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skills</title> <meta name="description" content="Search results for: vocational skills"> <meta name="keywords" content="vocational skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="vocational skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 543</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: vocational skills</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">543</span> Vocational Skills, Recognition of Prior Learning and Technology: The Future of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shankar%20Subramanian%20Iyer">Shankar Subramanian Iyer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The vocational education, enhanced by technology and Recognition of Prior Learning (RPL) is going to be the main ingredient of the future of education. This is coming from the various issues of the current educational system like cost, time, type of course, type of curriculum, unemployment, to name the major reasons. Most millennials like to perform and learn rather than learning how to perform. This is the essence of vocational education be it any field from cooking, painting, plumbing to modern technologies using computers. Even a more theoretical course like entrepreneurship can be taught as to be an entrepreneur and learn about its nuances. The best way to learn accountancy is actually keeping accounts for a small business or grocer and learn the ropes of accountancy and finance. The purpose of this study is to investigate the relationship between vocational skills, RPL and new technologies with future employability. This study implies that individual's knowledge and skills are essential aspects to be emphasized in future education and to give credit for prior experience for future employability. Virtual reality can be used to stimulate workplace situations for vocational learning for fields like hospitality, medical emergencies, healthcare, draughtsman ship, building inspection, quantity surveying, estimation, to name a few. All disruptions in future education, especially vocational education, are going to be technology driven with the advent of AI, ML, IoT, VR, VI etc. Vocational education not only helps institutes cut costs drastically, but allows all students to have hands-on experiences, rather than to be observers. The earlier experiential learning theory and the recent theory of knowledge and skills-based learning modified and applied to the vocational education and development of skills is the proposed contribution of this paper. Apart from secondary research study on major scholarly articles, books, primary research using interviews, questionnaire surveys have been used to validate and test the reliability of the suggested model using Partial Least Square- Structural Equation Method (PLS-SEM), the factors being assimilated using an existing literature review. Major findings have been that there exists high relationship between the vocational skills, RPL, new technology to the future employability through mediation of future employability skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20education" title="Vocational education">Vocational education</a>, <a href="https://publications.waset.org/search?q=vocational%20skills" title=" vocational skills"> vocational skills</a>, <a href="https://publications.waset.org/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/search?q=modern%20technologies" title=" modern technologies"> modern technologies</a>, <a href="https://publications.waset.org/search?q=Recognition%20of%20Prior%20Learning" title=" Recognition of Prior Learning"> Recognition of Prior Learning</a>, <a href="https://publications.waset.org/search?q=RPL." title=" RPL."> RPL.</a> </p> <a href="https://publications.waset.org/10012569/vocational-skills-recognition-of-prior-learning-and-technology-the-future-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012569/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012569/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012569/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012569/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012569/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012569/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012569/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012569/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012569/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012569/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">775</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">542</span> Rubric in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azmanirah%20Ab%20Rahman">Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/search?q=Ruhizan%20Muhammad%20Yasin"> Ruhizan Muhammad Yasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rubric is a very important tool for teachers and students for a variety of purposes. Teachers use the rubric for evaluating student work while students use rubrics for self-assessment. Therefore, this paper was emphasized scoring rubric as a scoring tool for teachers in an environment of Competency Based Education and Training (CBET) in Malaysia Vocational College. A total of three teachers in the fields of electrical and electronics engineering were interviewed to identify how the use of rubrics practiced since vocational transformation implemented in 2012. Overall holistic rubric used to determine the performance of students in the skills area.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Rubric" title="Rubric">Rubric</a>, <a href="https://publications.waset.org/search?q=Vocational%20Education." title=" Vocational Education."> Vocational Education.</a> </p> <a href="https://publications.waset.org/9997162/rubric-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997162/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997162/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997162/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997162/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997162/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997162/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997162/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997162/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997162/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997162/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3595</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">541</span> Changes in Vocational Teacher Training in Hungary: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Bacsa-B%C3%A1n">A. Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The training of vocational education teachers in Hungary was a special training system before the Bologna system, but under the influence of the Bologna system, the structure and content of the training changed significantly. The training of vocational teachers, including engineering teacher and vocational trainers, is considerably different when compared to the training of public education teachers. This study aims to present these differences and peculiarities, problems, and issues of the training as well as to outline the possibilities of further development. During the study the following methods were implemented: empirical research among students and graduates of vocational teacher training, as well as analysis of the relevant literature. The study summarizes the research and theoretical results related to Vocational Education and Training (VET) teacher training over the past 15 years, with the aim of developing the training and mapping new directions in the field.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bologna%20system" title="Bologna system">Bologna system</a>, <a href="https://publications.waset.org/search?q=vocational%20educators" title=" vocational educators"> vocational educators</a>, <a href="https://publications.waset.org/search?q=vocational%20teachers" title=" vocational teachers"> vocational teachers</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20training." title=" vocational teacher training."> vocational teacher training.</a> </p> <a href="https://publications.waset.org/10012766/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012766/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012766/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012766/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012766/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012766/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012766/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012766/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012766/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012766/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012766/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">540</span> Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adnan%20Ahmad">Adnan Ahmad</a>, <a href="https://publications.waset.org/search?q=Yusri%20Kamin"> Yusri Kamin</a>, <a href="https://publications.waset.org/search?q=Asnol%20Dahar%20Minghat"> Asnol Dahar Minghat</a>, <a href="https://publications.waset.org/search?q=Mohd.