Assessing 21st Century Skills among Fourth Year Teacher Education Students of Saint Michael College, Cantilan, Surigao del Sur |Chapter 2 | An Overview of Literature, Language and Education Research Vol. 3

 

In order to remain competitive, education must adapt to the demands of the 21st century. Competitiveness demands a fresh approach to 21st-century education where every aspect of our education system must be aligned to prepare citizens with 21st-century skills. The 21st Century Skills refer to a broad set of knowledge, skills, work habits, and character traits of fourth-year students. Saint Michael College (SMC), a prominent private higher education institution in Surigao del Sur, Mindanao, Philippines, recognizes the importance of equipping its learners with the necessary 21st-century skills. This study aimed to assess the extent to which fourth-year Teacher Education students at SMC possess and practice these skills. A descriptive research design was employed, with fourth-year students from the 2016-2017 academic year serving as respondents. Data were collected using a questionnaire adapted from Corpuz and Salandanan (2013) and the 2008 Partnership for 21st Century Skills framework. The study population was all the fourth-year students enrolled in the Teacher Education program. Statistical analysis, including frequency counts and weighted mean, was applied to the gathered data.

 

The findings revealed that among the five 21st-century skills, SMC fourth-year Teacher Education students excelled in Information, Media, and Technology Skills. They also demonstrated proficiency in Life and Career Skills, as well as Social and Cross-Cultural Skills. However, Communication Skills and Learning and Innovation Skills were identified as areas needing improvement, as they received lower mean scores. The study also revealed that they have poorly demonstrated reasoning with numbers, analyzing and evaluating, using digital technology, networking tools and social networks, entrepreneurial skills, and appropriate timing in listening and speaking. The study also uncovers areas requiring further attention such as the relatively low ratings for skills related to mathematical reasoning and scientific argumentation indicating potential gaps in the curriculum's emphasis on critical thinking and analytical abilities.

 

 

Author(s) Details

Rizalita A. Mabalaya
Saint Michael College, Cantilan, Incorporated, Philippines.

Germana A. Orzales
Saint Michael College, Cantilan, Incorporated, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v3/8412E

Hearing the Unheard: Breaking Barriers in Specialised Schools in Cameroon |Chapter Hearing the Unheard: Breaking Barriers in Specialised Schools in Cameroon |Chapter 8 | New Ideas Concerning Arts and Social Studies Vol. 3| New Ideas Concerning Arts and Social Studies Vol. 3

Cameroon is determined to provide quality education to all its population. Since Cameroon signed the agreement to grant access to quality education, many special schools for the deaf were established. One of the challenges faced today in Cameroon is educating linguistically challenged pupils in special schools. This paper centres on evaluating the education of linguistically handicapped pupils (deaf) in two specialised institutions in the Southwest region of Cameroon. It is an analysis of the education carried out in specialised institutions for the deaf in providing them with basic education so as to meet the EFA goals and to attain the objectives of development for the millennium. With the conviction that education is crucial for their development, Ephphata Institute for the Deaf (EID), Kumba and Buea School for the Deaf (BSD) institutions are examined to assess teaching programmes offered to these children. Analysis proved that these points are relevant for effective teaching to take place: A curriculum which is relevant and can be adapted to provide quality education in order to increase participation in schooling and improve the quality of the education provided. Training which will improve teachers’ skills so that they can best perform their functions. Reigeluth’s Instructional Design Theory was discussed to understand how educational programs and instructional materials need to be developed. This descriptive survey made use of a questionnaire, an observation guide, interviews, and a checklist. The sample of the study was 12 teachers and 130 pupils purposively selected from the two schools under investigation. The self-delivery method was used to collect data. Data analysis was descriptive with the use of frequency counts and percentages. The findings revealed that the national curriculum was rigid and extensive for teachers (75%). The most important challenge the teachers faced was how to adapt the curriculum content (83%). To support the teaching and learning process, they needed to enhance teaching through such activities as modifying, adding or deleting content, reorganising content, addressing omissions, managing limited time to complete tasks and maintaining children’s attention during lessons. Deaf education has its specific didactic strategies which should be explicitly described and codified for use where needed. This study therefore suggests that teachers be empowered with skills in order to make learning possible and also to improvise by developing various kinds of handmade learning materials in order to improve the overall quality of deaf education in Cameroon.

