Skills Development

Λιντζέρης, Π. (2017) «Πολιτικές δεξιοτήτων. Επισημάνσεις για το ρόλο των δεξιοτήτων στην οικονομία, την εργασία και την κατάρτιση»,  στο Γούλας, Χ. και Λιντζέρης, Π. (επιμ.) Δια Βίου Μάθηση, επαγγελματική κατάρτιση, απασχόληση και οικονομία. Νέα δεδομένα, προτεραιότητες και προκλήσεις. Αθήνα: ΙΜΕ ΓΣΕΒΕΕ και ΙΝΕ ΓΣΕΕ.

"The professional development and the improvement of the quality of adult learning staff have been recognised as a priority at European level. However, at European and national levels there is not always a clear view of the competences needed to fulfill the professional tasks in adult learning, partly due to the diversity of the field. In several European countries, competence profiles and standards for adult learning staff (referred to hereafter as adult learning professionals) have been developed and implemented, although their scope of application differs considerably between institutional and regional levels. Therefore, the European Commission decided to finance a study on key competences for adult learning staff. The aim of this study is to come up with a set of key competences which can functions as a reference for Europe and which can be used by Member States on a voluntary basis.
The study has been carried out by Research voor Beleid in partnership with the University of Glasgow, Aristotle University of Thessaloniki, and the University of Leiden. During the last year the research team has studied a large number of documents on the duties, tasks, responsibilities, roles, competences and work environments of adult learning professionals, described them in a narrative, organised an expert meeting for modeling the key competences and discussed the outcomes of this modeling exercise with a broad group of stakeholders all over Europe. Overall the research team’s opinion is that this study has triggered an intensive and stimulating professional debate, and we are confident that the set of key competences could play an important role in structuring future debates and developing policies for improving the quality of adult learning.
This report contains the outcomes of this study:
- Chapter 1 presents as an executive summary the set for key competences of adult learning professionals.
- Chapters 2 to 6 contain the report on the study on key competences of adult learning professionals.
- Chapter 7 and 8 provides information about the sources and literature used in this study.
- In the last chapter a short description is given of the educational programmes and job descriptions used to ground the set of key competences in empirical reality. These educational programmes and job descriptions have been taken up as case-studies in the report."

This study is concerned with exploring students’ use of CAAD software programs, which are already available in studios and schools of architecture - to better reflect the status of CAAD in the educational context of the studio where CAAD is not an integral part of studio teaching. This study also anticipated providing a “real-context” appraisal for CAAD related issues and to know what is behind the tendency to use CAAD early in the conceptual phases of the design process. At the general level of inquiry, a questionnaire survey was designed and circulated. Also, by directly observing studio activities, the study can develop an understanding of the modern context within which the study operates. This included interviewing students through part of their design reflection at the studio and acting on those observations from a process methodological point of view. This study was able to clarify the effects of computers on the traditional context of the architectural studio, and how this w...

This study is concerned with exploring students’ use of CAAD software programs, which are already available in studios and schools of architecture - to better reflect the status of CAAD in the educational context of the studio where CAAD is not an integral part of studio teaching. This study also anticipated providing a “real-context” appraisal for CAAD related issues and to know what is behind the tendency to use CAAD early in the conceptual phases of the design process. At the general level of inquiry, a questionnaire survey was designed and circulated. Also, by directly observing studio activities, the study can develop an understanding of the modern context within which the study operates. This included interviewing students through part of their design reflection at the studio and acting on those observations from a process methodological point of view. This study was able to clarify the effects of computers on the traditional context of the architectural studio, and how this w...

Foreign direct investment (FDI) has drastically increased in Vietnam since 2004. This increase can even be seen as a second investment boom, following the first surge in investment during the latter half of the 1990s. The total value of approved FDI projects increased by 56% from 2006 to 2007, reaching US$ 21 billion  in 2007 (GSO, 2008). However, most of these FDI enterprises were attracted to Vietnam by the abundance of good and low-wage production-line workers. While this investment has contributed to the initial stage of industrialization, sustainable industrialization and economic growth will require high-level industrial human resources such as excellent technicians and production-line leaders who can improve production operations. Such workers are needed, not only for foreign subsidiaries that receive direct technology transfer through FDI, but also for local suppliers that may receive indirect technology transfer from the spillover effects of FDI enterprises. Local suppliers are very important for supporting industries together with FDI suppliers. Without the development of supporting industries, international competitiveness in the machine-manufacturing sector cannot be improved even if final assemblers are accumulated .

It is widely recognized that Vietnam has high potential for developing industrial human resources, but the shortage of technicians and middle managers has become apparent. For now, FDI assemblers are expanding their investment in Vietnam, but they may move to other countries with lower-wage production-line workers when the wages increase in Vietnam. For further industrialization, it is essential for Vietnam to develop highly skilled industrial human resources who can increase productivity and manufacturing value-adding before the country loses the advantages of a low-wage labor force.

One of the measures for skill development would be to accelerate technology transfer from FDI enterprises, taking advantage of Vietnam’s better position to attract FDI.  This technology transfer may happen in various ways including through on-and-off-the-job training within FDI enterprises, increasing business relationships between FDI enterprises and local suppliers, and interaction with schools which provide technical and vocational education and training (TVET).