%20Khir%20Nordin"> Mohd. Khir Nordin</a>, <a href="https://publications.waset.org/search?q=Dayana%20Farzeha"> Dayana Farzeha</a>, <a href="https://publications.waset.org/search?q=Ahmad%20Nabil"> Ahmad Nabil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20Teaching%20Method" title="Vocational Teaching Method">Vocational Teaching Method</a>, <a href="https://publications.waset.org/search?q=Practical%20Task" title=" Practical Task"> Practical Task</a>, <a href="https://publications.waset.org/search?q=Teacher%20Preferences" title=" Teacher Preferences"> Teacher Preferences</a>, <a href="https://publications.waset.org/search?q=Student%20Preferences." title=" Student Preferences."> Student Preferences.</a> </p> <a href="https://publications.waset.org/9999060/vocational-teaching-method-a-conceptual-model-in-teaching-automotive-practical-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999060/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999060/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999060/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999060/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999060/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999060/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999060/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999060/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999060/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999060/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3935</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">539</span> Effect of Organizational Resources on Improving Independency of People with Severe Disabilities: Vocational Rehabilitation Facilities in South Korea </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Soungwan%20Kim">Soungwan Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses an analysis of how the characteristics of resources at vocational rehabilitation facilities for the disabled affect the improvement of independency skills among people with severe disabilities. The analysis results indicate that more internal financial resources and more connections to local communities among network resources had greater effects on improving the independency of people with severe disabilities. Based on this result, this paper presents strategies for mobilizing resources to improve the independency of people with severe disabilities at vocational rehabilitation facilities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Vocational%20rehabilitation%20facility%20for%20people%20with%20disabilities" title="Vocational rehabilitation facility for people with disabilities">Vocational rehabilitation facility for people with disabilities</a>, <a href="https://publications.waset.org/search?q=types%20of%20resources" title=" types of resources"> types of resources</a>, <a href="https://publications.waset.org/search?q=independency" title=" independency"> independency</a>, <a href="https://publications.waset.org/search?q=network%20resources." title=" network resources."> network resources.</a> </p> <a href="https://publications.waset.org/10003806/effect-of-organizational-resources-on-improving-independency-of-people-with-severe-disabilities-vocational-rehabilitation-facilities-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1311</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">538</span> Factors of Vocational Identity for Social Welfare University Students in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Sakano">J. Sakano</a>, <a href="https://publications.waset.org/search?q=Y.%20Yajima"> Y. Yajima</a>, <a href="https://publications.waset.org/search?q=W.%20Ono"> W. Ono</a>, <a href="https://publications.waset.org/search?q=Y.%20Yamazaki">Y. Yamazaki</a>, <a href="https://publications.waset.org/search?q=S.%20Sasahara"> S. Sasahara</a>, <a href="https://publications.waset.org/search?q=Y.%20Tomotsune"> Y. Tomotsune</a>, <a href="https://publications.waset.org/search?q=Y.%20Ohi"> Y. Ohi</a>, <a href="https://publications.waset.org/search?q=S.%20Suzuki"> S. Suzuki</a>, <a href="https://publications.waset.org/search?q=A.%20Seki"> A. Seki</a>, <a href="https://publications.waset.org/search?q=I.%0AMatsuzaki"> I. Matsuzaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to verify a hypothesis that a sense of fulfillment in student life and perceived stress in training in the facilities could affect vocational identity among social welfare university students, in order to acquire implications for enhancing the vocational consciousness. A questionnaire survey was conducted with 388 third- and fourth-year students of training course for certified social workers in three universities in A prefecture in Japan. The questionnaire was returned by 338 students, and 288 responses (85.2%) were valid and used for the analysis. As a SEM result, the hypothesized model proved to be fit to the data. Path coefficient of sense of fulfillment of student life to vocational identity was statistically positive. Path coefficient of training stress to vocational identity was statistically negative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Training%20stress" title="Training stress">Training stress</a>, <a href="https://publications.waset.org/search?q=Physical%20health" title=" Physical health"> Physical health</a>, <a href="https://publications.waset.org/search?q=Sense%20of%20fulfillment%0Aof%20student%20life" title=" Sense of fulfillment of student life"> Sense of fulfillment of student life</a>, <a href="https://publications.waset.org/search?q=structural%20equation%20modeling%20%28SEM%29" title=" structural equation modeling (SEM)"> structural equation modeling (SEM)</a> </p> <a href="https://publications.waset.org/10637/factors-of-vocational-identity-for-social-welfare-university-students-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10637/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10637/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10637/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10637/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10637/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10637/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10637/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10637/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10637/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10637/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1593</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">537</span> Disparity of Learning Styles and Cognitive Abilities in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mimi%20Mohaffyza%20Mohamad">Mimi Mohaffyza Mohamad</a>, <a href="https://publications.waset.org/search?q=Yee%20Mei%20Heong"> Yee Mei Heong</a>, <a href="https://publications.waset.org/search?q=Nurfirdawati%20Muhammad%20Hanafi%20%20Tee%20Tze%20Kiong"> Nurfirdawati Muhammad Hanafi Tee Tze Kiong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education.  Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. Building Construction is one of the vocational courses offered in Vocational Education structure. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. Felder-Solomon Learning Styles Index was developed based on FSLSM and the questions were used to identify what type of student learning preferences. The index consists 44 item-questions characterize for learning styles dimension in FSLSM. The achievement test was developed to determine the students’ cognitive abilities. The quantitative data was analyzed in descriptive and inferential statistic involving Multivariate Analysis of Variance (MANOVA). The study discovered students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities there are different finding for each type of learners in knowledge, skills and problem solving. This study concludes the gap between type of learner and the cognitive abilities in few illustrations and it explained how the connecting made. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20Styles" title="Learning Styles">Learning Styles</a>, <a href="https://publications.waset.org/search?q=Cognitive%20Abilities" title=" Cognitive Abilities"> Cognitive Abilities</a>, <a href="https://publications.waset.org/search?q=Dimension%20of%20Learning%20Styles" title=" Dimension of Learning Styles"> Dimension of Learning Styles</a>, <a href="https://publications.waset.org/search?q=Learning%20Preferences." title=" Learning Preferences."> Learning Preferences.