ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences of Stakeholders on the School Counselling Services in Ohangwena Region of Namibia
Author: Hako, Anna Niitembu
Date: 2019-03-00
Type: Journal Articles
Subjects: School Counseling,Counseling Services,Foreign Countries,Program Descriptions,Principals,Administrator Attitudes,Teacher Attitudes,Counselor Attitudes,Parent Attitudes,Student Attitudes,Career Planning,Academic Advising,Information Dissemination,Referral,Elementary School Students,Secondary School Students

This is an interpretive account of principals, teacher-counsellors, parents and learners' experiences and perceptions on school counselling services in Ohangwena region of Namibia. The study focused on what the stakeholders consider to be the characteristics of the Namibian school counselling programme. The study used a qualitative research approach to collect data. The sample consisted of fifteen learners, twelve teacher-counsellors, three parents and five school principals who were purposively selected. Interviews (in-depth semi-structured) and focus group discussions were used to gather data. The results revealed that participants consider counselling, academic development, career planning, education and/ or information dissemination, consultation and referral as the major services that characterize the Namibian School Counselling Programme. While the study highlighted the strengths of the Namibian School Counselling Programme, recommendations are also made regarding areas of the programme which can be improved.
Adult Learners&apos; Needs in Online and Blended Learning
Author: Diep, Anh Nguyet
Date: 2019-07-00
Type: Journal Articles
Subjects: Adult Students,Student Needs,Electronic Learning,Blended Learning,Instructional Design,Learning Motivation,Usability,Technical Support,Interpersonal Relationship,Sense of Community,Personal Autonomy,Competence,Relevance (Education)

Identifying and fulfilling adult learners' needs is critical to instructional designs aimed at enhancing their achievement and self-empowerment. In reviewing different theories and perspectives on adult learning and online and blended learning (OBL), it is noteworthy that there is not a comprehensive framework to guide the design of OBL environments that meet adult learners' needs, and that are underpinned by adult learning theories, online knowledge construction, motivational theories, and technological acceptance models. In this respect, the theory of existence, relatedness, and growth (ERG) (Alderfer, 1972) is applicable to interpret different types of needs to sustain learning motivation. Employing the ERG theory as the overarching framework, the purpose of this paper is to capture adult learners' needs from both positivist and subjectivist perspectives. In other words, the identified needs are to help adult learners optimally perform the learning activities designed to achieve the learning goals on the one hand, and to sustain their motivation during the learning process on the other hand. Thus, the framework is helpful for practitioners, curriculum developers, and researchers who are in search of a theoretical background for both instructional design and empirical investigation.
Psychological Bases of Developing Social Competences of Seniors with Disability
Author: de Morais, Marianna Müller
Date: 2019-07-00
Type: Journal Articles
Subjects: Interpersonal Competence,Psychological Needs,Older Adults,Disabilities,Aging (Individuals),Quality of Life,Residential Care,Foreign Countries,Coping,Program Effectiveness,Emotional Experience,Aging Education,Cognitive Processes

According to international documents, older people have the right to fully develop their skills and and knowledge, and to have a sense of dignity. Seniors with disabilities also have the same rights. For this reason, it is necessary to provide personal development and education that enables a good quality of life, in spite of their disability. Developing social competences is an important part of education, however it is necessary to follow specific requirements when working with this target group. This study is concerned with the analysis of psychological bases and specific features of developing social competences of seniors with disabilities. It offers possibilities for developing their social competences by means of the training programme Happy Senior.
Adult Learning: Barriers and Enablers to Advancement in Canadian Power Engineering
Author: Mullen, Clayton
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Barriers,Engineering Education,Power Technology,Certification,Occupational Mobility,Adult Education,Time Factors (Learning),Responsibility,Locus of Control

Power engineering certification in Canada comprises a hierarchical, graduated system available to both young and adult learners. This paper offers insight into the knowledge gap regarding factors influencing Canadian power engineers' decision to pursue advanced certification in the Provinces of British Columbia and Alberta, with implications for adult learning in the power engineering sector of Canada. Comprehension of factors that influence intentions for power engineering certification may illuminate barriers and enablers to adult learning and provide evidentiary knowledge to support a format that facilitates advancement of certification. The research methodology was quantitative correlational design in which linear and logistic regressions employing a modified Bonferroni equivalent alpha were utilised. An original survey was developed for the study and pilot tested for validity and reliability. The sample comprised 1st, 2nd, and 3rd Class power engineers in British Columbia and Alberta. The dependent variable (DV) was the power engineers' advancement intention. In the context of this paper, advancement intention is an influence leading to the inclination or reluctance to pursue promotion, succession, or advancement in employment. The independent variables (IVs) were time commitment, educational support, locus of control, time elapsed since previous certification, responsibility, and peer appraisal. Revealed in the results were positive, statistically significant relationships between the DV of advancement intention and three of the six IVs. Time commitment, responsibility, and elapsed time exert statistically significant effects on advancement intention (DV). The three remaining IVs that did not exhibit significant relationships with the DV were educational support, locus of control, and peer appraisal. This indicated that the IVs of educational support, locus of control, and peer appraisal did not significantly influence the DV when compared to the significant influences of time commitment, responsibility, and elapsed time on the DV. Comprehension of the influential factors regarding the intention of Canadian power engineers to pursue advanced certification may assist industry and academia with insight into the barriers and enablers to higher certification, and the correlation of decision factors with advancement intention.
Users&apos; Assessment of Arabic-Spanish Retour: Non-Native Accent, Fidelity and Accuracy Criteria
Author: Rayaa, Bachir Mahyub
Date: 2019-03-00
Type: Journal Articles
Subjects: Spanish,Semitic Languages,Translation,Native Speakers,Second Languages,Language Processing,Pronunciation,Accuracy,Video Technology,Speech Communication,Content Analysis,Foreign Countries,Evaluation Criteria

