Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Suarta, I Made; Suwintana, I Ketut; Sudhana, Igp Fajar Pranadi; Hariyanti, Ni Kadek Dessy

doi:10.2991/ictvt-17.2017.58

Cited by 99 publications

(130 citation statements)

References 15 publications

(15 reference statements)

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“…PSS levels may assist instructors to design constructivist‐relevant assessments, to improve abstract reasoning skills for programming. Moreover, PSS are identified as one of the required “employability skills in the 21st century” (Suarta, Suwintana, Sudhana, & Hariyanti, ). That is, students should be able to succeed in studies and in the workplace.…”

Section: Educational Implicationsmentioning

confidence: 99%

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Veerasamy

D'Souza

Lindén

et al. 2018

Computer Assisted Learning

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Past research has shown that student problem‐solving skills may be used to determine student final exam performance. This study reports on the relationship between student perceived problem‐solving skills and academic performance in introductory programming, in formative and summative programming assessment tasks. We found that the more effective problem solvers achieved better final exam scores. There was no significant difference in formative assessment performances between effective and poor problem solvers. It is also possible to categorize students on the basis of problem‐solving skills, in order to exploit opportunities to improve learning around constructivist learning theory. Finally, our study identified transferability skills and the study may be extended to identify the impact of problem solving transfer skills on student problem solving for programming.

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Section: Educational Implicationsmentioning

confidence: 99%

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Veerasamy

D'Souza

Lindén

et al. 2018

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Employability skills framework has been developed in many countries. This framework describing the need for employability skills, and outlining some existing definitions (Suarta, Pranadi, Suwintana, and Hariyanti, 2017).…”

Section: Core Skills and Employability Skills (Csaes) Frameworkmentioning

confidence: 99%

“…Australian Department of Education, Science, and Training (DEST) and Australian National Training Authority (ANTA) commissioned a project that gathered the views of the industry on the critical generic skills required in Australian workplaces. The report from the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA), defines employability skills are skills required not only to gain employment but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions (Scarnati, 2001;DEST Department of Education, 2002;Suarta et al, 2017;Australian Government, 2019b). The Employability Skills Framework, outlined in Employability skills for the future, provides the starting point for any discussion of employability skills in higher education in Australia (Sander and Grip, 2003).…”

Section: Core Skills and Employability Skills (Csaes) Frameworkmentioning

confidence: 99%

“…The Learning and Employability Series offers a wide range of perspectives on the employability of graduates. In this documents, employability defined as a set of skills, knowledge and personal attributes that make an individual (graduates) more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy" (Yorke and Knight, 2006;Suarta et al, 2017). The employability skills framework consists of personal qualities, core skills, and process skills.…”

Section: Core Skills and Employability Skills (Csaes) Frameworkmentioning

confidence: 99%

“…Here are some useful methods for effective decision-making and problemsolving: (1) problem identification, (2) goal selection, (3) generation of alternative solutions, (4) consideration of consequences associated with alternative solutions, (5) approach to decision making, (6) implementation of solutions, and (7) evaluation of solutions (Lohman, 2004). Decision-making and problem-solving skills groups consist of a number of facets: (a) identify and analyze problems, (b) take effective and appropriate section, (c) realize the effect of decisions, (d) creative and innovative solutions, (e) transfer knowledge from one situation to another, (f) engage in life-long learning, and (g) think abstractly about problems (Crawford et al, 2011;Suarta et al, 2017). c. Teamwork Skills Advances in Social Science,Education and Humanities Research,volume 379 Teams are composed of individuals who have several different characteristics.…”

Section: B Decision-making and Problem-solving Skillsmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Permana¹,

Aprilia²,

Teniola³

2019

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

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The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).

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Fuzzy multicriteria model to support decision making during the selection process of teaching and research staff in higher education

2021

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Selecting human resources represents complex tasks and ultimately determines an organisation's future stability and development. High-quality selection procedures serve as the basis for proper employee utilisation and individual career development, which generate organisational success. To be most effective, in addition to applicant competency in the field, decision makers use various selection techniques and tools. These are applied to reveal and distinguish applicants' characteristics, qualifications and competencies, as well as to predict their success and organisational contribution specified for each profession and position. The main aim of this paper is to develop a fuzzy multicriteria model based on the technique for order preference by similarity to ideal solution (TOPSIS) as support for decision making when teaching and research staff are selected for employment within higher education. The model is based on hierarchically structured selection criteria fortified by the different qualitative and quantitative nature of each criterion, as well as the influence of required experts' competencies. We apply this model in the higher education sector for selecting teaching and research staff in Croatia.

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Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Cited by 99 publications

References 15 publications

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Relationship between perceived problem‐solving skills and academic performance of novice learners in introductory programming courses

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Fuzzy multicriteria model to support decision making during the selection process of teaching and research staff in higher education

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