</a> </p> <a href="https://publications.waset.org/9997004/disparity-of-learning-styles-and-cognitive-abilities-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997004/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997004/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997004/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997004/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997004/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997004/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997004/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997004/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997004/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997004/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2636</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">536</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style, and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire, then analyzed using SPSS version 20.0.The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings, implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Creativity" title="Creativity">Creativity</a>, <a href="https://publications.waset.org/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%0D%0Aprocess." title=" presentation products and development for learning and teaching process."> presentation products and development for learning and teaching process.</a> </p> <a href="https://publications.waset.org/10003338/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003338/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003338/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003338/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003338/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003338/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003338/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003338/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003338/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003338/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003338/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1514</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">535</span> The Analysis of Internet and Social Media Behaviors of the Students in the Higher School of Vocational and Technical Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mehmet%20Balci">Mehmet Balci</a>, <a href="https://publications.waset.org/search?q=Sakir%20Tasdemir"> Sakir Tasdemir</a>, <a href="https://publications.waset.org/search?q=Mustafa%20Altin"> Mustafa Altin</a>, <a href="https://publications.waset.org/search?q=Ozlem%20Bozok"> Ozlem Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Our globalizing world has become almost a small village and everyone can access any information at any time. Everyone lets each other know who does whatever in which place. We can learn which social events occur in which place in the world. From the perspective of education, the course notes that a lecturer use in lessons in a university in any state of America can be examined by a student studying in a city of Africa or the Far East. This dizzying communication we have mentioned happened thanks to fast developments in computer and internet technologies. While these developments occur in the world, Turkey that has a very large young population and whose electronic infrastructure rapidly improves has also been affected by these developments. Nowadays, mobile devices have become common and thus, it causes to increase data traffic in social networks. This study was carried out on students in the different age groups in Selcuk University Vocational School of Technical Sciences, the Department of Computer Technology. Students’ opinions about the use of internet and social media were obtained. The features such as using the Internet and social media skills, purposes, operating frequency, accessing facilities and tools, social life and effects on vocational education and so forth were explored. The positive effects and negative effects of both internet and social media use on the students in this department and findings are evaluated from different perspectives and results are obtained. In addition, relations and differences were found out statistically.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20technologies" title="Computer technologies">Computer technologies</a>, <a href="https://publications.waset.org/search?q=internet%20use" title=" internet use"> internet use</a>, <a href="https://publications.waset.org/search?q=social%20network" title=" social network"> social network</a>, <a href="https://publications.waset.org/search?q=higher%20vocational%20school." title=" higher vocational school."> higher vocational school.</a> </p> <a href="https://publications.waset.org/10001212/the-analysis-of-internet-and-social-media-behaviors-of-the-students-in-the-higher-school-of-vocational-and-technical-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001212/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001212/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001212/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001212/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001212/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001212/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001212/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001212/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001212/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001212/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001212.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1758</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">534</span> Reflections of Prospective Teachers Toward a Critical Thinking-Based Pedagogical Course: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Ok">Ahmet Ok</a>, <a href="https://publications.waset.org/search?q=Banu%20Y%C3%BCcel%20Toy"> Banu Yücel Toy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Promoting critical thinking (CT) in an educational setting has been appraised in order to enhance learning and intellectual skills. In this study, a pedagogical course in a vocational teacher education program in Turkey was designed by integrating CT skill-based strategies/activities into the course content and CT skills were means leading to intended course objectives. The purpose of the study was to evaluate the importance of the course objectives, the attainment of the objectives, and the effectiveness of teachinglearning strategies/activities from prospective teachers- points of view. The results revealed that although the students mostly considered the course objectives important, they did not feel competent in the attainment of all objectives especially in those related to the main topic of Learning and those requiring higher order thinking skills. On the other hand, the students considered the course activities effective for learning and for the development of thinking skills, especially, in interpreting, comparing, questioning, contrasting, and forming relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Critical%20thinking" title="Critical thinking">Critical thinking</a>, <a href="https://publications.waset.org/search?q=critical%20thinking-based%20instruction" title=" critical thinking-based instruction"> critical thinking-based instruction</a>, <a href="https://publications.waset.org/search?q=higher%20order%20thinking%20skills" title="higher order thinking skills">higher order thinking skills</a>, <a href="https://publications.waset.org/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/11800/reflections-of-prospective-teachers-toward-a-critical-thinking-based-pedagogical-course-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11800/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11800/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11800/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11800/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11800/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11800/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11800/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11800/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11800/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11800/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1528</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">533</span> Issues in the User Interface Design of a Content Rich Vocational Training Application for Digitally Illiterate Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jamie%20Otelsberg">Jamie Otelsberg</a>, <a href="https://publications.waset.org/search?q=Nagarajan%20Akshay"> Nagarajan Akshay</a>, <a href="https://publications.waset.org/search?q=Rao%20R.