Focusing on skill development in the machine industry, through the interaction between FDI enterprises and TVET institutions for advanced education, the main task of this paper is to address the question: How can TVET institutions build partnerships with FDI enterprises in order to accelerate technology transfer in the electrical and electronics, motorcycle, and automobile sectors? In order to answer this research question, the following section will explore the demand for skilled industrial human resources. Section 3 reviews the structure of the TVET system in Vietnam. In Section 4, the good practices in Malaysia and Thailand are introduced. Section 5 explores emerging cases of interaction between TVET institutions and FDI enterprises in Vietnam. Section 6 analyzes how those TVET institutions in Vietnam have mobilized partnerships with FDI enterprises. Section 7 provides concluding remarks.

This essay tries to connect the dots of SANKALP, District Skill Committee and Mahatma Gandhi National Fellowship in making the skilling ecosystem effective. First, it tries to discuss the generic role of the District Skill Committee. It tries to highlight some of the challenges on the ground. The essay also discusses the importance of localized lenses in terms of planning. Thirdly, the essay discusses the highlights of the District Skill Committee of Hardoi. It discusses agendas discussed and followed by members of District Skill Committee, Hardoi. In final part essay highlights, some of the challenges faced and felt by Mahatma Gandhi National Fellow at the district level.

This paper investigates the perception of corporate managers regarding employability skills of management students undertaking summer internship with them. The study is divided into two parts wherein the first part consists of literature review and in-depth interviews of senior managers, and it is devoted to identifying critical parameters that affect employability of management students. The second part of research consists of a survey of 195 company supervisors who rated 405 intern students on the 22 items identified in the first part. The results indicate that intern students lacked in communication skills, problem solving ability, analytical skills and business understanding but fared well in the other parameters like self-management, using [information and communications technology] ICT efficiently, people relations and team spirit, innovative approach and critical thinking, self-confidence and assertiveness and drive to learn.

While Indian cities are grappling with the many challenges like traffic mayhem, increasing crime rate, rising prices etc., we can see things beginning to change for the better in rural India. Today, over fifty percent of India’s FMCG market is in rural India. The Banking Industry is going to see 5 crore new bank accounts in their rural branches. Through Gramin Rojgar Yojna, Government is going to reach to 4o million households in rural India. Massive computerization is happening in villages. Under the RTI act, people can raise complaints on-line from their villages. Under the Right to Education Act, Indira Gandhi National Open University is going to reach out to millions of young people in villages to provide higher education to them. It is estimated that by 2020 rural India will be 500 billion dollar market.

So there is huge potential emerging in the rural India. While cities will continue to be the centers of economic and financial activities, we shall also see a big transformation of rural India. Now the mute question is: when this paradigm shift is taking place, will India’s BPO/ITES industry join the band wagon or not? Or will it miss the bus? So far RURAL BPO has been more of a CSR initiative by a few organizations. Will these and other companies now look at Rural BPO as a serious business proposition?  This paper will provide answers to these questions.

This book chapter reviews the emergence and distinctiveness of the 'developmental state' approach to building national skills systems, making reference to S. Korea and Singapore specifically, though some comparisons are also made to Japan and Taiwan. By contrasting S. Korea with Singapore, we can see that the developmental state approach is not a rigidly prescribed model, but a general approach that combines the state taking a strong lead in shaping economic development with the ‘market’ continuing to play an important role. We will identify the key characteristics that were present in the period of industrial take-off, and how these started to wane as industrialisation begins to mature. This book chapter is an update of many previous papers written by the authors on the Asian developmental states. It also identifies how the model has evolved.

Dramatic changes are taking place in Higher Education Institutions (HEIs) in South Africa. However, the poorly coordinated transformation programmes are being implemented by leaders who have limited capabilities. This study aims to investigate the influence of the skills development programme on the realisation of the transformation agenda and explores leadership opportunities available in the post-merger and incorporation era at this university. This study employed an exploratory method where in-depth qualitative interviews were conducted with 28 university leaders in middle and senior management positions. The study findings revealed that the majority of the research participants felt that the influences of the skills development programmes on transformation were accidental, as trainings offered were irrelevant and unresponsive to their particular needs. The research participants also claimed that there was no evidence of leadership development and succession planning, and no leadership opportunities in this university, as strategic positions were occupied by Indians, at this university which was a merger of a predominantly Indian and a predominantly White Technikons in 2002.