 

Author(s) Details

 

Enow Parris Cecilia Bechem

Department of Linguistics and African Languages, Faculty or Arts, The University of Bamenda, Cameroon.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v3/2854

Evaluating Management Competencies for Sustainable Architectural Practices among Nigerian Architects | Chapter 1 | Science and Technology: Developments and Applications Vol. 2

Architecture is a profession and business outfit that is facing Management-related challenges at all levels. Global practice of Architecture today is broad merging various disciplines, technologies, products, websites, software, networks etc. but the profession as a whole is losing value and esteem due to management-related challenges faced by architectural education and practice. These problems manifest themselves in various forms ranging from inadequate curriculum coverage, insufficient literature, professional ineptitude, and leadership management competencies flaws to globalization challenges as well as low Architects population ratio among others. This paper evaluated the competencies of Nigerian Architects for sustainable practices by looking at their management-related knowledge, skills and abilities. The paper employed the use of the Relative Importance Index to determine areas in which Nigerian Architects have competitive advantages or disadvantages. A structured survey questionnaire using a five-point Likert scale was manually administered to a sample of 122 randomly selected Architects, while descriptive statistical analysis provided answers to the research questions and hypothesis postulated in 20 management needs areas. The paper used the Relative Importance Index (RII) to know the areas that Nigerian Architects have competitive management advantages and areas they are lacking in. The findings of the paper revealed that Nigerian Architects have competitive Management skills advantages in Design, Time and Project management but are lacking in Maintenance, Property and Enterprise Management to bring about Sustainable Architectural Practice. The result of the study also upheld the null hypothesis that the Management Knowledge, Skills and Abilities of Nigerian Architects do not depend on their Academic Qualifications but rejected the null hypothesis that Professional classifications of Nigerian Architects do not influence their Management Knowledge, Skills and Abilities. The paper concluded that Nigerian Architecture curriculum and practice are deficient in essential areas to bring about sustainable Architectural Management practice in the country. The implication of the study on curriculum changes is that it will bring about student Architect’s acquiring more management-related knowledge for post-graduation application in the wider world. The paper, therefore recommends that the curriculum and practice of Architecture be rich in management theories and practices for a Sustainable Architectural practice in the country.

 

Author (s) Details

H. I. Kwami
Department of Architecture, College of Environmental Studies, Kaduna Polytechnic, Nigeria.

 

B. Hassan
Department of Architecture, College of Environmental Studies, Kaduna Polytechnic, Nigeria.

 

Faiza Abdullahi Alhassan
Department of Architecture, College of Environmental Studies, Kaduna Polytechnic, Nigeria.

Please see the book here:- https://doi.org/10.9734/bpi/stda/v2/3585

Cadaveric Skill Laboratory: A Cutting-edge Training Resource | Chapter 9 | Medical Research and Its Applications Vol. 2

 

An accurate description of any body part—including the skin—cannot be given without an understanding of anatomy. Cadaveric Skills Lab offers the resources and facilities needed to run professional and graduate-level courses. In order to support the teaching and training of health care professionals through practical learning experiences, King George's Medical University, Lucknow, Uttar Pradesh, India, developed the Cadaveric skill lab for training and research.

 

Author(s)details:-

 

Dr. Archana Rani
Department of Anatomy, King George’s Medical University, Lucknow, UP, India.

 

Please See the book here :- https://doi.org/10.9734/bpi/mria/v2/470

Multicultural Competence: A Comprehensive Review Supporting Perception Focused Training for Preservice Teachers Teaching Diverse Students | Chapter 7 | Recent Research Advances in Arts and Social Studies Vol. 8

This paper focuses on an in-depth literature review based on preservice teachers’ perceptions of their multicultural competence in teaching a culturally diverse classroom. Teacher ethnicity reported at local and national levels remains less diverse than diverse K-12 student populations. More specifically, the literature review was framed around findings from a research study looking at the gap between multicultural competence of preservice teachers enrolled at a local university school of education and the culturally diverse students in classrooms they were assigned too. According to the findings of the inductive data analysis and qualitative case study, preservice teachers felt that they needed more training in multicultural competence. Enhanced awareness, knowledge, and skills for teaching in a multicultural classroom were among the things that the training program required to cover. In order to address the four main topics identified by the investigation, a professional development training course was designed. The literature review supports the prominent components addressed by the professional development training workshop. Adequately preparing preservice teachers for teaching in culturally diverse classrooms continues as a focus in teacher preparation programs. As a faculty member at the local university school of education, ongoing research focused on building preservice teachers’ multicultural competence and culturally responsive teaching and relevant pedagogy skills remains essential. Teacher preparation courses and other stakeholders training preservice teachers establish an ongoing process to better connect all students in any classroom. Potential future research might focus on the progress participating preservice teachers make post-graduation and after they have taught their first year. Further follow-up studies could be conducted at three and five years of teaching to identify multicultural competence growth.