%20Bhavani"> Rao R. Bhavani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses our preliminary experiences in the design of a user interface of a computerized content-rich vocational training courseware meant for users with little or no computer experience. In targeting a growing population with limited access to skills training of any sort, we faced numerous challenges, including language and cultural differences, resource limits, gender boundaries and, in many cases, the simple lack of trainee motivation. With the size of the unskilled population increasing much more rapidly than the numbers of sufficiently skilled teachers, there is little choice but to develop teaching techniques that will take advantage of emerging computer-based training technologies. However, in striving to serve populations with minimal computer literacy, one must carefully design the user interface to accommodate their cultural, social, educational, motivational and other differences. Our work, which uses computer based and haptic simulation technologies to deliver training to these populations, has provided some useful insights on potential user interface design approaches.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=User%20interface%20design" title="User interface design">User interface design</a>, <a href="https://publications.waset.org/search?q=digitally%20illiterate" title=" digitally illiterate"> digitally illiterate</a>, <a href="https://publications.waset.org/search?q=vocational%20training" title=" vocational training"> vocational training</a>, <a href="https://publications.waset.org/search?q=navigation%20issues" title=" navigation issues"> navigation issues</a>, <a href="https://publications.waset.org/search?q=computer%20human%20interaction" title=" computer human interaction"> computer human interaction</a>, <a href="https://publications.waset.org/search?q=human%20factors." title=" human factors."> human factors.</a> </p> <a href="https://publications.waset.org/17022/issues-in-the-user-interface-design-of-a-content-rich-vocational-training-application-for-digitally-illiterate-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17022/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17022/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2377</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">532</span> Adoption of iPads Paving the Way to Changes in the Knowledge Practices within a School of Vocational Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20Aarreniemi-Jokipelto">Päivi Aarreniemi-Jokipelto</a>, <a href="https://publications.waset.org/search?q=Merja%20Alanko-Turunen"> Merja Alanko-Turunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The possibilities of mobile technology generate new demands for vocational teacher trainers to transform their approach to work and to incorporate its usage into their ordinary educational practice. This paper presents findings of a focus discussion group (FDG) session on the usage of iPads within a school of vocational teacher education (SoVTE). It aims to clarify how the teacher trainers are using iPads and what has changed in their work during the usage of iPads. The analytical framework bases on content analysis and expansive learning cycle. It was not only found what kind of a role iPads played in their daily practices but it brought also into attention how a cultural change regarding the usage of social media and mobile technology was desperately needed in the whole work community. Thus, the FGD was abducted for developing the knowledge practices of the community of the SoVTE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=iPad" title="iPad">iPad</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20education." title=" vocational teacher education."> vocational teacher education.</a> </p> <a href="https://publications.waset.org/3817/adoption-of-ipads-paving-the-way-to-changes-in-the-knowledge-practices-within-a-school-of-vocational-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1823</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">531</span> Teaching Contemporary Power Distribution and Industrial Networks in Higher Education Vocational Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rade%20M.%20Ciric">Rade M. Ciric </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper shows the development and implementation of the syllabus of the subject 'Distribution and Industrial Networks', attended by the vocational specialist Year 4 students of the Electric Power Engineering study programme at the Higher Education Technical School of Vocational Studies in Novi Sad. The aim of the subject is to equip students with the knowledge necessary for planning, exploitation and management of distributive and industrial electric power networks in an open electricity market environment. The results of the evaluation of educational outcomes on the subject are presented and discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=power%20distribution%20network" title=" power distribution network"> power distribution network</a>, <a href="https://publications.waset.org/search?q=syllabus%20implementation" title=" syllabus implementation"> syllabus implementation</a>, <a href="https://publications.waset.org/search?q=outcome%20evaluation." title=" outcome evaluation."> outcome evaluation.</a> </p> <a href="https://publications.waset.org/10008918/teaching-contemporary-power-distribution-and-industrial-networks-in-higher-education-vocational-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008918/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008918/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008918/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008918/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008918/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008918/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008918/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008918/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008918/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008918/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">776</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">530</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">529</span> A Social Cognitive Investigation in the Context of Vocational Training Performance of People with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Majid%20A.%20AlSayari">Majid A. AlSayari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study reported here investigated social cognitive theory (SCT) in the context of Vocational Rehab (VR) for people with disabilities. The prime purpose was to increase knowledge of VR phenomena and make recommendations for improving VR services. The sample consisted of 242 persons with Spinal Cord Injuries (SCI) who completed questionnaires. A further 32 participants were Trainers. Analysis of questionnaire data was carried out using factor analysis, multiple regression analysis, and thematic analysis. The analysis suggested that, in motivational terms, and consistent with research carried out in other academic contexts, self-efficacy was the best predictor of VR performance. The author concludes that that VR self-efficacy predicted VR training performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20cognitive%20theory" title="Social cognitive theory">Social cognitive theory</a>, <a href="https://publications.waset.org/search?q=vocational%20rehab" title=" vocational rehab"> vocational rehab</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/search?q=proxy%20efficacy" title=" proxy efficacy"> proxy efficacy</a>, <a href="https://publications.waset.org/search?q=people%20with%20disabilities." title=" people with disabilities. "> people with disabilities. </a> </p> <a href="https://publications.waset.org/10009614/a-social-cognitive-investigation-in-the-context-of-vocational-training-performance-of-people-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009614/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009614/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009614/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009614/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009614/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009614/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009614/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009614/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009614/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009614/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">769</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">528</span> Enhancing Sustainability Awareness through Social Learning Experiences on Campuses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rashika%20Sharma">Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The campuses at tertiary