Objetivo: Comparar la efectividad del Modelo de Toma de Decisiones Gerenciales en Salud Basada en Evidencia con la del Modelo Conductista en el desarrollo de competencias para la integración de evidencia a la toma de decisiones estratégicas, en el contexto sanitario, en estudiantes del Postgrado en Gerencia de Servicios Asistenciales en Salud de la Universidad Católica Andrés Bello. Metodología: Se realizó un estudio experimental del tipo "preprueba-posprueba y grupo de control", en el que la variable independiente estuvo representada por el nivel de conocimiento en toma de decisiones y la dependiente por el grado de desarrollo de competencias para la integración de evidencia al proceso de toma de decisiones gerenciales en salud. A los tres grupos conformados (dos experimentales y uno control) se les administró un conjunto de cuatro instrumentos, a saber, una ficha de datos personales, un cuestionario sobre el Modelo Conductista, un cuestionario sobre el Modelo de Toma de Decisiones Gerenciales en Salud Basada en Evidencia y un instrumento de evaluación del grado de desarrollo de las mencionadas competencias. Dichos instrumentos se aplicaron antes y después de una intervención en la que se le proporcionó información amplia sobre el Modelo Conductista al grupo experimental "A" y sobre el Modelo de Toma de Decisiones Gerenciales en Salud Basada en Evidencia al "B". El análisis estadístico de los datos consistió en el establecimiento de la existencia o ausencia de diferencias estadísticamente significativas entre los promedios de las puntuaciones obtenidas por los grupos en los cuestionarios y en el instrumento de evaluación de competencias, primero en la preprueba y luego en la posprueba, así como en el establecimiento de la existencia o ausencia de tales diferencias entre los promedios de las puntuaciones obtenidas por cada grupo después de la intervención y los correspondientes a la preprueba, tanto en los cuestionarios como en los distintos bloques de planteamientos del instrumento de evaluación de competencias. Resultados: Antes de la intervención no hubo diferencias estadísticamente significativas entre los promedios de las puntuaciones obtenidas por los grupos en cada cuestionario y en el instrumento de evaluación de competencias, pero luego de dicha intervención sí se hallaron tales diferencias. Asimismo, en el cuestionario sobre el Modelo Conductista se encontraron diferencias entre el par de promedios de puntuaciones (posprueba-preprueba) del grupo "A", en tanto que en el cuestionario sobre el Modelo de Toma de Decisiones Gerenciales en Salud Basada en Evidencia se hallaron diferencias significativas entre el promedio de las puntuaciones obtenidas por el grupo experimental "B" en la posprueba y el correspondiente a su desempeño antes de la intervención. Finalmente, en los bloques de planteamientos del instrumento de evaluación de competencias solo se encontraron diferencias entre el par de promedios de puntuaciones (posprueba-preprueba) del grupo "B". Conclusiones: En la muestra de participantes de esta investigación, solo aquellos que incrementaron significativamente su nivel de conocimiento sobre el Modelo de Toma de Decisiones Gerenciales en Salud Basada en Evidencia lograron, al final de la misma, un mayor desarrollo de las competencias evaluadas. Sin embargo, se requiere de estudios con muestras más grandes y de mayor duración para corroborar estos resultados

This article presents a case study of the integration of the Internet of Things (IoT) in high-school biology project-based learning. The study's main goal was to conduct an in-depth, qualitative examination of the students' experiences and the development of their skills over the course of this project. The following research questions were formulated: (1) What were the significant learning experiences for the high-school biology students participating in the IoT-based project? (2) How did these experiences shape students' interpersonal, intrapersonal, and cognitive skills? The research approach applied was that of an instrumental case study with multiple data collection sources (in-depth interviews, observations, one-on-one discussions with the students). The data were analyzed by applying an embedded analysis focused on students' experiences and skills. The findings present students' cognitive, social, and emotional experiences and how these experiences shaped their corresponding cognitive, interpersonal, and intrapersonal skills. This research contributes to the theory and practice of project-based learning in high school.

The objective of this study was to evaluate a non animal teaching model referred as surgical dummy, for teaching surgery, to novice veterinary students. Students' confidence level and experience in surgical practice was evaluated via questionnaire. In addition student observation was done during the practices by the instructor. The results show that students who first practiced using the surgical dummy had better psychomotor and basic surgical skills. Comments made by the students were positive in relation to sensation of tissue during handling rated as natural. Their confidence increased during surgical procedure due to freedom from worry of consequences of surgical errors. Students had the opportunity to practice adlibitum as the dummy was economical and simple to make. The skill gained in the dummy was adaptable to live animal surgery and decreased the use of cadaver or live animal utilization.

Background: Predictions suggest Africa’s combined Gross Domestic Product (GDP) will be amongst the fastest growing on earth in the next two decades. An expectation is that the majority of African homes will enter the consumer class, and educational performance will improve significantly within the next two decades. Nonetheless, organisations competing in Africa face numerous challenges. These include its size and complexity, transformational population growth, an abundance of talent but a lack of skills, a scarcity of large companies, the relatively small size of big companies, a poorly understood business environment, conflict, poverty and corruption. To successfully address these challenges, entrepreneurial energy and a strategy to develop leadership skills at scale is required.

Aim: The purpose of this study was to develop and assess whether a leadership skills development model which integrates six conceptual constructs is valid as a model for developing leadership skills in African fast-moving consumer goods (FMCG) business-networks.

Method: The study took a pragmatic approach and followed an explanatory sequential design typology. An initial quantitative stage was conducted. Using inductive thematic interpretation methodology, the qualitative results helped explain the initial quantitative results. Applying confirmatory factor analysis, three data-model fit tests gave empirical evidence that the leadership skills development model was a good model fit.

Findings: The outcomes and practical value of this study included a theoretically relevant, empirically validated leadership skills development model, Super-Cube® for African FMCG (Fast Moving Consumer Goods) business-networks, as well as a range of recommendations on how to develop leadership skills throughout Africa.

Conclusion: Leadership skills development is complex, especially in a rapidly changing environment. This study is the first that proposes a leadership skills development model for African FMCG business-networks that directly contributes to the discipline of leadership and leadership development.

