21st century skills needed by students in technical and vocational education and training (TVET)

Reeve, Edward M.

doi:10.29139/aijss.20160404

Cited by 42 publications

(36 citation statements)

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“…Added to this volume of work, many contemporary studies have discussed the importance of critical thinking in a 21st Century workforce and in a knowledge-based economy (European Union, 2015;Jones & Pimdee, 2017; National Association of Colleges and Employers [NACE], 2016;OECD/UNESCO, 2016;Reeve, 2016). Under the Thailand 4.0 initiative, critical thinking and innovation are key pillars for future growth, prosperity, and a better quality of life.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…also discussed critical thinking education in the context of students' abilities to enter a modern, 21 st century workforce. Reeve (2016) also pointed out the importance of 21 st century and critical thinking skills needed by Thai students for their technical and vocational education and training (TVET). This is consistent with Chaiyasut, Samuttai, Phuwiphadawa, and Inthanet (2014), who indicated that critical thinking is one of the 13 life-long learning indicators.…”

Section: Introductionmentioning

confidence: 99%

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Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

276

201

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Abstract. Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

276

201

View full text Add to dashboard Cite

show abstract

“…It aims to achieve the goal of vocational education itself in preparing competent students according to industry needs (Hagos & van, 2013;Olander & Olander, 2013). Leadership in theory is called a behavior which is able to provide participatory, distributive and democratic and able to organize effectively in carrying out transformations and changes (Anne, 2015;Reeve, 2016). In general, such leadership is the most effective for vocational education (Callan, Mitchell, Clayton & Smith, 2007;Eddy, 2010;Nevarez, Wood & Penrose, 2013;Vargas, 2013).…”

Section: Leadership and Vocational Educationmentioning

confidence: 99%

“…In the midst of industry 4.0 which demands a variety of employee competency innovations, this phenomenon has occurred and displaced 238 out of 100 employees in Germany (Qin, Liu, & Grosvenor, 2016) and 1,600 workers in France have been replaced by robots (Reeve, 2016). So, this is a concern for vocational education as an institution and students to prepare themselves so that their role will not be shifted by robots in the industry 4.0 era (Sanders, Elangeswaran, &Wulfsberg, 2016).…”

Section: Introductionmentioning

confidence: 99%

Competences of Industry 4.0: Is the importance of Leadership in the Food Service Industry?

Ana¹,

Dwiyanti²,

Nikmawati³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study discusses the competence of vocational education students in preparing themselves to enter the workforce. Prospective workers need to prepare themselves with various food service industry qualifications. Amid the 4.0 industrial era, competition between humans and robots is getting tougher. Hundreds of workers in Germany were dismissed for not meeting the qualifications in 2014, April 2019 France has dismissed 1,600 workers and replaced them with robots. For the world of education that focuses on meeting industry needs such as vocational education is a challenge. This research method is a literature review by collecting various references from the results of previous studies that are relevant to the topic of this research and then selected according to needs and analyzed in depth to find answers to this research question. The focus of this research is on the innovation of the competence of food service industry workers needed in the industrial era 4.0. The results of this study are in the form of tracing competencies not possessed by robots and superior humans in them. Leadership is the answer to this problem, leadership is not owned by robots. But the priority for workers in the food service industry who are required to work effectively, efficiently, collaboratively, innovatively and excellently. Preparation of leadership competencies is the capital of vocational education students as prospective workers in meeting the needs of the food service industry.

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“…Currently, 21st-century skills in the vocational world are increasingly emphasized by applying the 4Cs principles that include communication, collaboration, critical thinking, and creativity [23], [24]. The application of 4Cs to the demands that the university must fulfill [25] to emphasize the quality and quantity of materials and exercises that encourage cooperation among students, encourages the ability to think creatively, critically, and innovatively and can communicate the results of learning undertaken by students.…”

Section: Introductionmentioning

confidence: 99%

Mobile pocketbook of the 4Cs skills-oriented inform of Quick Response Code

Setiadi¹,

Subagyo²,

Johan³

et al. 2019

Proceedings of the International Conference of Social Science

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Movement of paperless campus becomes a trend toward environmental sustainability, flexible learning, and 4Cs oriented (Creativity, Critical Thinking, Collaboration, and Communication). The use of 4Cs and Quick Response (QR) Codeoriented pocketbook is an alternative to building collaborative students 'reading culture and stimulating students' creativity, innovation, and thinking. The study uses three steps of activity that is planning, product, and evaluation. There are five experts involved in media validation including experts: media, information technology, materials, learning, and assessment of teaching. Tests conducted on 32 students of Mechanical Engineering Education Department of Universitas Sarjanawiyata Tamansiswa. The results showed that the dimensions of the pocketbook are A6 with a maximum thickness of 5mm, has a potent substance that is a chapter, learning objectives, material summary, QR Code equipped with the comprehensive material, and reference. Feasibility of media and information technology experts is 77.34% (very feasible). Eligibility of the content, learning, and evaluation of 66.44% (feasible) and the feasibility of the user is 75.11% (very feasible). In product, the QR Code-based mobile pocketbook is acceptable regarding appearance, content, substance, practicality, and efficiency in use.

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21st century skills needed by students in technical and vocational education and training (TVET)

Cited by 42 publications

References 0 publications

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Competences of Industry 4.0: Is the importance of Leadership in the Food Service Industry?

Mobile pocketbook of the 4Cs skills-oriented inform of Quick Response Code

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