institutes can act as a social environment for peer to peer connections. However, socialization is not the only aspect that campuses provide. The campus can act as a learning environment that has often been termed as the campus curriculum. Many tertiary institutes have taken steps to make their campus a ‘green campus’ whereby initiatives have been taken to reduce their impact on the environment. However, as visible as these initiatives are, it is debatable whether these have any effect on students’ and their understanding of sustainable campus operations. Therefore, research was conducted to evaluate the effectiveness of sustainable campus operations in raising students’ awareness of sustainability. Students at two vocational institutes participated in this interpretive research with data collected through surveys and focus groups. The findings indicated that majority of vocational education students remained oblivious of sustainability initiatives on campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20for%20Sustainability" title="Education for Sustainability">Education for Sustainability</a>, <a href="https://publications.waset.org/search?q=campus%20learning" title=" campus learning"> campus learning</a>, <a href="https://publications.waset.org/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/search?q=vocational%20education." title=" vocational education. "> vocational education. </a> </p> <a href="https://publications.waset.org/10008104/enhancing-sustainability-awareness-through-social-learning-experiences-on-campuses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008104/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008104/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008104/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008104/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008104/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008104/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008104/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008104/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008104/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008104/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">527</span> The Age Difference in Social Skills Constructs for School Adaptation: A Cross-Sectional Study of Japanese Students at Elementary, Junior, and Senior High Schools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hiroki%20Shinkawa">Hiroki Shinkawa</a>, <a href="https://publications.waset.org/search?q=Tadaaki%20Tomiie"> Tadaaki Tomiie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20skills" title="Social skills">Social skills</a>, <a href="https://publications.waset.org/search?q=age%20difference" title=" age difference"> age difference</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=adolescents." title=" adolescents. "> adolescents. </a> </p> <a href="https://publications.waset.org/10001796/the-age-difference-in-social-skills-constructs-for-school-adaptation-a-cross-sectional-study-of-japanese-students-at-elementary-junior-and-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001796/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001796/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001796/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001796/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001796/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001796/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001796/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001796/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001796/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001796/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1553</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">526</span> A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kirsi%20Korkealehto">Kirsi Korkealehto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multicultural" title="Multicultural">Multicultural</a>, <a href="https://publications.waset.org/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/search?q=teacher%20competences" title=" teacher competences"> teacher competences</a>, <a href="https://publications.waset.org/search?q=vocational%20school." title=" vocational school."> vocational school.</a> </p> <a href="https://publications.waset.org/10011952/a-case-study-on-vocational-teachers-perceptions-on-their-linguistically-and-culturally-responsive-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011952/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011952/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011952/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011952/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011952/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011952/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011952/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011952/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011952/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011952/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">525</span> The Study of Digital Transformation Skills and Competencies Framework at Umm Alqura University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anod%20H.%20Alhazmi">Anod H. Alhazmi</a>, <a href="https://publications.waset.org/search?q=Hanaa%20A.%20Yamani"> Hanaa A. Yamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of digital transformation professionals could prevent Saudi Arabia’s universities from providing digital services. The task of understanding what digital skills are needed within an organization, measuring the existing skills, and developing or attracting talents is a complex task. This paper provides a comprehensive analysis of the digital transformation skills needed in the organizations who seek digital transformation and identifies the skills and competencies framework DigSC built on Skills Framework for the Informational Age (SFIA) framework that is adopted by the Ministry of Communications and Information Technology (MCIT) in Saudi Arabia. The framework adopted identifies the main digital transformation skills clusters, categories and levels of responsibilities for each job description to fill the gap between this requirement and the digital skills supplied by the Umm Alqura University (UQU). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Competencies" title="Competencies">Competencies</a>, <a href="https://publications.waset.org/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a>, <a href="https://publications.waset.org/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/search?q=Umm%20Alqura%20University." title=" Umm Alqura University."> Umm Alqura University.</a> </p> <a href="https://publications.waset.org/10011991/the-study-of-digital-transformation-skills-and-competencies-framework-at-umm-alqura-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011991/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011991/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011991/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011991/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011991/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011991/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011991/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011991/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011991/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011991/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">524</span> The Wider Benefits of Negotiations: Austrian Perspective on Educational Leadership as a ‘Power Game’ for Trade Unions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rudolf%20Egger">Rudolf Egger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the relationships between the basic learning processes of leading trade union workers and their methods for coping with the changes in the life-courses of societies today. It will discuss the fragile discourse on lifelong learning in trade unions and the “production of self-techniques” to get in touch with the new economic forms. On the basis of an empirical project, different processes of the socialization of leading trade union workers will be analysed to discover the consequences of the lifelong learning discourse. The results show what competences they need to develop for the “wider benefits of negotiations”. The main challenge remains to make visible how deeply intertwined trade union learning and education are with development in an ongoing dynamic economic process, rather than a quick-fix injection of skills and information. There is a complex relationship existing between the three ‘partners’, work, learning and society forming. The author suggests that contemporary trade unions could be trendsetters who make their own learning agendas by drawing less on formal education and more on informal and non-formal learning contexts. This is in parallel with growing political and scientific consciousness of the need to arrive at new educational/vocational policies and practices.