This paper seeks to address omissions in previous research by identifying a future competency profile for design engineers. A three-phase methodology using both quantitative and qualitative methods was employed. A competency profile for the future design engineer, 10 years hence, was generated. The profile consisted of 42 competencies divided into the following six competency groups (in descending order of criticality): personal attributes, project management, cognitive strategies, cognitive abilities, technical ability, and communication. Furthermore, non-technical competencies were forecast to become increasingly important in the future. Results were discussed with reference to their implications for the design engineering industry.

Traditionally, the lack of skills and technical competencies has been associated with adverse events in the surgical area. However, it has been seen that a large percentage of these events are directly related to deficits in the non-technical skills (NTS) of the surgical team. Therefore, the evaluation of these has become a relevant topic to minimize errors and strengthen performance in the operating room. Multiple instruments have been developed for this purpose, both to analyze the operation of the complete equipment, and of each subgroup that comprises it. This article aims to summarize the key aspects of the methods that have been developed in recent years for the evaluation of NTS in the surgical area. Resumen Tradicionalmente, se ha asociado a la falta de habilidades y competencias técnicas con los eventos adver-sos en el área quirúrgica. Sin embargo, se ha visto que un gran porcentaje de estos eventos se relacionan directamente con déficits en las habilidades no técnicas (HNT) del equipo quirúrgico. Por lo tanto, la evaluación de éstas se ha vuelto un tópico relevante para minimizar errores y fortalecer el desempeño en el escenario operatorio. Múltiples instrumentos han sido desarrollados con este fin, tanto para analizar el funcionamiento del equipo completo, como de cada subgrupo que lo conforma. El presente trabajo pre-tende resumir los principales aspectos de los distintos métodos que han sido desarrollados en los últimos años para la evaluación de HNT en el área quirúrgica. Palabras clave: evaluación; habilidades no técnicas; cirugía. Rev. cir. 2019;71(4):359-365 Introducción Existen múltiples actividades consideradas de alto riesgo, como la aviación o la medicina, por ejemplo, donde los errores pueden traducirse en efectos adversos devastadores para un gran número de personas y habitualmente generan un gran impac-to mediático y social. Para minimizar al máximo el número de estos eventos, tradicionalmente se miden y evalúan diversas habilidades y competencias téc-nicas y las instituciones invierten gran cantidad de recursos en pro de éstas. Sin embargo, en la última década, se ha visto que los eventos adversos en cui-dados de salud, especialmente en el área quirúrgica, están principalmente originados por fallas en aspec-tos conductuales más que por la falta de experticia técnica 1. En este sentido, se ha reportado que hasta un 86% de los eventos adversos en cirugía no están relacionados con las habilidades técnicas, siendo un 40% atribuidos sólo a fallas en la comunicación 2. Las habilidades no técnicas (HNT) son definidas como aspectos conductuales del desempeño que sustentan la experticia médica, el uso de equipa-miento o drogas, y reflejan habilidades cognitivas e interpersonales que complementan la experiencia técnica y el conocimiento 3. La deficiencia de este tipo de habilidades está asociada usualmente con errores técnicos que conllevan eventos adversos en el escenario operatorio (EO) 4. Es por eso que su correcta medición y evaluación objetiva se ha trans-formado en un tópico relevante para minimizar los errores y fortalecer el desempeño, lo que finalmente se traduce en una mayor seguridad para el paciente 5. Múltiples instrumentos han sido desarrollados en los últimos años con este fin. La evaluación de éstos se realiza en base a ciertas características

This chapter looks to analyze three aspects skill: premium or wage incentive, existence of skill-biased technical change, and problems with current vocational training programs prevailing in India. All these three aspects will be analyzed with a gender-based approach specifically looking at female outcomes in comparison to male outcomes. This study would also throw some light on why labor force participation rate has been low in the case of females in India. Using NSSO data, it is found that skill premium was falling for women in labor-intensive sectors and rising in capital-intensive sectors, but it had no major effect on skill premium of total workforce due to low female labor force participation rate. Overall skill premium is stagnant for total workforce, and capital skill complementarity is not present in case of Indian economy. Movement of labor in Indian economy has been from one unskilled sector (agriculture) to another unskilled sector (construction). The study also finds th...

How is going to be professionalism for RMAs in a post-pandemic era?  Which skills are expected to be in demand? Following these questions, this presentation aims to define what professionalism for today’s RMAs is – consisting of qualifications, associations, and professional frameworks, among others – but, above all, what we could expect this professionalism to be – with its set of skills and expectations - in a post-pandemic future.
For the reasons set above, research managers (RMAs) could be expected to reshuffle their skills and re-invent themselves, not only to cope with an era where even professional knowledge has a limited lifespan, which was already something to expect, according to Barnett (2008); but also to create a new idea of professionalism and up-to-date skills for the times lying ahead.
The presentation is meant to be theoretical, with an empirical part describing cases of skills we could expect to acquire or need. It moves from the search of a definition of RMA to explain the move from administration to management; from here, what skills we can expect to seek in the current age and in an early future. Thus, a variety of sources on skills in HE and other sectors have been considered and compared; and it comes up that the core skills in a post-pandemic age are primarily the soft ones.
Overall, the core message for RMAs is to 'go wider' and focus beyond the field of practice of RMA, so on related fields of HE more broadly and HEM. But also to look at other professional groups and associations since their perspective could strengthen their understanding of themselves, their community, and their profession in today's HE.