Arabic-Spanish simultaneous interpreting (AR-SP SI) in Spain and the Arab world is, on the whole, carried out by native Arabic speakers. Specifically, 87.5% of AR-SP SI interpreters in Spain have Arabic as A language and Spanish as language B. Given this peculiarity, for this linguistic combination it was interesting, as well as novel, to analyse users' assessment of AR-SP retour quality and its acceptability, by studying three quality criterion, two relating to content - the fidelity and accuracy in the delivery of the source speech - and one relating to form - the non-native accent of the interpreter (NNAI) in Spanish. To this end, this mixed quantitative and qualitative study sounded out the opinion of 50 users by filling out a questionnaire. After watching a 30-minute conference video interpreted by a native Arabic interpreter, subjects completed 6 mixed close-ended and open-ended questions related to the three aforementioned criterions. The results show that the wide majority of users evaluated the source speech delivery as good comprehension of the content, and that NNAI did not seem to have a negative impact on their overall evaluation.
Curriculum Supervision and Implementation in Kenya: The Role of Secondary School Heads
Author: Jonyo, Dorothy Owuor
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Administrator Role,Principals,Curriculum,Supervision,Curriculum Development,Curriculum Implementation,Professional Development,Administrator Qualifications,Leadership Qualities

This is a conceptual paper which reviewed the role of secondary school heads in curriculum supervision and implementation in Kenya. The main objective is on the process of execution of the curriculum with a particular emphasis on the role of secondary heads in the supervision. The paper highlights the theory which curriculum is grounded and the various perspectives by scholars over the years. The paper delves in the background, the rationale, implementation and the process including the relevant legislations. The method used was relevant scholarly publications and TSC Act. The theory used is a more instrumental way to legitimize what is considered the 'right way' to execute. From the discourse, it is apparent that there is a strong agreement among curriculum implementers that the major purpose of curriculum supervision include monitoring performance, sharing information and solving problems. We recommend that the procedure used by the supervisors should be discussed, and agreed upon by the supervisees and that curriculum cannot be discussed in isolation without elucidating the roles of the head teachers in secondary schools.
Employer Perspectives of the Current and Future Value of STEM Graduate Skills and Attributes: An Australian Study
Author: Rayner, Gerry M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employer Attitudes,STEM Education,College Graduates,Employment Potential,Job Skills,Critical Thinking,Problem Solving,Self Esteem,Numeracy,Planning,Curriculum Design,Work Experience Programs

Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of science, technology, engineering and mathematics (STEM) graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility/adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as work-integrated learning (WIL) and industry-based learning (IBL) programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.
Exploring the Outcomes of BSc Human Biology Graduates and Their Perceptions of the Course
Author: Sornapooman, Kishvena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Bachelors Degrees,Biology,College Graduates,Employment Patterns,Student Attitudes,Course Evaluation,Health Occupations

In Australia, the employment outcomes of new graduates are surveyed yearly and evidence of successful employment is linked by some to education quality. Subsequently, higher education providers must ensure their graduates acquire relevant generic attributes as employers seek graduates with 'work ready' skills. Students studying a BSc Human Biology Preclinical degree (HBP) at Curtin University do not have a prescribed profession at graduation, nor do they have fieldwork or clinical practice during their degree to help them confirm their career goals. The Graduate Destination Survey shows that most Curtin HBP graduates are involved in further studies four months post-graduation, but there is little information on what HBP graduates do after completing further studies. Since there is no long-term information on HBP graduate pathways, it is difficult to match valued attributes with career destinations. This study explores the destinations of Curtin HBP graduates between 2003 and 2012 and their perceptions of the most influential and useful aspects of the course. A mixed-methods approach was used for data collection. Focus group feedback was used to modify an online survey which was distributed to graduates via personal or university emails, or via social media. The study sample was sorted into graduate profiles based on initial goals, goals formed during their HBP degree and those still without goals at graduation. Most believed the degree itself did not lead directly to satisfactory employment but provided the fundamentals required for further studies. Many graduates were involved in further studies before seeking a career-related job, and most settled into a career four years after graduating from HBP. The study reports the achievements of HBP graduates and recommends strengthening some aspects of the HBP curriculum. It also suggests what information may be most useful to prospective students on whether or not a generic undergraduate degree is a potential pathway to achieving their desired career.
International Employability: Stakeholder Attitudes at an International University in Malaysia
Author: Bailey, Lucy
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,International Schools,Foreign Students,College Students,Curriculum Development,Human Capital,Cultural Capital

