Basic Skills

This study ascertains the contributions of on-the-job training (OJT) program of a university to the development of skills, personal qualities and competencies of tourism students. The study is descriptive and uses survey questionnaire for data gathering. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. Results show that the OJT program of the university has significant contributions to the development of students' basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. The training of students should also be regularly monitored by university training coordinators. Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students.

This study ascertains the contributions of on-the-job training (OJT) program of a university to the development of skills, personal qualities and competencies of tourism students. The study is descriptive and uses survey questionnaire for data gathering. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. Results show that the OJT program of the university has significant contributions to the development of students' basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. The OJT program is also ...

The present paper studies the context of learning Thai as a second language at Chiang Mai University. Chiang Mai is the northernmost province of Thailand. At the myriad, international students came to learn Thai as their second language. Numerous courses have been opened in institutions for foreigners to study Thai. At present, learning the Thai language as a second language became popular for international students. The necessity of learning Thai for international students is a pre-requisite criterion before taking up their major study area. However, such students lack in communication skills, and the desire to improve their skills in the Thai language

پیشینه و اهداف: امروزه آموزش حرفه‌ای یا شغلی، آن قسمت از برنامه مدرسه است که بیشتر به آماده کردن دانش‌آموزان برای زندگی و اشتغال در جامعه مربوط می‌شود. این آموزش می‌تواند قسمت اصلی برنامه درسی با بخشی از دوره فارغ‌التحصیلی و یا قسمتی از سایر دروس باشد. این نوع آموزش می‌بایست جزء لاینفک تمامی مراحل تعلیم و تربیت بوده و از طریق یک برنامه سازمان‌یافته و درجه‌بندی‌شده ارائه بشود. در این راستا دسته‌بندی‌های عمده­ای از کار که به‌طور خاص بر آن‌ها تأکید می‌شوند عبارت‌اند از: کار مربوط به نیازهای فردی، کار در خانه، کار در کلاس، مدرسه و فعالیت‌های خارج از مدرسه و یکپارچه‌شده بازندگی مدرسه، کار به‌عنوآن‌یک تجربه یادگیری، کار در جامعه با تمرکز بر خدمات نوع‌پرستی و فداکارانه، و کارهای مربوط به رشد حرفه‌ای، تولید، سودمندی اجتماعی و کشف فرصت‌ها و راه‌های مراقبت.  علاوه بر مهارت‌های کسب‌وکار، در دنیای مدرن امروزی دسترسی به اطلاعات ودانش و کسب بینش و نگرش در این زمینه، امری مهم قلمداد می­شود لذا مهارت کسب دانش و اطلاعات معتبر و موثق می­تواند عاملی در جهت رشد و بالندگی جوامع باشد. و هر طرح، ابتکار، ابزار و وسیله‌ای که تعامل میان مربی و متربی را در جهت کسب شایستگی‌ها در کانون توجه داشته باشد مصداق فناوری آموزشی است. هدف پژوهش حاضر تعیین مهارت‌های اساسی برنامه درسی کار و فناوری دوره اول متوسطه است. روش‌ها: این تحقیق به شکل کیفی با استفاده از روش پدیدارشناسانه صورت گرفته است. جامعه پژوهش، شامل معلمان سرگروه درس کار و فناوری بود که برای نمونه‌گیری آن از روش هدفمند از نوع معیاری استفاده شد و با مصاحبه عمیق با 13 نفر از شرکت‌کنندگان در پژوهش مصاحبه‌ها تا حد اشباع انجام شد. سپس برای تجزیه‌وتحلیل داده‌ها از روش کدگذاری سه مرحله‌ای (باز، محوری و گزینشی) استفاده شد. یافته‌ها: یافته‌ها نشان داد که مهارت‌های اساسی برنامه درسی کار و فناوری دوره اول متوسطه مستلزم یک سری مقوله‌ها در بخش‌های: ادراکی (11 زیر مقوله)، ارتباطی (5 زیر مقوله)، اخلاقی (5 زیر مقوله)، فنی (6 زیرمقوله) و فناورانه (3 زیرمقوله) است. نتیجه‌گیری: امروزه بدیهی است آموزش و یادگیری دانش‌آموزان در حوزه کار و فناوری تنها به مدرسه و دوران تحصیل در مقطع متوسطه خلاصه نمی‌شود، بلکه نیاز است که دانش‌آموزان در کل زندگی از آموزش‌های رسمی گرفته تا غیررسمی نسبت به یادگیری مادام‌العمر تمایل داشته باشند. دراین‌بین یکی از ابزارهای مهم یادگیری مادام‌العمر که منجر به رشد و پیشرفت دانش‌آموزان می‌شود، کسب مهارت سواد اطلاعاتی و فناوانه است، بدین‌صورت که سواد از اطلاعاتی برای دانش‌آموزان باعث افزایش توانایی دانش‌آموزان در تشخیص نیاز به اطلاعات، تشخیص ناقص بودن اطلاعات، توانایی دسترسی و کشف اطلاعات، توانایی ارزیابی اطلاعات و انتخاب اطلاعات معتبر می‌شود. سواد فناورانه نیز باعث افزایش نوآوری دانش‌آموزان در عمل و نیز توانایی استفاده، مدیریت، ارزیابی و درک فناوری و به دنبال آن یادگیری مادام‌العمر می‌شود. به‌طورکلی صرف‌نظر از این‌که آیا دانش‌آموز، مقطع متوسطه را با موفقیت پشت سر می‌گذراند یا نه، آموختن مهارت‌های اساسی می‌تواند او را برای آینده آماده کند. آموختن مهارت‌های اساسی کار و فناوری باید به‌گونه‌ای باشد که دانش‌آموز پس از گذراندن مقطع متوسطه یا به‌طورکلی پس از رفتن از مدرسه به توانایی‌ها و مهارت‌ها و تجارب و آمال و آرزوهایی مجهز شود که منجر به موفقیت در زندگی شود. بر این اساس ضروری است که برنامه درسی کار و فناوری دوره اول متوسطه با توجه به مهارت‌های اساسی استخراج‌شده در این پژوهش موردبازنگری قرار گیرد.