Επιστημονική Ένωση Εκπαίδευσης Ενηλίκων

Κύκλος 6 webinars από την ΕΕΕΕ [Οκτώβριος 2020-Ιανουάριος 2021] σε σημαντικά και επίκαιρα θέματα της εκπαίδευσης ενηλίκων.

Τετάρτη, 21 Οκτωβρίου,18.00-20.00

Συμμετέχοντες ομιλητές:
Χρήστος Γούλας, Διευθυντής του ΙΝΕ/ ΓΣΕΕ
Πάρης Λιντζέρης, Εκτελεστικός Διευθυντής του ΙΜΕ ΓΣΕΒΕΕ.
Δέσποινα Μπαμπανέλου, Ερευνήτρια του ΙΝΕ/ ΓΣΕΕ

Συντονισμός: Ήρα Παπαγεωργίου, Καθηγήτρια –Σύμβουλος Εκπαίδευσης Ενηλίκων στο ΕΑΠ.

Rural development generally refers to the process of improving the quality of life and economic well-being of people living in relatively isolated and sparsely populated areas. Based on scientific utilization of India's natural resources Rural Development has been given the highest priority for the betterment of the living conditions of the rural areas. With this aim in view, several efforts were made at rural development for the betterment of the socioeconomic condition of villagers from ancient times to the British period. There were experiments in rural development from Shanti Niketan in 1921 to community development in 1952. After independence, many development programs have been executed to tackle the problems of lesser education, poverty, and unemployment in India. Among the development programs implemented during the last two decades; Sarva Shiksha Abhiyan (SSA) launched in 2001, Swarnajayanti Gram Swarozgar Yojana (SGSY) launched in 1999 and Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY) are discussed here. All these schemes are aimed to reduce the gap between rural and urban people which would help reduce imbalances and speed up the development process.

Previous understandings of adult use of toys are connected with ideas of collecting and hobbying, not playing. This study aims to address toys as play objects employed in imaginative scenarios and as learning devices. This article situates toys (particularly, character toys such as Blythe dolls) as socially shared tools for skill-building and learning in adult life. The interviews with Finnish doll players and analyses of examples of their productive, toy-related play patterns showcased in both offline and digital playscapes reveal how toy play leads to skill-building and creativity at a mature age.The meanings attached to and developed around playthings expand purposely by means of digital and social media. (Audio)visual content-sharing platforms, such as Flickr, Pinterest, Instagram and YouTube, invite mature audiences to join playful dialogues involving mass-produced toys enhanced through do-it-yourself practices. Activities circulated in digital play spaces, such as blogs and ph...

The STCW training requirements for ECDIS adopted in 2010 intend that watchstanders are prepared to navigate safely while applying ECDIS. The commonplace static review of ECDIS principles and functions must now include some measures of mastery in adapting the ECDIS to dynamic contexts. This means that the training must occur predominantly in an underway environment. Through navigation simulation, the most effective training can be accomplished on type-approved ECDIS embedded in ownship functionality. Ideally, the training environment would include several semi-isolated integrated visual ownships for solo navigation using ECDIS. Each trainee should be able to practice many aspects of navigation with ECDIS. The development of the necessary skills should then be similarly assessed.

Proof that the skillful use of ECDIS can enhance the safety of navigation requires a solo environment and simulation exercises designed to require ECDIS-based solutions. The fundamental rule must be stated in the negative: Any unsafe navigational event might have been avoided through a more effective use of ECDIS. Groundings, allisions, collisions or even near misses should by definition invalidate otherwise satisfactory skill assessments. In this paper it is suggested that evaluation of ECDIS navigation follows a competency-based matrix consisting of a quality scale of 1 to 3 for approximately 50 specific skill sets. These skill sets are organized into task groups, and are closely aligned with the new KUP and evaluation criteria listed in STCW-2010 Tables A-II/1 and A-II/2. Scoring is tallied according to the task groups with the application of weighted averages as a method for recognizing the higher degree of relevance of certain task groups in ECDIS navigation.

‫اﻟﺘﻮاﺻﻞ‬ ‫ﺻﻌﻮﺑﺔ‬ ‫اﻹﻧﺠﻠﯿﺰﯾﺔ‬ Introduction Speaking is one of the four English skills, which is stated as a course taught in the English Education Department. It is normally taught from the first year up to the second year with different course descriptions and credit hours for each semester. It facilitates the students to learn and practice English communicatively in order to help them speak English fluently. In other words, the objective of teaching spoken language is the development of the ability to interact successfully in that language, and that this involves comprehensions as well as production. Every student is expected to have good English communication skill when they complete their study. To possess a good communication skill in English, the students, however, need to practice their English over and over by taking opportunities to do some communicative activities both in and outside of the classroom. There are many communicative activities that can be done by the students to improve their speaking skill such as making dialogue, play, oral presentation, small-group discussion, debate, and game. By doing such activities, it will gradually improve their speaking ability and lead them to communicate more effectively and fluently in English. In short, the more they communicate, the more fluent their English is. In addition, to communicate in English very well, the students should master some parts of speaking skill such as fluency and accuracy. As supported by Ellis and Sinclair 2 , Brown 3 , and Ur 4 that speaking focuses on two aspects: accuracy and fluency. Fluency focuses on meaning and spontaneity. While accuracy focuses on vocabulary, grammar, style, pronunciation of sounds, stress, and intonation. Low fluency of speaking will affect the effective communication between speaker and interlocutor in