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Lifelong%20learning" title="Lifelong learning">Lifelong learning</a>, <a href="https://publications.waset.org/search?q=Trade%20unions" title=" Trade unions"> Trade unions</a>, <a href="https://publications.waset.org/search?q=Non-formal%20learning" title=" Non-formal learning"> Non-formal learning</a>, <a href="https://publications.waset.org/search?q=Educational%2Fvocational%20policies." title=" Educational/vocational policies."> Educational/vocational policies.</a> </p> <a href="https://publications.waset.org/10004491/the-wider-benefits-of-negotiations-austrian-perspective-on-educational-leadership-as-a-power-game-for-trade-unions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004491/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004491/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004491/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004491/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004491/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004491/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004491/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004491/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004491/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004491/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1231</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">523</span> Measuring Creativity in Die Products for Technological Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ching-Yi%20Lee">Ching-Yi Lee</a>, <a href="https://publications.waset.org/search?q=Dyi-Cheng%20Chen"> Dyi-Cheng Chen</a>, <a href="https://publications.waset.org/search?q=Bo-Yan%20Lai"> Bo-Yan Lai</a>, <a href="https://publications.waset.org/search?q=Chin-Pin%20Chen"> Chin-Pin Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creative design requires new approaches to assessment in vocational and technological education. To date, there has been little discussion on instruments used to evaluate dies produced by students in vocational and technological education. Developing a generic instrument has been very difficult due to the diversity of creative domains, the specificity of content, and the subjectivity involved in judgment. This paper presents an instrument for measuring the creativity in the design of products by expanding the Consensual Assessment Technique (CAT). The content-based scale was evaluated for content validity by 5 experts. The scale comprises 5 criteria: originality; practicability; precision; aesthetics; and exchangeability. Nine experts were invited to evaluate the dies produced by 38 college students who enrolled in a Product Design and Development course. To further explore the degree of rater agreement, inter-rater reliability was calculated for each dimension using Kendall's coefficient of concordance test. The inter-judge reliability scores achieved significance, with coefficients ranging from 0.53 to 0.71. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design%20education" title="Design education">Design education</a>, <a href="https://publications.waset.org/search?q=die%20creative%20product" title=" die creative product"> die creative product</a>, <a href="https://publications.waset.org/search?q=vocational%0Aand%20technological%20education" title=" vocational and technological education"> vocational and technological education</a>, <a href="https://publications.waset.org/search?q=Consensual%20Assessment%20Technique%0A%28CAT%29." title=" Consensual Assessment Technique (CAT)."> Consensual Assessment Technique (CAT).</a> </p> <a href="https://publications.waset.org/15903/measuring-creativity-in-die-products-for-technological-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15903/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15903/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15903/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15903/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15903/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15903/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15903/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15903/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15903/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15903/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1866</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">522</span> Enhancing Soft Skills through Peer Review Activity in a Technical Writing Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hairuzila%20Idrus">Hairuzila Idrus</a>, <a href="https://publications.waset.org/search?q=Zullina%20Hussain%20Shaari"> Zullina Hussain Shaari</a>, <a href="https://publications.waset.org/search?q=Razol%20Mahari%20Mohd%20Ali"> Razol Mahari Mohd Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peer review is an activity where students review their classmates- writing and then evaluate the content, development, unity and organization. Studies have shown that peer review activities benefit both the reviewer and the writer in developing their reading and writing skills. Furthermore, peer review activities may also enhance students- soft skills. This study was conducted to find out the benefits of peer review activity in a technical writing class based on engineering students- perceptions. The study also highlights how these benefits could improve the students- soft skills. A set of questionnaire was given to 200 undergraduate students of a technical writing course. The results of the study indicate that the activity could help improve their critical thinking skills, written and oral communication skills, as well as team work. This paper further discusses how the implications of these benefits could help enhance students- soft skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Peer%20review" title="Peer review">Peer review</a>, <a href="https://publications.waset.org/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/search?q=technical%20writing." title=" technical writing."> technical writing.</a> </p> <a href="https://publications.waset.org/9161/enhancing-soft-skills-through-peer-review-activity-in-a-technical-writing-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9161/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9161/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9161/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9161/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9161/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9161/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9161/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9161/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9161/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9161/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1902</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">521</span> The Experiences of South-African High-School Girls in a Fab Lab Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nomusa%20Dlodlo">Nomusa Dlodlo</a>, <a href="https://publications.waset.org/search?q=Ronald%20Noel%20Beyers"> Ronald Noel Beyers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on an effort to address the issue of inequality in girls- and women-s access to science, engineering and technology (SET) education and careers through raising awareness on SET among secondary school girls in South Africa. Girls participated in hands-on high-tech rapid prototyping environment of a fabrication laboratory that was aimed at stimulating creativity and innovation as part of a Fab Kids initiative. The Fab Kids intervention is about creating a SET pipeline as part of the Young Engineers and Scientists of Africa Initiative.The methodology was based on a real world situation and a hands-on approach. In the process, participants acquired a number of skills including computer-aided design, research skills, communication skills, teamwork skills, technical drawing skills, writing skills and problem-solving skills. Exposure to technology enhanced the girls- confidence in being able to handle technology-related tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Girls" title="Girls">Girls</a>, <a href="https://publications.waset.org/search?q=design%20engineering" title=" design engineering"> design engineering</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/search?q=women." title=" women."> women.