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Evaluating the Employability and Entrepreneurial Skills and the Impact on Employment of Public TVET Graduates
Agmassie Bazezew Mengistu,
Reda Darge Negasie
Issue:
Volume 11, Issue 3, May 2022
Pages:
79-89
Received:
20 March 2022
Accepted:
28 April 2022
Published:
7 May 2022
Abstract: This study examined perceived employability & entrepreneurial skills of TVET graduates and the impact of these skills on gainful employment (self/paid) of the graduates. Data was collected from 317 (133 unemployed and 184 employed) TVET graduates that were selected from two randomly selected departments of the three randomly (Bahir-Dar, Gondar and Debretabor) selected TVET colleges. For both data collection and analysis the study utilized Concurrent embedded mixed research method (that encompasses the pragmatic philosophical world view). A questionnaire having Close ended and open-ended items as well as document analysis were the instruments used together data. For the analysis of the quantitative data, one sample t-test, independent sample t-test and multiple regression analysis were employed and the qualitative data was analyzed by embedding on the quantitative data. The results revealed that the mean perceived graduates’ employability skills were significantly lower than the expected value. Similarly, the mean perceived entrepreneurial skills of TVET graduates were significantly lower than the expected mean. Moreover, graduates job related satisfaction was found to be significantly low. Regression Analysis also revealed a lower contribution of the combined skills on job related satisfaction. Finally, the Beta value under standard coefficient designated that total employability skills was the largest value that makes the strongest and significant unique contribution to explain the lower Job satisfaction which was followed by entrepreneurial skills as the second unique significant predictor.
Abstract: This study examined perceived employability & entrepreneurial skills of TVET graduates and the impact of these skills on gainful employment (self/paid) of the graduates. Data was collected from 317 (133 unemployed and 184 employed) TVET graduates that were selected from two randomly selected departments of the three randomly (Bahir-Dar, Gondar and ...
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How PBIS Instructional Strategies Can Influence Student Engagement
Kathy Tucker,
Sunddip Panesar-Aguilar,
Jamie Jones
Issue:
Volume 11, Issue 3, May 2022
Pages:
90-94
Received:
13 April 2022
Accepted:
27 April 2022
Published:
7 May 2022
Abstract: School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.
Abstract: School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was ...
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Social Accountability of Medical Schools Toward Their Students
Maria Teresa Alfonso Roca,
Monica Muñoz Lopez,
Luis Filgueira
Issue:
Volume 11, Issue 3, May 2022
Pages:
95-105
Received:
14 January 2022
Accepted:
14 April 2022
Published:
19 May 2022
Abstract: Social accountability refers to the role of institutions, including medical schools, as contributors to an evolving society. The COVID-19 pandemic and global health crisis have exacerbated challenges and difficulties of medical schools to adopt the social accountability paradigm. This exploratory study aims to identify weaknesses and demands of medical students during the COVID-19 pandemic with the intention of developing interventional, socially accountable educational programs. An online questionnaire was sent to medical students in year one to three for collecting data about students’ perception of preparedness to cope with sudden changes from in-person to online teaching due to COVID-19 measures. In addition, data about students’ well-being was collected according to the Shirom-Melamed Burnout Measure and the Connor-Davidson Resilience Scale. 221 of 376 students completed the questionnaire (58.7%). During the COVID-19 pandemic, most medical students kept up with new educational technologies and adjusted to online learning. However, most students suffered from poor time and learning management, poor quality of life and burnout. Data analysis on wellbeing variables showed: a) poor quality of life (52%); b) medium to high level of burnout (65.1%), with the highest number of students with burnout (70%) in third year; c) medium level (73.8%) to high level (23%) of resilience across all years. Our study indicates that medical schools need to be socially accountable towards their students and allocate additional resources into programs for the support of the cognitive and emotional needs of medical students, with the emphasis of improving students’ learning management and cognitive skills, and by doing so, reducing burnout and improving quality of life. Finally, social accountability should also include students’ wellbeing, in addition to activities related to patients, health system and society.
Abstract: Social accountability refers to the role of institutions, including medical schools, as contributors to an evolving society. The COVID-19 pandemic and global health crisis have exacerbated challenges and difficulties of medical schools to adopt the social accountability paradigm. This exploratory study aims to identify weaknesses and demands of med...