Fischer's (1980) Dynamic Skill Theory provides an example of an integrative model of psychological development.  Elaborated over the course of 40 years, skill theory evolved from a neo-Piagetian model of the development of action and though to an integrative model of how biological, psychological and socio-cultural processes interact to foster the development of integrative structures of thinking, feeling and action over time.  This paper elaborates the fundamental tenets of dynamic skill theory as it developed over time and as it has been applied to the study of multiple modes of human functioning.

Skills for logistics are of importance for employment and career development as well as in curriculum development, and prior research has highlighted differences in skill requirements for different logistics functions as well as for different groups of logisticians. However, the continuing incidence of natural disasters and complex emergencies and the concomitant challenges of compromised physical and information infrastructure, large numbers of affected individuals and the requirement to build relationships with diverse stakeholder, has increased the demand for humanitarian logisticians -but there is, as yet, little understanding of which skills are important in this context. This article develops a conceptual framework for skills in the field of humanitarian logistics, and evaluates the framework through a content analysis of job advertisements with a special focus on rapid onset disasters such as the 2010 Haiti earthquake. The content analysis concludes that humanitarian logisticians need a broad spectrum of functional skills (such as procurement, warehouse management and transport management) that must often be held in some depth -for example in the transportation area, the task spans fleet management to vehicle maintenance. In addition, however, humanitarian logisticians need 'contextual' skills that reflect their particular field of employment (such as security management and a comprehensive knowledge of donor regulations). It is suggested that such contextual skills are likely to feature in other areas of logistic employment, and that further research to identify these would lead to improvements in training and education programs.

Explores the relationship between responsible business and CSR and considers their contribution to employment and skills development, national challenges, social entrepreneurship and investment, and puts the case for more creative, joined-up and collaborative responses. Responsibility can be demonstrated by action to reach and include groups such as the digitally excluded and those afflicted with leprosy who still face economic, social and legal discrimination in certain countries. Published in a book of papers for the 10th International Conference on Corporate Social Responsibility as: Coulson-Thomas, Colin (2016), Responsible Business and Corporate Social Responsibility, in Ahluwalia, J S (Editor), Embedding CSR Mandate into Corporate Strategy, New Delhi, IOD Publishing, February, pp 26-39 [ISBN 978-81-930987-9-0]

This report lists major problems, solutions, and good practices concerning the education of writing and reading skills in the whole process of education within EU. It is a joint effort of the participants and organisers into making education more efficient in order to maintain high standards despite the current trends.

This paper has been prepared in order to present an evaluation of the international business strategies of Ready-made garments industries. Ready-made garments industries are the greatest value creation sector for one country. In Bangladesh, RMG (Ready-made Garments) sector is generating a huge amount of money. Today RMG industry is the most contributing sector in the amount of export that Bangladesh do. In recent years percentage of RMG in total exports rising from 75% to 80%.  In this report we talked about the global RMG industries and the international policies which they are using to conduct the business. Moreover, we talked about the domestic market, growth and size, exported or imported raw materials, valuable skills and human resources and the value chain system. In order to get a clear view we have used Porter`s Diamond theory model and tried to relate with those factors. In addition we have talked about different segment of this sector and others necessary things. In conclusion, most of the information of this report was collected from secondary sources. The sources include data from websites, article, theoretical knowledge and internet search.

Niniejsza publikacja przedstawia wyniki badania „Ocena procesu zarządzania zasobami ludzkimi w oparciu o kompetencje w kontekście uczenia się przez całe życie”. Badanie to było zrealizowane przez Instytut Badań Edukacyjnych w ramach prac związanych z opracowywaniem Polskiej Ramy Kwalifikacji (PRK) , kierunków modernizacji systemu kwalifikacji w Polsce opartego na PRK oraz badań mających na celu identyfikację roli pracodawców w procesie uczenia się osób dorosłych w kontekście związków pomiędzy szeroko rozumianą edukacją a rynkiem pracy . Głównym celem badania było zebranie wiedzy na temat tego, jak kształtowany jest w Polsce popyt pracodawców średnich i dużych przedsiębiorstw na kwalifikacje i kompetencje oraz jak pracodawcy wykorzystują dostępne instrumenty zarządzania zasobami ludzkimi w oparciu o kompetencje. Główną przesłanką było to, że z perspektywy przedsiębiorstw pożądane jest podnoszenie kompetencji pracowników, które stają się powoli najważniejszym zasobem organizacji. Zdolność organizacji do zidentyfikowania i zatrzymania najlepszych pracowników oraz umiejętność promowania pożądanych postaw i zachowań stają się kluczowymi czynnikami sukcesu. Aktualizowanie posiadanej przez pracowników wiedzy oraz rozwijanie nowych umiejętności często ma zasadnicze znaczenie w utrzymaniu się organizacji na rynku, szczególnie w branżach wysokich technologii oraz obszarach wymagających dużej wiedzy specjalistycznej. Zaprezentowane wyniki pokazują, jak pracodawcy wpisują w politykę swoich przedsiębiorstw zarządzanie kompetencjami m.in. w zakresie ich weryfikacji, metod budowania i finansowania działań mających na celu rozwój pracowników. Takie ujęcie problematyki – wcześniej niestosowane w ramach polskich badań – pozwoliło na ocenę roli średnich i dużych przedsiębiorstw we wdrażaniu polityki uczenia się przez całe życie w Polsce.