</a> </p> <a href="https://publications.waset.org/10124/the-experiences-of-south-african-high-school-girls-in-a-fab-lab-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10124/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10124/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10124/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10124/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10124/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10124/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10124/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10124/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10124/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10124/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2538</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">520</span> Developing Leadership and Teamwork Skills of Pre-Service Teacher through Learning Camp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sirimanee%20Banjong">Sirimanee Banjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to 1) develop pre-service teachers’ leadership skills through camp-based learning, and 2) develop preservice teachers’ teamwork skills through camp-based learning. An applied research methodology was used. The target group was derived from a purposive selection. It involved 32 fourth-year students in Early Childhood Education Program enrolling a course entitled Seminar in Early Childhood Education provided during second semester of academic year 2013. The treatment was camp-based learning activities which applied a PDCA process including four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments were a learning camp program, a camp-based learning management plan, a 5-level assessment form for leadership skills and a 5-level assessment form for assessing teamwork skills. Data were analyzed using descriptive statistics. Results were: 1) pre-service teachers’ leadership skills yielded the before treatment average score at x= 3.4, S.D.=0.6 2and the after-treatment average score at x 4.29 , S.D.=0.66 pre-service teachers’ teamwork skills yielded the before-treatment average score at x=3.31, S.D.=0.60 and the after-treatment average score at x=4.42, S.D.=0.66 Both differences were statistically significant at the .05 level. Thus, the pre-service teachers’ leadership and teamwork skills were significantly improved through the camp-based learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20camp" title="Learning camp">Learning camp</a>, <a href="https://publications.waset.org/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/search?q=teamwork%20skills." title=" teamwork skills."> teamwork skills.</a> </p> <a href="https://publications.waset.org/10002879/developing-leadership-and-teamwork-skills-of-pre-service-teacher-through-learning-camp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002879/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002879/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002879/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002879/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002879/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002879/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002879/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002879/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002879/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002879/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1350</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">519</span> Career Counseling Program for the Psychological Well-Being of Freshmen University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sheila%20Marie%20G.%20Hocson">Sheila Marie G. Hocson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the vital developmental tasks that an individual faces during adolescence is choosing a career. Arriving at a career decision is difficult and anxious for many adolescents in the tertiary level. The main purpose of this study is to determine the factors relating to career indecision among freshmen college students as basis for the formulation of a comprehensive career counseling program for the psychological well-being of freshmen university students. The subjects were purposively selected. The Slovin-s formula was used in determining the sample size, using a 0.05 margin of error in getting the total number of samples per college and per major. The researcher made use of descriptive correlational study in determining significant factors relating to career indecision. Multiple Regression Analysis indicated that career thoughts, career decisions and vocational identity as factors related to career indecision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=career%20decisions" title="career decisions">career decisions</a>, <a href="https://publications.waset.org/search?q=career%20guidance%20program" title=" career guidance program"> career guidance program</a>, <a href="https://publications.waset.org/search?q=career%0Athoughts" title=" career thoughts"> career thoughts</a>, <a href="https://publications.waset.org/search?q=vocational%20identity" title=" vocational identity"> vocational identity</a> </p> <a href="https://publications.waset.org/1633/career-counseling-program-for-the-psychological-well-being-of-freshmen-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1633/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1633/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1633/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1633/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1633/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1633/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1633/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1633/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1633/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1633/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4197</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">518</span> Skills Development: The Active Learning Model of a French Computer Science Institute</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Paparisteidi">N. Paparisteidi</a>, <a href="https://publications.waset.org/search?q=D.%20Rodamitou"> D. Rodamitou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article focuses on the skills development and path planning of students studying computer science at EPITECH: French private institute of higher education. We examine students’ points of view and experience in a blended learning model based on a skills development curriculum. The study is based on the collection of four main categories of data: semi-participant observation, distribution of questionnaires, interviews, and analysis of internal school databases. The findings seem to indicate that a skills-based program on active learning enables students to develop their learning strategies as well as their personal skills and to actively engage in the creation of their career path and contribute to providing additional information to curricula planners and decision-makers about learning design in higher education. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=skills%20development." title=" skills development."> skills development.</a> </p> <a href="https://publications.waset.org/10013205/skills-development-the-active-learning-model-of-a-french-computer-science-institute" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013205/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013205/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013205/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013205/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013205/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013205/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013205/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013205/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013205/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013205/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">517</span> The Relevance of Sustainability Skills for International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mary%20Panko">Mary Panko</a>, <a href="https://publications.waset.org/search?q=Rashika%20Sharma"> Rashika Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20for%20sustainability" title="Education for sustainability">Education for sustainability</a>, <a href="https://publications.waset.org/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/search?q=vocational%20education." title=" vocational education."> vocational education.