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1.
Tarja Tuononen Anna Parpala Sari Lindblom-Ylänne 《Assessment & Evaluation in Higher Education》2019,44(4):581-595
A successful transition from university to working life requires that graduates are able to employ their education and academic competences in real working-life contexts. Our previous research showed that graduates varied in how they were able to reflect on their competences at the time of graduation. The present longitudinal mixed-method study follows the same graduates and explores their evaluations of the usefulness of university education and career success, three years after graduation. The follow-up data consisted of 57 graduates’ survey answers analysed by quantitative and qualitative methods. The results showed that graduates who were able to describe and evaluate more competences at the time of graduation perceived their current jobs to correspond more to their education. Graduates with more limited evaluations of their competences, on the other hand, had experienced more challenges related to employment and were more uncertain of their goals. The results also showed that having diverse competences and an ability to recognise them at the time of graduation is important for later career success and may also be related to what kind of challenges graduates face in working life. 相似文献
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In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a “misconception” concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge. 相似文献
4.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引：1，自引：0，他引：1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
5.
Philip C. Candy 《高等教育研究与发展》2000,19(3):261-277
In recent years, there has been considerable attention, at least at the policy level, to the need for graduates to be ‘lifelong learners’. Although this concept means different things in different cultural contexts, there is more or less general agreement that graduation really only marks the beginning of the graduate's need for continuing personal and professional learning, and, moreover, that it is the responsibility of universities and other institutions of higher education to equip their graduates with the skills and attitudes to help them to continue learning throughout their lives. The emergence of an information-rich ‘knowledge society’ has made this even more of an imperative. The rapid and pervasive spread of information and communication technologies, coupled with increasing globalisation, the democratisation of knowledge production—once assumed to be largely the preserve of universities—and what has been dubbed the ‘information explosion’ collectively mean that most citizens of advanced industrialised countries are, or will soon become, ‘knowledge workers’. Accordingly, many graduates, whether they work in educational or other contexts, are likely to be involved in ‘knowledge-intensive’ activities, for which they need to be prepared. But what does this mean in practice, and what are we to do about it? In 1990, the late Dr Ernest Boyer, in his book Scholarship Reconsidered: Priorities of the Professoriate, proposed a fourfold division of academic work into what he labelled the scholarship of discovery; the scholarship of application ; the scholarship of integration ; and, finally, the scholarship of teaching . The paper suggests that each of these four aspects of scholarship has a direct counterpart outside the university, and that, accordingly, they might be taken as a way of considering the attributes of graduates as well as of academics. The paper suggests a necessary symmetry between the teaching and other scholarly work carried out within the university and the development of such abilities and predispositions in graduates from a variety of fields who might not otherwise consider themselves to be destined for ‘scholarly’ work. 相似文献
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The transition from higher education to the labour market is an important period for youngsters, characterised by extensive changes which act as triggers for learning. Furthermore, students’ educational background and the (in)congruence with their work context is important. Accordingly, the aim of this systematic review is to explore the role of learning and fit in the transition process. Results indicate that most emphasis is put on theoretical knowledge, communication, problem-solving, and learning skills. Although the perception on what has to be learned differs for employers, educators, and graduates, each group valued generic competences most. Results show that transfer can be experienced in three ways and the need for learning at work is stressed. Concerning fit, four types of fit are distinguished: vertical, horizontal, competence, and person-environment fit. Several personal background characteristics are shown to influence fit and findings indicate that fit has an influence on career progress and personal resources. 相似文献
7.
Alicia Perdigones Diego Luis Valera Guillermo Pedro Moreda Jose Luis García 《European Journal of Engineering Education》2014,39(5):527-538
The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006–2007 and 2007–2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees. 相似文献
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MAARTEN BIERMANS UULKJE DE JONG MARKO VAN LEEUWEN & JAAP ROELEVELD 《European Journal of Education》2005,40(4):433-445
This study focuses on the shortage of graduates in science/technology in the Netherlands. First, the potential reserves of students in science/technology are mapped. Second, the effects of measures to mobilise the reserves are investigated in terms of size and cost effectiveness. Efforts aimed at solving the enormous shortage of higher education graduates in science and technology in the Netherlands should start by evaluating what is available in this area. Research shows that the country's vast resources include considerable reserves of science and technology talent. These reserves comprise students who, although having met the entry requirements, ultimately did not opt for a technical or science study programme. Several measures could mobilise these reserves; some are presented in this article along with the influence they are estimated to have. Although the effect of these measures seems to be substantial, they leave much to be desired in terms of cost effectiveness. Moreover, they are still simulations, and the measures have not (yet) been tested in practice. Therefore, additional (experimental) research on such policy measures continues to be desirable. 相似文献
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In this article, we have analysed whether graduates from activating learning environments assess themselves as having more
generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated
whether graduates from different learning environments look back differently on their training for the workplace. Contrary
to earlier research we have used data from a large-scale survey among higher education graduates, the ‘Higher education and
Graduate Employment in Europe’ project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and
36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that
graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates
from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum
design are significantly related to the presence of generic and reflective competences according to the perception of graduates.
Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working
in a team positively contribute to the development of competences in the later careers of graduates. 相似文献
10.
Isopahkala-Bouret Ulpukka Aro Mikko Ojala Kristiina 《Tertiary Education and Management》2021,27(2):143-159
Positional competition in the labour market entails graduate opportunities that depend not only on graduates’ skills, experience and abilities, but also on how their educational credentials compare to those of others. In this study, we examined the positional competition in the Finnish labour market and compared the influence of different ‘degree types’ on the probability of obtaining high-paid, high-status jobs. We used a register-based 5% sample of 25–45-year-old Finnish higher education (HE) graduates from 2010 to 2012 (N?=?63 486). It was expected that the relative position of graduates would be affected by the degree level as well as the educational field and the binary division (university vs. non-university) of HE. Therefore, master’s and bachelor’s degree levels in all educational fields from universities versus universities of applied sciences (UASs) were included. The method of analysis was logistic regression. According to our results, the binary divide structured the opportunities to enter high-paid, high-status jobs within different fields of education. The university master’s degree graduates had the highest probability of succeeding in the Finnish labour market, and their status/rank elevated them above the competition by regulating access to certain professions or occupations through specific qualification requirements (i.e., credential social closure). Moreover, our results demonstrated how the degree rankings and the relative distance between university and UAS degrees vary in different fields. The Finnish case offers a valuable point of comparison to other HE systems with a binary structure.
相似文献11.
Self-rated competences questionnaires from a design perspective 总被引：1，自引：0，他引：1
This paper provides a theoretical review of self-rated competences questionnaires. This topic is influenced by the ongoing world-wide reform of higher education, which has led to a focus on the learner outcomes of higher education. Consequently, questionnaires on self-rated competences have increasingly been employed. However, self-ratings are often criticised for their lack of validity. Our intention is to outline some principles of good questionnaire design and to use these principles to contrast questionnaires on self-rated competences. We begin with an overview of research about questionnaire design. Then we introduce seven questionnaires and portray them in terms of their design characteristics. A comparison reveals some significant points: biographical data need to be handled more carefully, and there is an overuse of vague and abstract language. On the positive side, all of the questionnaires that were examined provide reliable sub-scales covering important facets of competences. 相似文献
12.
对外贸易的迅速发展不仅需要大量的专业人员,也对高职专业教学提出新的目标要求。外贸成为应用英语教学日益重要的服务领域。为了检验课程建设的效果,改进教学,笔者借助问卷和在线访谈调查了应用英语外贸方向部分毕业生的就业情况、所学英语和贸易类课程对其职业发展的影响。调查发现：本专业基本上“学用对口”,资格能力证书有利于学生对口就业,应用英语教学促进了毕业生的职业发展;学生在校时缺乏明确的职业认识,他们渴望在校时得到专业性实践训练、获得初步的“工作经验”和发展“综合素质”。基于此,笔者建议本专业教学按照外贸职业的工作过程设计综合化课程和组织情境教学,把应用英语和外贸职业能力有机结合起来,在学生经历（模拟）职业实践的前提下培养他们解决职业实际问题的行动能力。 相似文献
13.
Anna Prades Sebastían Rodríguez Espinar 《Assessment & Evaluation in Higher Education》2010,35(4):449-461
The requirement that universities prepare students in practical competences, and assess the extent to which pre‐established objectives are achieved, is generally accepted to be of growing importance. As a result, on one hand, there is an increasing volume of research related to task performance in assessment. On the other hand, there are comparatively few studies which analyse the assessment process in a laboratory context. The laboratory offers itself as an educational and training tool of some importance, both in chemistry and in the experimental sciences in general. Studies which have been carried out to date into the importance of laboratory work as a source of value added have, however, been far from conclusive. This research uses interviews with laboratory teachers to analyse the typology of the competences which enter the assessment process, and to determine the extent to which the laboratory assessment process complies with standard validity requirements. Results obtained show that laboratory assessment in chemistry allows for a valuation of the degree of integration of theory and practice, and of the level of development of professional competence in the laboratory. Current assessment strategies do not, however, include all the competences developed in the laboratory context, nor are they sufficiently reliable to offer accreditation of those that are assessed. 相似文献
14.
Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC 
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下载免费PDF全文 Esperanza Vera‐Toscano Margarida Rodrigues Patricia Costa 《European Journal of Education》2017,52(2):217-231
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed. 相似文献
15.
Adela Garcia‐Aracil Jose‐Gines Mora Luis E. Vila 《Tertiary Education and Management》2013,19(4):287-305
Abstract The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio‐emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participative and methodological competences are best paid; conversely, jobs with higher requirements of organisational, applying‐rules and physical competences are worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates’ satisfaction, the only exception being applying‐rules competences. 相似文献
16.
Christine Doddington 《Educational Philosophy and Theory》2014,46(11):1258-1269
AbstractThere are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant for their approach. This article explores what might count as educational in the practice of children ‘doing’ philosophy, by reconsidering Dewey’s notion of ‘experience’. The educational desire to generate inquiry, thought and democracy is not lost, but a view that philosophy takes its impetus from wonder is introduced to help re-evaluate what might count as educational experience in a Deweyan sense. 相似文献
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A research study, mainly based on the notion of ‘scientific literacy’ from the Programme for International Student Assessment (PISA) 2003 assessment framework, was carried out obtaining data from the administration of an open written questionnaire with items covering three central scientific processes—describing, explaining and predicting scientific phenomena; understanding scientific investigation; and interpreting scientific evidence and conclusions—to 30 experienced in‐service secondary school science teachers. The purpose was to analyse their views regarding the competences on the mentioned scientific processes assessed by Science PISA tests: which of the competences assessed were the most frequently identified by teachers, which of the competences they considered presenting difficulties for their students, and, finally, which activities they used in their classes to promote similar competences. Our results indicated that teachers had different perceptions of one or other scientific processes considered relevant for scientific literacy in the PISA framework. Their awareness of the expected students’ difficulties did not necessarily match the competences intended to be assessed by either PISA or what they thought to be assessed. Moreover, their views differed depending not only on the type of scientific process but also on the underlying subject. Concern about the students’ need of reading fluently with understanding and of paying special attention during the test time was also observed. 相似文献
18.
对应往届教育技术学专业本科毕业生进行调查,通过问卷调查法、访谈法及文献检索法对毕业生就业的方向、途径、专业是否对口以及用人单位对毕业生的评价等现状的调查,发现就业中存在的问题,然后给出学生自身应做哪些改变与完善,学校在培养中应做哪些完善与改变的建议,希望通过这些能对毕业生的就业有所帮助。 相似文献
19.
The effects of diverse education-related variables on job satisfaction scores are analysed using a sample of European higher
education graduates at early stages of their working life. Ordered choice models for job satisfaction are estimated including
as explanatory diverse educational variables such as field of study, graduates’ evaluation of their educational experience,
the match between the competences developed during education and those required by jobs, as well as information on graduates’
values and interests. The results show, even after controlling for actual job characteristics, that education-related variables
have a great impact on graduates’ job satisfaction. Additionally, estimation results by each one of the countries included
in the sample are also presented. 相似文献
20.
D. Joosten-ten Brinke D.M.A. Sluijsmans W.M.G. Jochems 《Studies in Continuing Education》2013,35(1):61-76
Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses this issue. In APL, the candidate's knowledge, skills or competences required in informal and non-formal learning are measured against a standard to determine whether they match the learning objectives. Although APL is frequently used in workplaces and vocational education, it is practised less in universities, and research is lacking in this context. This study aims to evaluate the first APL procedure in an academic computer science programme, and an adjusted APL procedure in an educational science masters programme. This is done from the perspective of the APL candidates, tutors and assessors, using the theoretical framework by Baartman et al. (2006). The computer science participants comprised 23 candidates from a police software company, four tutors and four assessors. From educational science, nine candidates, two tutors and two assessors participated. The results show that the APL procedure in educational science is viewed significantly more positively than that in computer science; further, the computer science assessors differ considerably from the other participants in their perceptions relating to the quality criterion ‘cognitive complexity’. Explanations for the difference between the two programmes are discussed in this article and assessor and tutor training highly recommended. 相似文献