Profiling district is essential from policymaking and policy analysis perspective. This paper tries to analyze the economic and employment profile of Hardoi. While analyzing the sector-wise contribution, it also tries to analyze the involvement of people in different employment avenues. Paper also focuses on industrial profile with emphasis upon Micro, Small and Medium Enterprises. While analyzing the agriculture sector, the paper tries to find hidden opportunities and challenges in the present scenario.

This revision of IMO Model Course 1.27 intends to provide the knowledge, skill and understanding of ECDIS and electronic charts to the thorough extent needed to safely navigate vessels whose primary means of navigation is ECDIS. The course emphasizes both the application and learning of ECDIS in a variety of underway contexts. This is achieved through sophisticated navigation simulation that provides each trainee with unrestrained access to ownship operations integrated with a complete type-approved ECDIS with numerous chart formats installed.

The course is designed to meet the STCW requirements in the use of ECDIS, as revised by the 2010 Manila Amendments, specifically as these apply to Tables A-II/1, A-II/2 and A-II/3, and also to revised guidelines pertaining to training and assessment in the operational use of ECDIS in Table B-I (paragraphs 36 through 66), assessment in navigational watchkeeping, and evaluation of competence, both in Table B-II.

In India around 75% of the populace lives in villages. Moreover, majority of the
country’s landmass falls within rural landscape. Rural India, therefore, is not only rich
in natural resources but also produces the bread butter for the whole nation. In spite
of such an enormous potential in rural India, thousands and millions of youth
migrate every day to the urban areas in search of employment and livelihood.

The contributions of trade unions to the struggles for the improvement in the welfare and living standards of not just their members but the larger society cannot be overemphasised. For instance in Nigeria and Africa, trade unions were key actors in the struggle for the independence , resistance to military dictatorship and return to democratic rule. However changes in the society, economy and workplace have led to significant decline in trade union density and influence over the last decade. This has been worsened by the inability of unions to change, which can be traced to trade union leadership .Unfortunately, effective leadership of trade unions is a largely neglected aspect of the lager leadership research. This study attempts to fill that gap by identifying the relevant skills required for effective leadership of trade unions in contemporary times. Using sequential exploratory mixed method approach the study identified twenty four skills for effective leadership of trade unions in contemporary times. It also identified the top ten of the twenty four skills for effective leadership. Recommendations on how trade unions leaders can acquire these skills were also made.

Implementation Completion Report (BICR) on behalf of the Government of Sindh (GOS) that took a WB loan of USD 21 million for Sindh Skill Development Project (SSDP) 2011- 2016, extended to May 30th, 2018 implemented by Sindh Technical Education and Vocational Training Authority (STEVTA) and Benazir Bhutto Shaheed Youth Development Program (BBSYDP).

BICR has been prepared in light of the WB guidelines, according to which "the Borrowers should prepare its own completion report prior to the Bank's (core) ICR". The BISR documents project's achievements and challenges, extracts lessons learned, and gives recommendations; it will help the Bank complete its own ICR.

BICR Produced by: SYED NAZAR ALI & SHADAB FARIDUDDIN

Human resource management is a process of bringing people and organizations together so that the goals of each other are met. Nowadays it is not possible to show a good financial or operating report unless your personnel relations are in order. Over the years, highly skilled and knowledge based jobs are increasing while low skilled jobs are decreasing. This calls for future skill mapping through proper HRM initiatives. Indian organizations are also witnessing a change in systems, management cultures and philosophy due to the global alignment of Indian organizations. There is a need for multi skill development. Competency Mapping is a process of identifying key competencies for an organization, the jobs and functions within it. Competency mapping is important and is an essential activity. Every well-managed firm should have well defined roles and list of competencies required to perform each role effectively. Competency mapping identifies an individual’s strengths and weaknesses in order to help them better understand themselves and to show them where career development efforts need to be directed.

With the rapid growth of social networking and media comes their consideration for use in the marketing classroom. Social networking skills are becoming essential for personal branding (eg, networking, self-marketing) and corporate/product branding (eg, marketing communication). This paper addresses the use of LinkedIn (ie, an online professional social network) in the marketing classroom as a means of developing these important skills, along with other supporting skills such as communication and creativity.