Author(s) Details:

Cheryl L. Lehman,
School of Education, University of Arkansas Fort Smith5210 Grand Avenue, P.O. Box 3649, Fort Smith, AR. 72913-3649, United States.

Please see the link here: https://stm.bookpi.org/RRAASS-V8/article/view/14200

Nature of Science (NOS) Map for Science Education Instruction: An Overview| Chapter 6 | Recent Progress in Science and Technology Vol. 2

 The present study aims to survey the inter-relationships inside the individual elements or tenets of Nature of Science (NOS), established the dimensions of science in science knowledge.Recent documents on science instruction reform that place a strong prominence on NOS diverge from popular notion. Scientific literacy maybe significantly impacted by stances toward science. According to instruction theory, stances belong in the concerning feelings and intuition domain while cognitive understanding of the theme does not. This study suggests that demand according to our NOS Flowchart endure include the tenets of NOS. There are three main dimensions of education in science: information, skills, and attitudes. Additionally, it is valuable to present students at the basic level to some of the plans developed by Kuhn. Key facets of NOS are, in fact, good applications to the past of science through Kuhn’s knowledge. An explicit and thoughtful tool for science schoolteachers to improve controlled teaching and education, a NOS Flow Map may so be a promising way to include the NOS tenets.

Author(s) Details:

M. Murugesan,
Department of Computer Science and Engineering, Anurag Engineering College, Telangana-508 206, India.

L. Selvam,
Department of Information Technology, KSR Institute for Engineering and Technology, Tiruchengode- 637 215, India.

Please see the link here: https://stm.bookpi.org/RPST-V2/article/view/9238

A Comparative of the Clinical Competence of Community Service Practitioners: Degree and Diploma Nursing Programmes| Chapter 7 | Research Highlights in Language, Literature and Education Vol. 2

 The purpose of the study search out compare the ideas of Community Service Practitioners (Degree versus Diploma) concerning their clinical ability in providing acting as a nurse care and to establish and equate the perceptions of Professional Nurses concerning the clinical ability of the Community Service Practitioners they supervise (Degree against Diploma) in providing nursing care. The ineffectual hypothesis established that there is sameness in the dispassionate competence of Community Service Practitioners the one completed a Degree gaining nourishment by suckling programme and those who achieved a Diploma nursing programme chief to registration as a Professional Nurse (R425).A determinable, comparative, explanatory, and cross-localized design was used. A total of having 50 of something-two (n=52) professional nurses and fifty-two (n=52) Community Service Practitioners the one were purposively picked completed the inquiry. A five-point Likert-scale questionnaire for the Professional Nurses projecting the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners was secondhand. Data were organised and analysed utilizing Statistical Package for Social Sciences (SPSS), Version 21.The results of the study indicated that skilled is no difference in the dispassionate competence, that included information, skills and stance, of Community Service Practitioners who achieved an undergraduate degree distinguished to those the one completed a credentials.

Author(s) Details:

Lauren Hillermann,
Department of Nursing, Faculty of Health Sciences, Durban University of Technology, South Africa.

Please see the link here: https://stm.bookpi.org/RHLLE-V2/article/view/8935

A Brief Description on OSCE- Objective Structured Clinical Examination| Chapter 4 | Current Practice in Medical Science Vol. 7

 

 OSCE is an inspecting interaction which is evenhanded and fair-minded. The attributes, parts and importance are drilled down. Highlights like impressive skill, relational abilities, clinical abilities and so on, can be surveyed here. The jobs and obligations of the educator/facilitator previously, during and after OSCE are made sense of exhaustively. This assessment framework is generally followed all around the world in nursing and clinical calling to show the clinical capability and furthermore to get enrolled as Nurses in numerous nations abroad.

Author(s) Details:

Pauline Sharmila,
Department of Pediatric Nursing, Faculty of Nursing, SGT University, Haryana, India.

