GiLE Journal of Skills Development
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Educational and Economic Aspects of Mentoring: How Mentoring Can Contribute to the Development of Soft Skills
Full text linkoai:ojs3.gjsd.gile-edu.org:article/2The OECD\u27s skills strategy and policy highlights skills ahead of formal qualifications and draws attention to the importance of work-based learning (apprenticeships). In the economy, given the utilisation of the skill set of individuals at the workplace level, the conscious management of the knowledge and skills of the organisation now appears to be an efficiency-increasing factor. One way to do this is to involve and mentor economically inactive groups (students / new entrants, low-skilled social groups and pensioners) in the labour market. Mentoring should be treated as a discrete area, but one that is still a part of the organisation\u27s strategically defined human resource management and knowledge management system, in which the goals, roles, processes, responsibilities and benefits, as well as the possibilities for development, are clarified. This study analyses the educational and economic context of mentoring, the nature of mentoring and the possibility of its application; its conclusions provide an appropriate framework for developing a mentoring programme
Preparing Pre-service Teachers for 21st Century Skills Education: A Teacher Education Model
Full text linkThis study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training
Investigating 21st Century Skills Level among Youth: An Empirical Study
Full text linkTwenty-first century skills are a set of capabilities and competencies that students need to cultivate and develop to succeed in the age of information and technology. The success and growth of today\u27s youth in the labour market and the knowledge economy depend on the level of 21st century skills they possess. Hence the key objective of this study was to answer the questions: to what extent do the youth possess 21st century skills? Is there a difference between levels of 21st century skills on account of various demographic variables? The researchers used the descriptive survey method and selected 160 college students randomly from various higher education institutions of Kerala, the southern part of India, for the study. The significant findings of this study revealed that 15.6% have a Low level, 68.1% have an Average level, 16.3% have a high level of 21st-century skills. No significant difference exists between males and females and stream of subjects of college students with respect to the level of 21st century skills, but there is a substantial difference between the youth who belong to the urban and rural locality