Cette contribution part de l’idée que la compétence linguistique est une ressource pour l’entreprise, une ressource qu’il convient de gérer rationnellement afin de maximiser la performance des individus et, partant, de l’organisation. Sur ces prémices, on tente de construire un modèle de gestion simple, qui tienne compte d’une part du coût de la non-compétence, d’autre part de l’influence de la formation sur la création de compétence linguistique et de celle de la pratique – ou de l’absence de pratique – sur son érosion ou son maintien. En dépit de ses limites, inhérentes à toute tentative de modélisation et discutées dans la dernière partie, cette approche offre des éléments objectifs pour juger de la pertinence d’une politique de formation aux langues. Sont notamment mises en évidence les vertus de la gestion prévisionnelle et les risques liés à une trop grande dispersion des efforts de formation. Le modèle permet également de proposer (pour la première fois, à notre connaissance) une estimation de ce que vaut la compétence linguistique pour l’entreprise, à mettre en regard de ce qu’elle lui coûte.

the Eurofound network of national correspondents who carried out company case studies and provided country-specific information. Lots of thanks are also due to the company representatives, without whom the company case studies would not have been possible.

Formal training system, in most of countries in Southern and Eastern Africa, is only the tip of an ice-berg, as most of young women and men acquire skills through informal apprentices, which is cost effective, easily accessible, have low entry barriers and results in better outcomes in terms of employment. However, informal apprenticeships have several shortcomings as well, which can lead to exploitation of young women and men. Considering the importance of informal apprenticeships for promoting youth employment, the ILO initiated a programme for upgrading informal apprenticeships. In Southern and Eastern Africa, studies were undertaken in Tanzania, Malawi, Zimbabwe and Zambia and a pilot project was implemented in Tanzania. Lessons learnt from these studies and the pilot project led to refining strategies for informal apprenticeships, which were implemented in Zimbabwe on a larger scale. The programme is highly successful and the governments of Zimbabwe and Tanzania are mainstreaming this approach as a national programme for skills development and youth employment. This paper presents findings of the studies and lessons learnt from the initiatives to upgrade informal apprenticeships.

Den foreliggende masteroppgaven er et fordypningsarbeid som omhandler noen sider ved toppidrettsfaget svømming i den videregående skolen. Her blir toppidrettsfaget sett hovedsakelig fra et elevperspektiv. I tidligere forskning er det antatt at det kreves en sterk indre motivasjon for å utvikle prestasjoner og ferdigheter i idretten generelt. Denne masteroppgaven er knyttet til idretten svømming ved 12 videregående skoler i Norge. Hele oppgavens rammeverk forankres i Goodlad (1979) sin læreplanteori. Det er læreplanen i toppidrettsfaget som danner grunnlag for problemområdet, som er å belyse hvordan det
formelle formålet med toppidrettsfaget kommer til uttrykk i toppidrettsfaget svømming. Dette vil si den erfarte læreplanen (Goodlad, 1979). Like sentralt er det å få frem hva elevene uttrykker om deres læringsmiljø, motivasjon og prestasjonsutvikling i toppidrettsfaget svømming. Det teoretiske fundamentet som ligger til grunn for å belyse ulike typer motiver og læringsmiljøer er selvbestemmelsesteorien av Deci og Ryan (1985). Teorien brukes også til å diskutere ulike funn. Det er tidligere blitt hevdet at læringsmiljøet (Nicholls, 1984), ulike typer motivasjon (Deci & Ryan, 1985) og idrettspsykologiske ferdigheter (Sheard & Golby, 2006) kan være avgjørende for prestasjonsutvikling hos idrettsutøvere. Ulike motiver og læringsmiljøer ble undersøkt nærmere hos et utvalg med toppidrettselever i svømming. Forskningsmetodene som ble brukt i datainnsamlingen er kvantitativt spørreskjema (N = 72), kvalitativt intervju (N = 4), samt analyse av den formelle læreplanen. Dette er kjent som et forskningskombinert design (Curry & Nunez-Smith, 2014). Resultatene viser at de toppidrettselevene som erfarer svømmeundervisningen i tråd med formålet til toppidrettsfaget i læreplanen, også erfarer et mestringsorientert læringsmiljø. Det psykologiske behovet tilhørighet viser seg som en viktig faktor for å fremme et mestringsorientert læringsmiljø, og i tillegg hemme et resultatorientert fokus i toppidrettsfaget svømming. I denne masteroppgaven viste dette seg gunstig for toppidrettselevenes indre motivasjon, samt ferdighets- og prestasjonsutvikling. Selv om begrepet «motivasjon» ikke kommer direkte til uttrykk i den formelle læreplanen i toppidrett, nevnes utfordring, spenning, glede, mestring og selvtillit. Alle disse begrepene har i tidligere litteratur vist seg å være sterkt knyttet til motivasjon, og særlig av indre motivasjon. Toppidrettselevene i denne masteroppgavens utvalg ser stort sett ut til å erfare toppidrettsfaget svømming i tråd med formålet i den formelle læreplanen. Selv om toppidrettselevene uttrykker at læringsmiljøet deres kan bære preg av et konkurransefokus, så ser det ut til at mestringsorienterte læringsmiljøer er mest utbredt. Begrepet «prestasjonsutvikling» får stor plass i den formelle læreplanen, og dette er et tydelig mål med faget. Det er bred enighet i masteroppgavens utvalg om at toppidrettsfaget svømming bidrar til elevenes indre motivasjon, og prestasjonsutvikling i svømming. Nøkkelbegreper: Toppidrettsfag, toppidrettselever, videregående skole, svømming, motivasjon, prestasjonsutvikling, læreplan, læringsmiljø, selvbestemmelse, idrettspsykologi.