Development of a twenty-first century skills scale for agri varsities

Javed, Muhammad Sabih; Athar, Muhammad Razzaq; Saboor, Abdul

doi:10.1080/23311975.2019.1692485

Cited by 8 publications

(11 citation statements)

References 22 publications

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“…Computers and IT have revolutionized the skills needed by a twenty-first century worker (Burrus, Jackson, Xi, & Steinberg, 2013;Levy & Murnane, 2005;Neubert, Mainert, Kretzschmar, & Greiff, 2015). The Assessment & Teaching of twenty-first Century Skills (ATC21S) (Binkley et al, 2012) identified limited but essential skills such as, problem-solving, critical thinking, decision-making, collaboration, and innovation (Javed et al, 2019) The core of the learning approach based on scientific approach…”

Section: Employability Skillsmentioning

confidence: 99%

The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates

Hadromi¹,

Sudarman²,

Yudiono³

et al. 2021

INT J INSTRUCTION

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The preparation of Vocational School teacher candidates who have technical skills and employability skills begins with the learning process. This paper aims to formulate learning strategies based on scientific approach to strengthen employability skills for vocational school teacher candidates. This study employed a quantitative approach with a non-experimental survey design. The samples in the study consisted of 120 vocational teacher candidates in the Automotive Engineering Education Program, Faculty of Engineering, Semarang State University who took car body's electrical system practice course. Research data were collected with test questions, observation sheets and questionnaires. The research data were analysed using descriptive analysis, regression analysis. The results showed that the implementation of learning strategies with scientific approach significantly strengthen employability skills of vocational teacher candidates with a contribution of 22.0%, while the remaining 78% was influenced by other factors. The reinforcement of employability skills vocational teacher candidates resulted in the reinforcement of the competitiveness of prospective graduates. When they have become vocational teachers, they are able to produce competitive vocational school graduates in 4.0 industry era.

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Section: Employability Skillsmentioning

confidence: 99%

The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates

Hadromi¹,

Sudarman²,

Yudiono³

et al. 2021

INT J INSTRUCTION

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“…When the literature is examined, it has been determined that there are some studies measuring 21 st century skills. However, these studies were conducted at nursery level (Yalçın et al, 2020), primary school level (Arsad et al, 2011;Boyacı & Atalay, 2016), high school level (Çevik & Şentürk, 2019;Eryılmaz, 2020), undergraduate level (Anagün et al, 2020;Orhan-Göksün, 2016;Yılmaz & Alkış, 2019;Erkılıç, 2020;Özyurt, 2020), at the level of school staff (Çoban, et al, 2019;Javed et al, 2019Javed et al, ) ., 2010Karakaş, 2015;Moto et al, 2018;Çevik & Şentürk, 2019;Hazar, 2019) were determined to only measure certain skills. Considering the skills defined by P21 (2015), this developed scale differs from other scales in terms of comprehensively measuring the 21 st century skills of middle school.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Kapsamlı 21. Yüzyıl Becerileri Ölçeği: Geçerlilik ve Güvenirlilik Çalışması

Kalemkuş

Özek

2022

Anadolu Journal of Educational Sciences International

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Bu araştırma, ortaokul öğrencileri için kapsamlı 21. yüzyıl becerileri ölçeği geliştirme amacıyla gerçekleştirilmiştir. Araştırmaya 334 ortaokul öğrencisi (5, 6, 7 ve 8’inci sınıf) katılmıştır. Ölçeğin ilk aşamasında kuramsal çalışmalar ve uzman görüşleri dikkate alınarak 63 madde belirlenmiştir. Ölçeğin geçerliliğini belirlemek için açımlayıcı faktör analizinden ve madde ayırt edicilik gücü için t-testinden yararlanılmıştır. Araştırma bulguları sonucunda 9 faktör ve 62 maddelik ölçek geliştirilmiştir. Beşli Likert tipinde geliştirilen ölçeğin birinci faktörü “Eleştirel Düşünme ve Problem Çözme” becerilerini, ikinci faktörü “Sosyal, Sorumluluk ve Uyum” becerilerini, üçüncü faktörü “iş birlikçi” becerilerini, dördüncü faktörü “Medya Okuryazarlığı” becerilerini, beşinci faktörü “Bilgi, İletişim ve Teknoloji Okuryazarlığı (BİT)” becerilerini, altıncı faktörü “Yaratıcılık ve Yenilikçilik ” becerilerini, yedinci faktörü “Girişimcilik ve Özyönetim” becerilerini, sekizinci faktörü “İletişim” becerilerini ve dokuzuncu faktörü “Liderlik” becerilerini ölçen maddelerden oluştuğu belirlenmiştir. Ölçeğin genel Cronbach's Alpha güvenirlik katsayısı ,973 olarak belirlenmiştir. Ayrıca ölçeğin faktörlerinin Cronbach’s Alpha güvenirlik katsayısı sırasıyla Faktör1’in ,921, Faktör2’nin ,917, Faktör3’ün ,899, Faktör4’ün ,865, Faktör5’in ,850, Faktör6’nın ,687, Faktör7’nin ,674, Faktör8 ,667 ve Faktör9’un ,614 olduğu belirlenmiştir. Ölçek maddelerinin ayırt edicilik gücünü belirlemek için ise ölçek verilerinin ham puanları küçükten büyüğe sıralanarak oluşturulan alt grup %27 (90) ve üst grup %27’yi (90) maddelerin ayırt edicilik güçleri istatistiksel olarak anlamlı (p<.01) olduğu sonucuna ulaşılmıştır.