</a> </p> <a href="https://publications.waset.org/10008105/the-relevance-of-sustainability-skills-for-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008105/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008105/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008105/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008105/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008105/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008105/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008105/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008105/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008105/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008105/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1119</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">516</span> Lifelong Distance Learning and Skills Development: A Case Study Analysis in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eleni%20Giouli">Eleni Giouli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Distance learning provides a flexible approach to education, enabling busy learners to complete their coursework at their own pace, on their own schedule, and from a convenient location. This flexibility combined with a series of other issues; make the benefits of lifelong distance learning numerous. The purpose of the paper is to investigate whether distance education can contribute to the improvement of adult skills in Greece, highlighting in this way the necessity of the lifelong distance learning. To investigate this goal, a questionnaire is constructed and analyzed based on responses from 3,016 attendees of lifelong distance learning programs in the e-learning of the National and Kapodistrian University of Athens in Greece. In order to do so, a series of relationships is examined including the effects of a) the gender, b) the previous educational level, c) the current employment status, and d) the method used in the distance learning program, on the development of new general, technical, administrative, social, cultural, entrepreneurial and green skills. The basic conclusions that emerge after using a binary logistic framework are that the following factors are critical in order to develop new skills: the gender, the education level and the educational method used in the lifelong distance learning program. The skills more significantly affected by those factors are the acquiring new skills in general, as well as acquiring general, language and cultural, entrepreneurial and green skills, while for technical and social skills only gender and educational method play a crucial role. Moreover, routine skills and social skills are not affected by the four factors included in the analysis.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adult%20skills" title="Adult skills">Adult skills</a>, <a href="https://publications.waset.org/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=lifelong%20learning." title=" lifelong learning. "> lifelong learning. </a> </p> <a href="https://publications.waset.org/10011699/lifelong-distance-learning-and-skills-development-a-case-study-analysis-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011699/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011699/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011699/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011699/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011699/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011699/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011699/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011699/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011699/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011699/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">515</span> Integrating Generic Skills into Disciplinary Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sitalakshmi%20Venkatraman">Sitalakshmi Venkatraman</a>, <a href="https://publications.waset.org/search?q=Fiona%20Wahr"> Fiona Wahr</a>, <a href="https://publications.waset.org/search?q=Anthony%20de%20Souza-Daw"> Anthony de Souza-Daw</a>, <a href="https://publications.waset.org/search?q=Samuel%20Kaspi"> Samuel Kaspi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing emphasis on generic skills in higher education to match the changing skill-set requirements of the labour market. However, researchers and policy makers have not arrived at a consensus on the generic skills that actually contribute towards workplace employability and performance that complement and/or underpin discipline-specific graduate attributes. In order to strengthen the qualifications framework, a range of ‘generic’ learning outcomes have been considered for students undergoing higher education programs and among them it is necessary to have the fundamental generic skills such as literacy and numeracy at a level appropriate to the qualification type. This warrants for curriculum design approaches to contextualise the form and scope of these fundamental generic skills for supporting both students’ learning engagement in the course, as well as the graduate attributes required for employability and to progress within their chosen profession. Little research is reported in integrating such generic skills into discipline-specific learning outcomes. This paper explores the literature of the generic skills required for graduates from the discipline of Information Technology (IT) in relation to an Australian higher education institution. The paper presents the rationale of a proposed Bachelor of IT curriculum designed to contextualize the learning of these generic skills within the students’ discipline studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum" title="Curriculum">Curriculum</a>, <a href="https://publications.waset.org/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=information%20technology." title=" information technology."> information technology.</a> </p> <a href="https://publications.waset.org/10006116/integrating-generic-skills-into-disciplinary-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006116/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006116/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006116/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006116/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006116/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006116/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006116/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006116/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006116/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006116/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1734</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">514</span> Study of Pre-Handwriting Factors Necessary for Successful Handwriting in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lalitchandra%20J.%20Shah">Lalitchandra J. Shah</a>, <a href="https://publications.waset.org/search?q=Katarzyna%20Bialek"> Katarzyna Bialek</a>, <a href="https://publications.waset.org/search?q=Melinda%20L.%20Clarke"> Melinda L. Clarke</a>, <a href="https://publications.waset.org/search?q=Jessica%20L.%20Jansson"> Jessica L. Jansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Handwriting is essential to academic success; however, the current literature is limited in the identification of pre-handwriting skills. The purpose of this study was to identify the pre-handwriting skills, which occupational therapy practitioners deem important to handwriting success, as well as those which aid in intervention planning. The online survey instrument consisted of 33 questions that assessed various skills related to the development of handwriting, as well as captured demographic information. Both occupational therapists and occupational therapy assistants were included in the survey study. The survey found that the respondents were in agreement that purposeful scribbling, the ability of a child to copy (vertical/horizontal lines, circle, squares, and triangles), imitating an oblique cross, cognitive skills (attention, praxis, self-regulation, sequencing), grasp patterns, hand dominance, in hand manipulation skills (shift, translation, rotation), bilateral integration, stabilization of paper, crossing midline, and visual perception were important indicators of handwriting readiness. The results of the survey support existing research regarding the skills necessary for the successful development of handwriting in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Development" title="Development">Development</a>, <a href="https://publications.waset.org/search?q=handwriting" title=" handwriting"> handwriting</a>, <a href="https://publications.waset.org/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/search?q=visual%20perceptual%20skills." title=" visual perceptual skills."> visual perceptual skills.</a> </p> <a href="https://publications.waset.org/10003772/study-of-pre-handwriting-factors-necessary-for-successful-handwriting-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003772/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a 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