan KORKUT
Keyword(s):  
Lifelong Learning ◽  
Sampling Method ◽  
Educational Status ◽  
Grade Levels ◽  
Significant Difference ◽  
Thesis Problem ◽  
Learning Competencies ◽  
Learning Competence ◽  
Document Review ◽  
Made In

This study was conducted to examine the postgraduate theses made in the field of lifelong learning with pre-service teachers between 2009 and 2020 in terms of their thesis problem, research topic, conclusions and recommendations. The 23 postgraduate theses constituting the study sample were determined by means of criterion sampling method from the Higher Education Council’s thesis database. These theses were used as data collection tools and the study was designed as a qualitative study using the document review method. The data was analyzed using content analysis. The study revealed that a significant part of the theses consisted of subjects aimed at revealing the perceptions of lifelong learning tendencies-competencies and the relationships between lifelong learning and different variables. In addition, the postgraduate theses predominantly looked at the level of lifelong learning tendencies of the pre-service teachers and whether lifelong learning competencies-tendencies differed by gender, grade levels, departments, educational status of parents, academic achievement and socio-economic levels. As a result, it was revealed that the pre-service teachers' lifelong learning tendencies were high in most of the theses and that there was a significant difference in terms of lifelong learning competence by gender. Some suggestions were made based on these results.

scholarly journals Análisis de la mejora del nivel de empleabilidad de los universitarios mediante la mejora de competencias transversales y habilidades//Analysis of the increase of the employability level in university students through the improvement of transversal

2019 ◽  
Vol 30 (3) ◽  
pp. 102 ◽  
Author(s):  
Ana Rodríguez Martínez ◽  
Alejandra Cortés Pascual ◽  
Sonia Val Blasco
Keyword(s):  
University Students ◽  
Ad Hoc ◽  
Soft Skills ◽  
Clear Correlation ◽  
University Graduates ◽  
The European Union ◽  
Professional Orientation ◽  
The University ◽  
Professional Guidance ◽  
Competencias Transversales

RESUMENLas soft-skills o competencias transversales se consideran imprescindibles hoy en día para la formación en cualquier campo de conocimiento. Sin embargo, en los servicios de orientación profesional para universitarios todavía no se han incorporado de forma general. El objetivo de la investigación es conocer cómo influye el recibir orientación profesional por competencias transversales en el nivel de empleabilidad de los universitarios-egresados y comprobar si existen diferencias significativas según sexo, edad o situación laboral.Se utiliza un diseño cuasiexperimental pretest-postest con grupo control-experimental. Se lleva a cabo una intervención de orientación por competencias, La muestra es de 748 universitarios-egresados que solicitan orientación profesional y participan en programas subvencionados por la Unión Europea dentro de los programas de los Agentes Sociales de Aragón. Obtenemos la información a través de cuestionarios, entrevistas y de grupos de discusión elaborados (ad hoc). Los datos cuantitativos son analizados con el programa estadístico SPSS y los datos cualitativos son analizados a través de categorización predefinidas y emergentes por segmentos o unidades de análisis y textos transcritos con el software Nvivo.Se halla que la orientación profesional por competencias mejora el nivel de empleabilidad de los universitarios. Recibir orientación profesional por competencias contribuye positivamente a la mejora del nivel de empleabilidad de los universitarios en general y al desarrollo de las competencias transversales y del manejo de los recursos y las herramientas de un modo particular. Existe una clara correlación entre los universitarios-egresados que reciben orientación profesional por competencias y una coyuntura laboral satisfactoria en los mismos.ABSTRACT Soft skills or transversal competences are considered essential for training in any field of knowledge. However, professional guidance services for university students have not yet been incorporated. The aim of the research is to know how professional orientation by transversal competences influences the level of employability of university-graduates and to check if there are significant differences according to sex, age or employment situation.For the research, a quasi-experimental pretest-posttest design with a control-experimental group was used, as well as a competency orientation intervention. The sample was compound of 748 university-graduates who request professional guidance and were enrolled in programs subsidized by the European Union within the programs of the Social Agents of Aragon. Information was obtained through questionnaires, interviews and discussion groups. Quantitative data are analyzed with SPSS statistical program and qualitative data are analyzed through predefined and emerging categorization by segments or units of analysis and transcribed texts using Nvivo software.It is found that professional orientation by competences improves the employability level of the university students. Receiving professional guidance by competences contributes positively to the improvement of the employability level of university students in general and to the development of transversal skills and the management of resources and tools. There is a clear correlation between the university-graduates who receive professional guidance by competencies and a satisfactory working conjuncture in themselves.