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“…From the thousands of divisible skills (ESCO, 2020;Linkedin, 2020), several classifications can be distinguished, but a review of these classifications reveals that they are often confused (Javed et al, 2019). Even when new skills are identified, they may not be new skills but just renamed (Javed et al, 2019). The finding indicates that there is an overlap of skills and a lack of consensus on definitions (Burrus et al, 2013;Jang, 2016;Su et al, 2015).…”

Section: Classifying Skillsmentioning

confidence: 99%

“…The finding indicates that there is an overlap of skills and a lack of consensus on definitions (Burrus et al, 2013;Jang, 2016;Su et al, 2015). However, apparently, four schemes show greater coherence (Javed et al, 2019): enGauge (Cheryl, 2002), P21 (Greenhill, 2009), SCANS (1991), and the ONet* report (National Center for O* NET Development, 2021). The other commonly used systems are derived from these main ones (e.g., Ananiadou & Claro, 2009;Binkley et al, 2012;Finegold & Notabartolo, 2010).…”

Section: Classifying Skillsmentioning

confidence: 99%

“…These examples show that a skill represents a real need from the labour market; making it perhaps more important than described professions. Based on this information, it is observed that there is a need to adopt classification structures in order to make possible a certain universalisation (Armstrong, 2006), or at least to provide some guidance to workers, recruiters, and organisations (Javed et al, 2019). Considering that the use of a given skill is not uniform, each profession has a quantum of use (ONET, 2021) or relevance of that skill (CEDEFOP, 2020).…”

Section: Classifying Skillsmentioning

confidence: 99%

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Proposal for an assessment model of the congruence between people and work skills

Vautero¹

2022

GJSD

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Rapid changes in the skill set needed in a profession make it easier to differentiate jobs and employment opportunities by the skills required. From this point of view, people's point of contact with organisations is their skills, not professions. Therefore, what matters is people's skills, competencies needed to get the job done, and people's potential in terms of skills development. In this sense, the present proposal aims to establish a framework to identify congruences between the skills mastered by people and the necessary skills in the work context and how to bridge the gap between them. For this purpose, a set of propositions are made: i) competences are the people’s point of contact with the organisation; ii) skills do not shape people, people shape their skills, iii) professions can be defined through associated skills, iv) people more easily acquire skills that are closer to those they already possess. Based on these premises, a skills model is postulated, which can be named Person-delivery Environment-work Context (PEC). This model is interested in the fluidity of a person's skills and the autonomy over the development of these skills. To put it into practice, this model needs the following five steps: i) identify the most common skills in the labour market, ii) classify the skills identified to make exploration possible, iii) identify the representation and frequency of a given skill in each profession and the labour market, iv) create a methodology for identifying and measuring personal skills, v) create a way to calculate proximity between the person's competences (P) and the work context (C). In the proposed model, there are two observable data: the existence of competence in the universe of the work context and the presence of competence in a person. It is expected that this model will make possible the identification of congruences between people and organisations and the skill development possibilities for a person. Some limitations can be listed, but the main one is that people and work are reduced to skills in this model. However, its applications can only be thought of as part of a broader career development process that considers people and their potential and the means of developing them, obtaining satisfaction, and having decent living and working conditions.

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Development of a twenty-first century skills scale for agri varsities

Cited by 8 publications

References 22 publications

The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates

The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates

Kapsamlı 21. Yüzyıl Becerileri Ölçeği: Geçerlilik ve Güvenirlilik Çalışması

Proposal for an assessment model of the congruence between people and work skills

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