The Development of Life and Career Skills in 21st Century Test for Undergraduate Students

<p style="text-align: justify;">The purposes of this study were to explore factors and indicators of life and career skills and to develop a life and career skills in the 21st century test for undergraduate students. This research employed a mixed-method study adopting an exploratory design: instrument development model to generate research tools. This study was divided into two phases; Phase 1 was to explore factors and indicators of life and career skills in 21st century, by using a qualitative method to analyze relevant documents; Phase 2 was the development of a life and career skills in 21st century test by adopting a quantitative method to collect data from students studying in 12 universities of the north-eastern region of Thailand via the test. In the second phase, the data were analyzed by descriptive statistics and Confirmatory Factor Analysis (CFA) Results revealed that the skills consisted of 6 factors and 35 indicators, and the test comprised 105 items. The quality of the test has been examined by five expertise, the reliability of all test items is acceptable, and all 6 factors demonstrated good construct validity. Factor loadings of six factors were 0.7940 -1.7816. This study can be implemented to measure the life and career skills of undergraduate students in any university to obtain data for establishing a policy and plans for maximizing students’ potential to achieve their careers and a happy living in 21st century after their graduation.</p>

Why upskilling is always a good idea

Sally Dixon looks at the multi-faceted benefits of learning new career skills

Development of Digital Pocketbook About Fungi in Mount Merbabu National Park as the Supplement of Teaching Material at Senior High School

The challenge of improving the 21st-century education quality in the industrial revolution 4.0 erais that graduates are expected to have theknowledge skills, abilities in the field of technology, information media, and learning innovation skills for life and career skills. This research was aimed to develop a digital fungi pocketbook in Mount Merbabu National Park to improve student learning outcomes. This research was a Research and Development (R&D) study, which used the Gall, Gall, and Borg model. The data analysis techniques used were descriptive data analysis related to the validity of responses from users, while the N-gain test was used to determine the product's effectiveness. The results showed (1) the digital pocketbook developed had very valid criteria regarding aspects of media, language, and material (2) students and teachers gave responses to the digital pocketbook used in learning with very valid response criteria (3) the value of learning outcomes students showed improvement with moderate N-Gain scores. Thus, the digital pocketbook that was developed can be used as an additional learning source in learning Natural Sciences (Biology) in the face of the 21st century and the industrial revolution 4.0.

Proposals for the systematic implementation of the career quidance of talented children in Azerbaijan

The purpose of the article is to identify new ideas on the future career skills of talented students in secondary schools. The main idea of this article is to explain the ways to learn, apply and achieve academic results in new strategies and approaches in the systematic organization of career guidance. It is appropriate to improve soft skills working with gifted children according to learning outcomes. Each difficulty and problem is discussed with recommendations for consultation. The new models can eliminate new career choices and decision-making difficulties. The article presents ways to organize professional research work and develop difficult new proposals to overcome the difficulties encountered. Thus, this article focuses to develop a plan for independent work with gifted children, work to develop professional skills, to implement independent projects, to give talented children the opportunity to learn through accelerated learning, to try to increase the potential of your students. Key words: career guidance, talented children, systematic work, recommendations

DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.

Curriculum development ways in the organization of carrer development for talanted children

This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs

FL Teaching and Learning as a Gateway for Democracy in the 21st Century

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.