Please see the link here: https://stm.bookpi.org/CPMS-V7/article/view/7835

The Readiness of Preschool Teachers in Integrating 4th Industrial Revolution Skills in Classroom: A Recent Study | Chapter 01 | Current Research in Language, Literature and Education Vol. 3

 In keeping with the Fourth Industrial Revolution 4.0 (IR4.0), the use of information, communication, and technology (ICT) in education improves educational quality. There is an increasing demand for ICT to be employed in the workplace. In keeping with the IR4.0 vision, technical and vocational education and training (TVET) is a curriculum that prepares students for the job. The employment of ICT approaches in the classroom to cater to TVET programmes is becoming increasingly vital as the demand for ICT competent people grows. It is critical to introduce technology into the daily life of future generations from a young age. The goal of this study was to see if preschool teachers were ready to integrate IR4.0 abilities into the classroom. The respondents for this study were 302 preschool instructors in Kota Kinabalu, Sabah, Malaysia, who completed a survey circulated via social media. The Cronbach's Alpha value was utilised to verify that the instrument's reliability was greater than 0.6 for each instrument element. Likert scales of 4 and 5 points were also employed in this study. Preschool instructors in Kota Kinabalu, Sabah, had a favourable attitude toward the use of ICT in the classroom (M = 3.11, SD = 1.36), according to the findings of this study. Preschool instructors had strong ICT skill levels (M = 2.89, SD = 1.45). ICT's efficiency with preschoolers was moderately high (M = 3.27, SD = 1.24). The percentage of teachers who encountered difficulties when utilising ICT was moderate (M = 2.44, SD = 1.28). Finally, the outcomes of this study revealed that preschool instructors in Kota Kinabalu, Sabah, Malaysia, are prepared to use ICT in the classroom to prepare for IR4.0 needs.

Author(S) Details

Jemimah Hiew
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia.

Suziyani Mohamed
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia.

Noratiqah Satari
Faculty of Human Development, Universiti Pendidikan Sultan Idris, Tanjong Malim, 35900, Malaysia.

Kamariah Abu Bakar
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5661

Study on Curriculum Redesigning-Suggestive Framework for Skill Enhancement in Higher Education in India | Chapter 12 | Modern Perspectives in Language, Literature and Education Vol. 8

 Knowledge is the new money of the twenty-first century. Without a doubt, education is undergoing a paradigm transition, with a greater focus on skills and employment. On the one hand, efforts are being made to increase gross enrolment, while on the other hand, there is a growing and legitimate fear that graduates will be unemployed. Our graduates' abilities need to be improved in order for them to be more employable, according to mounting evidence. This would be accomplished by implementing a well-crafted curriculum. The current study looks at numerous educational models/theories of curriculum design in order to make education more relevant. An outcome-based education framework must be explored with defined learning goals and techniques or processes for monitoring these learning outcomes, even in nonprofessional undergraduate degree programmes offered by higher education institutions. The study finds that many more curriculum frameworks in the Indian context must be considered in order to apply the "Best Fit Model" for higher education institutions.

Author (S) Details

Nandkumar Sawant
Department of Geography, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

Nandini Vaz Fernandes
Department of Zoology, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3196

Study on Surgical Video Training: Virtual Learning Curve without Surgery using 30 Consecutive Videos Cases | Chapter 13 | Highlights on Medicine and Medical Science Vol. 15

The goal of this study was to evaluate technical skill improvement after 30 consecutive video cases during young surgeons training or training during a novel technique using YouTube and other platforms as a potential training aid for young surgeons. Surgeons have utilised online platforms to engage with one another since 1999, when DiNucci et al created the phrase "Web 2.0." YouTube is one of these platforms and is quickly becoming one of the most important sources of internet-based medical information. The usage of interactive films has altered surgical education. Videos should be used in addition to normal surgical teaching techniques since they appear to shorten learning curves for complex procedures and have the ability to detect discrepancies in operative technique and their impact on patient outcomes. Surgical video learning (SVL) has emerged as an emergent concept in surgery as a result of this evolution. YouTube can be a useful tool for young surgeons in terms of training, but it's vital to evaluate the quality of videos and apply video-learning criteria to do so. During our literature review, we discovered that a quality assessment of videos and video-learning criteria were required. Because of the use of very short films, lack of step-by-step methods, incorrect procedure, and low quality video, SVL has numerous problems in terms of education. For these reasons, various authors debated whether video learning is a friend or foe for surgeons in terms of learning. We chose films based on the amount of views, video lengths between 5 and 10 minutes, video sources (main centre), and video quality. We analysed the current data for video-based surgical education approaches, analysing the benefits and drawbacks in teaching technical and nontechnical surgical abilities, and proposed a learning curve improvement criteria of 30 films for each surgical procedure, dubbed the "Virtual Learning Curve" (VLC).

Author (s) Details

Danilo Coco
Department of General Surgery, Ospedali Riuniti Marche Nord, Pesaro (PU), Italy.

Silvana Leanza
Department of General Surgery, Carlo Urbani Hospital, Jesi, Ancona, Italy.

View Book :- https://stm.bookpi.org/HMMS-V15/article/view/2474