The author draws upon recent experience of providing consultancy services to a working group established by the European Commission in 2001 to facilitate the implementation of the Lisbon Strategy for economic, social, and environmental renewal in the European Union. The article begins with a critique of the ‘new basic skills’ identified at the Lisbon European Council on 23 and 24 March 2000. These were information and communication technologies (ICT), technological culture, foreign languages, entrepreneurship, and social skills. The article raises questions about the compatibility of the economic and social aims of the Lisbon Strategy. It also asks whether the Lisbon Process privileges certain forms of knowledge over others. Furthermore, who are the winners and the losers in the breathless rush towards increased economic competitiveness? The author concludes that the logic of competition inherent in the Lisbon Process may undermine rather than reinforce social solidarity; and that the chronic neglect of some really basic skills has had dire social and economic consequences.

The general purpose of this study is to determine the Performance Based Activities through Online Teaching Engagement in Support of Student's Psychomotor Learning in Physical Education. Specifically, it answer the following question: 1.What is the profile of the students in terms of age, gender, grade level and parent's occupation 2. What is the perception of respondents on the following online presentation of the teacher on P.E? 3. How do the respondents perceived the online activities in P.E? 4. What is the psychomotor performance of the respondents in the following Physical Education online video? 5. Is there any relationship between the respondents psychomotor performance and the performance based activities? The findings are: 1. In terms of age the majority of the respondents are 14 years old; out of 150 respondents
in Grade 8 students 51.3 percent are 14 years old which is the age of maturity, emotionally and physically
inclined that is capable in modern technology physical activities as well as performance. 2. Out of 150
respondents in grade 8 students 60.7 percent are female while 50 percent of the respondent’s parents are
high school graduate. It indicates that most of the student’s parents are not capable of providing their needs
in terms of intellectual and technological. The responses in the perception in online presentation of teacher
in terms of providing information are moderately agree through computation of the mean. The data that
has been presented on table 1 shows the perception of the respondent in online prestation of teacher in
terms of providing information has an average mean of 4.1. Data presented in table 2 shows the perceived
online presentation of teacher in terms of teaching a skill has a total mean of 4.5 that indicates that the
respondents moderately agree that the teacher is teaching his/her skill through online presentation. Table
3 reveals that the perceived online presentation in terms of reporting a progress has a mean of 4.15 and is
also interpreted as “Moderately Agree” Table 4 shows the perceived online activities in terms of fitness has
an average mean of 4.0 and the perceived online activities in terms of basic skills in volleyball in table 5 has
an average mean of 4.0 and is interpreted as “moderately agree”. In terms of the student’s psychomotor
performance, table 6 reveals that the performance assessment in P.E in terms of creativity has an average
mean of 4.08 and is interpreted as “Moderately agree and in terms the student’s flexibility table 7 shows
that the over-all mean is 4.0 and is also interpreted as “Moderately Agree”. Table 9 shows that in terms of
execution of skills the perceived performance assessment has an average mean of 4.2 and is also
interpreted as “Moderately Agree” . In terms of the correlation between the presentation through online
and assessed psychomotor performance table 10 shows that the presentation through online in terms of
providing information, teaching a skill, and reporting a progress has significant relationship between the
performance assessment in terms of creativity, flexibility, complex thinking and execution of skills. Table 11 shows the correlation between online activities and assessed psychomotor performance, based on the
given data the online activities in terms of physical exercise and basic skills in volleyball has significant
relationship between performance assessment in terms of creativity, flexibility, complex thinking and
execution of skills. The hypothesis states that There is no significant relationship between the respondents
psychomotor performance and performance based activities therefore, based on the given data the null
hypothesis was not sustained.

The Poverty and Social Exclusion in the UK Project is funded by the Economic, Science and Research Council (ESRC). The Project is a collaboration between the University of Bristol, University of Glasgow, Heriot Watt University, Open University, Queen's University (Belfast), University of York, the National Centre for Social Research and the Northern Ireland Statistics and Research Agency. The project commenced in April 2010 and will run for three-and-a-half years. ... The primary purpose is to advance the 'state of the art' of the theory and practice of poverty ...