This paper critically examines conceptions of international employability. Drawing on a study of stakeholder views on the employability curriculum at the Malaysia campus of a British university, the paper questions whether there is an identifiable notion of international employability. Contrasting the perceptions of Malaysians and expatriates, both lecturers and students, it is suggested that employability is a blurred, evolving and culturally based concept. In questioning the existence of an identifiable notion of 'international employability', the paper suggests that universities with large numbers of overseas/international students and staff need to give more attention to understanding competing notions of employability. Moreover, universities with nationally diverse student bodies may need to develop multiple employability curricula to meet their varied needs.
Stepping out of the Shadows: Allied Health Student and Academic Perceptions of the Impact of a Service-Learning Experience on Students&apos; Work-Readiness and Employability
Author: Jones, Debra
Date: 2015-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Student Attitudes,College Faculty,College Students,Service Learning,Program Effectiveness,Career Readiness,Employment Potential,Foreign Countries,Geographic Isolation,School Community Programs,Occupational Therapy,Speech Language Pathology,Children,Rural Population,Labor Force Development,Job Shadowing,Health Needs,Professional Autonomy

Universities, health services and health students have a vested interest in the development of work-ready graduates to improve employment prospects, standards of practice and healthcare outcomes. Work integrated learning supports the transition of theoretical knowledge into professional practice, thus preparing students for their work following graduation. The positive impact of practice experiences on work-readiness and employability is largely assumed. This paper describes the impact of participation in a rural Australian service-learning program on student and academic perceptions of work-readiness and future employability. Qualitative data was gathered from allied health students who participated in inter-professional focus groups and allied health academics who participated in individual interviews. The findings indicate that students were challenged in transitioning from being observational or highly directed learners, described as [being in the] 'shadows' or 'shadowing', to semi-autonomous healthcare providers. Participants reported enhanced perceptions of future employability through 'real work' experiences and identified broader program implications for universities and students. Based on participant experiences, service-learning, a relatively new educational pedagogy in rural health education in Australia, may provide universities, health services, and students with an alternative to acute hospital placements in the development of work-ready attributes for new graduate allied health practitioners.
Student Voice and Influence on Employability in Australian Higher Education
Author: Andrewartha, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Graduates,Employment Potential,Job Skills,Student Unions,Student Attitudes,Employment Services,Student Leadership

Higher education institutions are increasingly focussed on improving the capacity and potential of their graduates to gain employment. Attempts to develop employability skills through both mainstream and extra-curricular activities create new demands and expectations for students. Despite these demands, little attention has been given to student voice and influence in the employability sphere. Furthermore, the specific role of student unions in improving employability has been marginalised in Australian research. The research reported in this paper involved conducting a national survey of student groups and a comprehensive desktop review to capture student perspectives and investigate strategies to improve employability. From the research five broad student-centred approaches were identified: providing input into university employability strategies; placing students in positions of leadership and responsibility; delivering careers services; managing clubs and societies; and advocating for students from equity groups who have relatively poor completion rates and/or graduate outcomes. The findings are discussed and recommendations targeted to higher education institutions and student unions are provided.
Driving Institutional Engagement in WIL: Enhancing Graduate Employability
Author: Ferns, Sonia
Date: 2015-00-00
Type: Journal Articles
Subjects: Experiential Learning,Job Skills,Skill Development,Higher Education,Foreign Countries,Scaffolding (Teaching Technique),Employment Qualifications,Partnerships in Education,College Role,School Business Relationship,Teamwork,Teacher Role,Student Role,College Students,Communication Strategies

Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands. Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.
Work Placement Reflective Assessments and Employability Enhanced through Highlighting Graduate Attributes
Author: Dunne, Julie L.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Graduates,Job Placement,Employment Potential,Reflection,Writing (Composition),Participatory Research,Action Research,Job Skills,Transfer of Training,Communication Skills,Emotional Intelligence,Motivation,Cooperation,Teamwork,Innovation,Critical Thinking,Ethics

This paper reports on a study which investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in student work-placement reflective blog assessments. The focus of the paper is on the results from a thematic analysis of reflective writing assisted by NVivo software from a control and research group, using the a priori codes of 'reflection' and 'graduate attributes', as part of a Participatory Action Research study. The findings show an increase in reflection associated with graduate attributes in the research group compared to the control group. More importantly, there is evidence of an increase in the variety of graduate attributes being discussed by the research group, with the specifically prioritised attributes featuring most frequently. Additionally, the research group were much more likely to explicitly identify the skill or attribute by name. This shows that activities that emphasise graduate attributes within a curriculum in advance of entering an internship or work-placement can help students by providing a focal point to frame their work-placement experiences in their reflective assessments. Students have an increased tendency to frame their placement experiences in terms of graduate attributes, as well as core skills developed in the curriculum. This consequently broadens their reflection and advances their employability, particularly initially securing employment, through improved articulation and evidencing of their transferable skills. It also provides a means of assessing the development of graduate attributes, which is a challenging but necessary academic task in a modern professional curriculum.