Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning

The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

Integrated Mobile Learning Education Supply Chain Management for Higher Learning Institution

The mobile devices are used to execute the teaching-learning-evaluation process in Mobile Learning (m-learning) methodology. M-learning is a trending field in educational organizations, companies, and for individual study. With the explosion of mobile device ownership among the users aged within 18–29 years who are also the attendees of the higher learning institution (HLI), gives us the opportunity to consider the use of m-learning methodology to be embedded in the HLI beside traditional methodologies. Exceptional circumstances such as the COVID-19 pandemic when traditional face-to-face methodology suddenly changed to online paradigm, is also forcing us to strongly consider the m-learning approach. However, HLI may not have a general policy to implement m-learning into the traditional learning environment. A proper educational outcome needs to be configured to implement a new process into the traditional process. Therefore, a model integrating the m-learning aspects and the education supply chain management factors obtained from this study may benefit the stakeholders of HLI, especially educators and students.

Congenital heart disease in school-aged children: Cognition, education, and participation in leisure activities

Background Children with congenital heart disease (CHD) are at risk for neurodevelopmental deficits. This study aimed to investigate the impact of cognitive deficits on educational outcome and participation in leisure activities. Methods A prospective cohort of 134 children with CHD who underwent cardiopulmonary bypass surgery (CPB) was examined at 10 years of age. IQ was assessed with the WISC-IV and executive functions with the BRIEF (parent- and teacher-report). Parents reported on type and level of education and educational support, and leisure activity participation. Ordinal regression analyses assessed the association between cognitive deficits and educational outcome and participation. Results Total IQ (P = 0.023), working memory (P < 0.001), processing speed (P = 0.008), and teacher-reported metacognition (P = 0.022) were lower than norms. Regular school was attended by 82.4% of children with CHD compared to 97% of the general Swiss population (P < 0.001). Seventy-five percent of children participated in leisure activities. Lower total IQ and teacher-rated global executive functions were associated with more educational support and lower IQ was associated with less participation. Conclusion As school-aged children with CHD experience cognitive deficits, follow-up is required to provide optimal support with regard to educational outcome and participation in leisure activities. Impact Contemporary cohorts of children with congenital heart disease undergoing cardiopulmonary bypass surgery remain at increased risk for cognitive deficits. Cognitive deficits affect educational outcome and leisure activities. These findings underline the importance of early detection of cognitive deficits and recommend support with respect to cognitive functioning.

Occupational and Educational Mobility Among Indian Muslims: Primary Survey-Based Evidence

Based on information obtained from 590 father–son pairs as part of the primary survey, this article discusses the issue of occupational and educational mobility among Indian Muslims. Intergenerational occupational and educational mobility and aggregate mobility measures have been analysed using mobility matrices. It uses a linear regression for education mobility and a multinomial logit model for occupational mobility to analyse the potential variables that are likely to influence sample households’ educational and occupational choices. The key finding is that educational mobility is much greater than occupational mobility and that half of the sons adhere to their fathers’ occupational categories. The results further show that the father’s occupation has a strong influence on the son’s educational achievement. It is recommended that the home, societal, peer pressure and the surroundings all be used to improve the educational outcome of the children. This study exhibits that Muslims’ perceptions of discrimination are substantially higher than their actual experiences, which stress the need for significantly improving communication between the government, NGOs, political parties and Muslim community leaders.

Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS)

University achievement is a highly relevant educational outcome with implications for students' academic and professional futures. As the majority of students that drop out of university do so due to subjective reasons in contrast to a lack of capability to handle the workload, a measure of subjective university achievement (complementing grade point average) is helpful to enhance educational research on causes, correlates, and consequences of university success. This study aims to introduce a short scale for assessing subjective academic achievement – the SAAS – and provide first results on its psychometric properties. Based on two independent samples of university students, the internal consistency, factorial validity, and construct validity of the SAAS are corroborated, suggesting the measure's administration in educational research on university success and related issues.

Dangers of residual confounding: a cautionary tale featuring cognitive ability, socioeconomic background, and education

Background Cognitive ability and socioeconomic background (SEB) have been previously identified as determinants of achieved level of education. According to a “discrimination hypothesis”, higher cognitive ability is required from those with lower SEB in order to achieve the same level of education as those with higher SEB. Support for this hypothesis has been claimed from the observation of a positive association between SEB and achieved level of education when adjusting for cognitive ability. We propose a competing hypothesis that the observed association is due to residual confounding. Methods To adjudicate between the discrimination and the residual confounding hypotheses, data from the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984) was utilized, including a check of the logic where we switched predictor and outcome variables. Results The expected positive association between SEB and achieved level of education when adjusting for cognitive ability (predicted by both hypotheses) was found, but a positive association between cognitive ability and SEB when adjusting for level of education (predicted only by the residual confounding hypothesis) was also observed. Conclusions These results highlight the potential use of reversing predictors and outcomes to test the logic of hypothesis testing, and support a residual confounding hypothesis over a discrimination hypothesis in explaining associations between SEB, cognitive ability, and educational outcome.

Learning through Play - Improving Academic Performance through Play

The education in the early period provides the cognitive development of the child. Globally world organizations are thriving hard to increase the literacy percentage of the children, as education forms the base for the economic improvement of the country. Depending upon educational skills the individual will be placed in the appropriate job. Education in childhood is focused much on the past few decades. Learning through play is a traditional concept of developing the cognition level. At present, an educational scenario also focuses on Game-based pedagogy for teaching and learning. To some extent, this method will reduce school dropouts in developing countries. The children are more attracted to video games and the learning becomes easy for them. In this digital era, blooming technology is the milestone in the educational sector. The grandma’s game is now transforming into the digitalized version. Designing video games by keeping the concepts of traditional games will enhance the learning outcome of the students, especially in early education. Structured, goal-oriented, educational outcome-based video games are necessary to improve the growth and development of the children.

Developing a Professionalism Education Framework at the Institutional Level with Multidisciplinary Consensus

The varying opinions in defining professionalism have constrained teaching, learning and assessing professionalism in the medical curriculum. The literature shows that professionalism is sensitive to cultural, socio-economic factors with subtle differences between healthcare professions from various disciplines. Therefore, in conceptualising professionalism, there is a need to develop a professionalism framework at an institutional level for the basis of transparency and consistency in teaching, learning and assessment of professionalism. While institutions can adopt various methods to understand professionalism within their sociocultural context, they need to be aware that prioritisation of professionalism attributes may change over time due to changes in the social environment. Using the consensus meeting approach, we describe a defining framework that aligns with our institution’s core values and the respective health professions programme educational outcome with the flexibility to include/exclude and define/redefine professionalism attributes. Flexibility is the key difference in this framework, which is different from other frameworks in the literature

The personality and competences of primary-school teachers: a research study

This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.