scholarly journals The Relation between the Lifelong Learning Competencies and Occupational Motivation Levels of the Teachers Who Received Postgraduate Education

2019 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Bülent Özden ◽  
Aslıhan Alyıldız Uğurlu ◽  
Elif Sarıcan
Keyword(s):  
Lifelong Learning ◽  
Sampling Method ◽  
Postgraduate Education ◽  
Simple Random Sampling ◽  
Research Model ◽  
Correlational Research ◽  
Key Competencies ◽  
Motivation Level ◽  
Learning Competencies ◽  
The Relationship

The aim of this study is to determine the relationship between lifelong learning competencies and occupational motivation level of the teachers who completed postgraduate education. The research was designed in accordance with the correlational research model. A total of 52 teachers (41 female and 11 male) attending Marmara University’s Institute of Educational Sciences in different disciplines were selected using the simple random sampling method. Their average of age is 25. The data of the study were collected through Lifelong Learning Key Competencies Scale and Occupational Motivation Scale. Results showed that the lifelong learning competencies of the teachers who received postgraduate education are sufficient or very sufficient. Results also showed that the level of occupational motivation of the teachers with postgraduate education is high.

scholarly journals KOMPETENCJE CYFROWE PRZYSZŁYCH NAUCZYCIELI JĘZYKÓW OBCYCH I ICH POTENCJALNY WPŁYW NA PLANOWANIE PROCESU DYDAKTYCZNEGO

Neofilolog ◽  
2020 ◽  
pp. 107-123
Author(s):  
Magdalena Maziarz
Keyword(s):  
European Union ◽  
Lifelong Learning ◽  
Media Literacy ◽  
General Level ◽  
Youth Workers ◽  
The European Union ◽  
Digital Competence ◽  
Key Competencies ◽  
Digital Competencies

This article and the study it describes present the results of research on the general level of digital competence of students in the teaching specialization in the context of preparation for the teacher profession and the Council of the European Union recommendation of 22 May 2018 on key competencies for lifelong learning. The results of the research are compared with publicly available reports on the digital competencies of Poles and with the European Media Literacy Standard for Youth Workers (EMELS).

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

scholarly journals ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS

2017 ◽  
Vol 75 (2) ◽  
pp. 144-156
Author(s):  
James Edomwonyi Edokpolor ◽  
Kayode Somorin
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Test Statistics ◽  
Significant Difference ◽  
Key Competencies ◽  
The Mean ◽  
The University ◽  
Research Assistants

The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended. Keywords: creative skills, entrepreneurship education, innovative skills, operating business, starting business, unemployment situation.

scholarly journals An investigation of science teachers' lifelong learning competencies (The case of Karaman)

2015 ◽  
Vol 6 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Melek Demirel ◽  
Özlem Sadi ◽  
Miray Dağyar
Keyword(s):  
Lifelong Learning ◽  
Science Teachers ◽  
Simple Random Sampling ◽  
Years Of Experience ◽  
Significant Difference ◽  
Study Population ◽  
Subject Areas ◽  
Digital Competencies ◽  
Learning Competencies ◽  
Learning Competence

The aim of the study is to examine lifelong learning competencies of science teachers who work in Karaman, on the basis of their gender, years of experience, types of schools, and professional subject areas. The study population comprised 216 science teachers working in Karaman, a small city in Turkey, during the 2012'2013 academic years. The sample of the study, which is determined by simple random sampling method, comprised 104 teachers, 48 female and 56 male. The survey model was used in the study. The data were obtained using the "Lifelong Learning Competence Scale", developed by Hürsen (2011). According to the results, the science teachers' levels of lifelong learning competencies are high. Also, the results of the study show no significant differences between the levels of competencies with respect to teachers' gender, years of experience, types of schools and subject areas. However, in terms of each of the sub-dimensions of the scale, a significant difference was found between the levels of digital competencies with respect to the teachers' years of experience.

scholarly journals Lifelong learning tendencies of trainers in adult education

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Şener Şentürk ◽  
Volkan Duran
Keyword(s):  
Adult Education ◽  
Public Education ◽  
Lifelong Learning ◽  
Field Of Study ◽  
Level Of Education ◽  
Model Population ◽  
Life Long Learning ◽  
Significant Difference ◽  
The Mean ◽  
Learning Competencies

<span>Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. It was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. It was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying “no”.</span>

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