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Research on the Design and Application of Micro-Class on IELTS Vocabulary
Hongyan Zhang,
Dao Zhou,
Junhua Zhou
Issue:
Volume 11, Issue 3, May 2022
Pages:
106-111
Received:
22 April 2022
Accepted:
9 May 2022
Published:
19 May 2022
Abstract: Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.
Abstract: Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insu...
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Practical Exploration of Labor Education Training System in Colleges and Universities in the New Era——Taking Jiangsu University as an Example
Qin You,
Li Wei,
Lu Xiang
Issue:
Volume 11, Issue 3, May 2022
Pages:
112-116
Received:
10 May 2022
Accepted:
23 May 2022
Published:
31 May 2022
Abstract: In order to cultivate high-quality talents needed by society, colleges and universities must incorporate labor education into the talent training system. At present, there are still some problems in labor education in some colleges and universities, such as deviation of labor concept cognition, imperfect labor education mechanism, lack of labor education professional teachers, and lack of labor education practice bases. Based on the practice of labor education in Jiangsu University, this paper systematically expounds the practice path of its labor education training system: constructing the "8+24" labor education theory and practice curriculum system, promoting the construction of labor education theme campus culture, constructing the "Trinity" labor education coordination mechanism, Strengthening the construction of labor education teachers. And this paper still put forward the path of further deepening the labor education training system: to promote the full release of the collaborative governance efficiency of labor education, to improve the degree of collaboration inside and outside the school; to strengthen the construction of the labor education curriculum system, to improve the integration of labor education; improve the labor education assessment system and to enhance the validity of labor education. It provides a good reference for enhancing the effectiveness of labor education in Chinese colleges and universities.
Abstract: In order to cultivate high-quality talents needed by society, colleges and universities must incorporate labor education into the talent training system. At present, there are still some problems in labor education in some colleges and universities, such as deviation of labor concept cognition, imperfect labor education mechanism, lack of labor edu...
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Character Education Oriented Discovery Model in Description Text Learning in Smp/Mts
Syaifuddin,
Suherli Kusmana,
Jaja
Issue:
Volume 11, Issue 3, May 2022
Pages:
117-122
Received:
27 April 2022
Accepted:
16 May 2022
Published:
14 June 2022
Abstract: The monotonous and boring learning conditions for students occur because there is no proper learning approach. Then, it was found that students had difficulties in learning descriptive text, because they had little vocabulary, and limited ideas to write about. In addition, one thing that is very important in the learning process is the growth of character values. A nation will fall down if its young generation has low morale, easily gives up, almost lost honesty, lacks discipline, lacks responsibility, and thins out the sense of Nationalism. Of the existing problems, of course, must find a solution, that's why research is done. This study aims to determine the design of the discovery model that is oriented towards character education in learning description texts in SMP/MTs. In this study we used the Research and Development (R&D) method with a Design Based Research (DBR) approach. This study involved 2 experts as validators, and 4 teachers as model users, namely Indonesian language teachers. The teachers came from State Junior High Schools, Private Junior High Schools, State MTs, and Private MTs. The results showed that the design of the discovery model oriented to character education in descriptive text learning is a new learning model that combines discovery learning models with character education, as well as descriptive text teaching materials containing character values. Based on the model syntax validation data, in general the assessment of the two validators concluded that the syntax of the character education-oriented discovery learning model obtained is a very feasible category. Furthermore, the feasibility test on the learning objectives of the descriptive text, the teachers gave an assessment that it is above the minimum completeness criteria, which means that it is very feasible to use. The results of the study indicate that the teacher of the discovery model oriented to character education in learning description texts in SMP/MTs is very much needed.
Abstract: The monotonous and boring learning conditions for students occur because there is no proper learning approach. Then, it was found that students had difficulties in learning descriptive text, because they had little vocabulary, and limited ideas to write about. In addition, one thing that is very important in the learning process is the growth of ch...
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Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia
Modou Touray,
Momodou Mustapha Fanneh
Issue:
Volume 11, Issue 3, May 2022
Pages:
123-136
Received:
15 March 2022
Accepted:
18 April 2022
Published:
27 June 2022
Abstract: This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.
Abstract: This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation...
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