Our work aims at contributing to research on entrepreneurship pedagogy by designing and testing a skills framework to evaluate the outcomes of pedagogical programs in entrepreneurship. A literature review was conducted to clarify the concept of skills. The first part of this article describes the components of the 17 main entrepreneurial skills identified in the literature (both transversal and specific to entrepreneurship). A post hoc experimental plan was chosen so that the results may be replicated. Data were collected online among business students and 444 completed forms were returned. The survey instrument was tested empirically by comparing the experimental group (265 participants of an entrepreneurship seminar) with the control group (179 non-participants). Results show the value of using a complete evaluation grid when evaluating a pedagogical program in entrepreneurship. Indeed, many transversal skills may evolve positively, not just the skills that are specific to entrepreneurship.
In: Visnyk Nacionalʹnoi͏̈ akademii͏̈ kerivnych kadriv kulʹtury i mystectv: National Academy of Managerial Staff of Culture and Arts herald, Band 0, Heft 4
Fashion and Fabrics is a discipline that involves practical and theoretical skills, and to achieve better results, teachers need to possess pedagogical knowledge for teaching practicals as well. This study aimed to establish the teachers' pedagogical knowledge for teaching Fashion and Fabrics practical skills in Eswatini High Schools. This qualitative study utilized a descriptive research design to get in-depth information. A sample of 16 Fashion and fabric teachers was purposively selected, with eight being interviewed, while the others were observed during their practical lessons. Data were analyzed using thematic analysis. The study results show that Fashion and Fabrics teachers need to gain pedagogical knowledge in teaching Fashion and Fabrics practical skills. They must prepare for valuable lessons, as evidenced by a need for proper student-sitting arrangements. Teachers were found not to use visual aids and supervise students' work for corrective feedback when necessary. The study concludes that Fashion and fabric teachers need to be stronger in content knowledge and pedagogical competencies, essential for effective learning; hence, students' achievements could have been higher. The study recommends that the training institutions stress peer teaching of Fashion and Fabrics practicals for more practice.
The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.
One of the aspects of work with servicemen is providing social and psychological support in adapting to military service. Ideally, this work can be done during having socio-psychological training sessions, which contributes to the development of reflection and constructing a communication process for regular servicemen at the adaption stage. Training programs for adapting young people to military service should include the following points: - adaptation of new recruits to military service; -developing skills of constructive communication; - uniting military personnel. Consequently, social and pedagogical work with military personnel is aimed at organizing support to servicemen in resolving social and psychological problems by providing informational, psychological and corrective services. Social work with conscripted youth, servicemen and members of their families is complex and integrative. At the same time, together with the solution of specific problems related to the military service of young people, social workers implement a system of social preventative measures for negative phenomena (tendency to deviant, addictive, delictual behavior, spreading sexually transmitted infections and HIV / AIDS), crime and violations. Social workers also promote a healthy lifestyle, solve issues of meaningful recreation, leisure and secondary employment of pre-accused and conscripted youth, servicemen and young men who are released from the Armed Forces, Their job is to provide psychological, counselling and informational assistance to young people bound to military service and their families, as well as scientific, methodological and practical assistance to officers on educational issues. ; Одним із напрямів роботи з військовослужбовцями є надання соціально-психологічної підтримки в адаптації до військової служби. Оптимально ця робота може здійснюватися під час проведення соціально-психологічних тренінгових занять, що сприяє розвитку рефлексії і конструювання процесу спілкування у військовослужбовців строкової служби на стані адаптації. Тренінгові програми щодо адаптації молодого поповнення до військової служби мають вміщувати такі моменти: адаптація нового поповнення до військової служби; навички конструктивного спілкування; згуртування військового колективу. Отже, соціально-педагогічна робота з військовослужбовцями спрямована на організацію допомоги військовослужбовцям у вирішені соціально-психологічних проблем шляхом надання інформаційних, психологогічних і корекційних послуг. Соціальна робота з призовною молоддю, військовослужбовцями та членами їхніх сімей є комплексною та інтегративною. Водночас із вирішенням специфічних проблем, пов'язаних із проходженням молоддю військової служби, соціальні працівники впроваджують систему заходів соціальної профілактики негативних явищ (схильності до девіантної, адитивної поведінки, розповсюдження хвороб, що передаються статевим шляхом, та ВІЛ/СНІДу), злочинності та правопорушень, пропагують здоровий спосіб життя, вирішують питання змістовного відпочинку, дозвілля, вторинної зайнятості допризовної та призовної молоді, військовослуж-бовців та юнаків, які звільнилися з лав Збройних сил, надають психолого-консультативну, інформаційну допомогу військовозобов'язаній молоді та членам їхніх сімей, а також науково-методичну та практичну допомогу офіцерам з питань виховної роботи.
One of the aspects of work with servicemen is providing social and psychological support in adapting to military service. Ideally, this work can be done during having socio-psychological training sessions, which contributes to the development of reflection and constructing a communication process for regular servicemen at the adaption stage. Training programs for adapting young people to military service should include the following points: - adaptation of new recruits to military service; -developing skills of constructive communication; - uniting military personnel. Consequently, social and pedagogical work with military personnel is aimed at organizing support to servicemen in resolving social and psychological problems by providing informational, psychological and corrective services. Social work with conscripted youth, servicemen and members of their families is complex and integrative. At the same time, together with the solution of specific problems related to the military service of young people, social workers implement a system of social preventative measures for negative phenomena (tendency to deviant, addictive, delictual behavior, spreading sexually transmitted infections and HIV / AIDS), crime and violations. Social workers also promote a healthy lifestyle, solve issues of meaningful recreation, leisure and secondary employment of pre-accused and conscripted youth, servicemen and young men who are released from the Armed Forces, Their job is to provide psychological, counselling and informational assistance to young people bound to military service and their families, as well as scientific, methodological and practical assistance to officers on educational issues. ; Одним із напрямів роботи з військовослужбовцями є надання соціально-психологічної підтримки в адаптації до військової служби. Оптимально ця робота може здійснюватися під час проведення соціально-психологічних тренінгових занять, що сприяє розвитку рефлексії і конструювання процесу спілкування у військовослужбовців строкової служби на стані адаптації. Тренінгові програми щодо адаптації молодого поповнення до військової служби мають вміщувати такі моменти: адаптація нового поповнення до військової служби; навички конструктивного спілкування; згуртування військового колективу. Отже, соціально-педагогічна робота з військовослужбовцями спрямована на організацію допомоги військовослужбовцям у вирішені соціально-психологічних проблем шляхом надання інформаційних, психологогічних і корекційних послуг. Соціальна робота з призовною молоддю, військовослужбовцями та членами їхніх сімей є комплексною та інтегративною. Водночас із вирішенням специфічних проблем, пов'язаних із проходженням молоддю військової служби, соціальні працівники впроваджують систему заходів соціальної профілактики негативних явищ (схильності до девіантної, адитивної поведінки, розповсюдження хвороб, що передаються статевим шляхом, та ВІЛ/СНІДу), злочинності та правопорушень, пропагують здоровий спосіб життя, вирішують питання змістовного відпочинку, дозвілля, вторинної зайнятості допризовної та призовної молоді, військовослуж-бовців та юнаків, які звільнилися з лав Збройних сил, надають психолого-консультативну, інформаційну допомогу військовозобов'язаній молоді та членам їхніх сімей, а також науково-методичну та практичну допомогу офіцерам з питань виховної роботи.
The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by new multi-sensory interactive technologies. The application of these theories and technologies to special education has been intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The aims at fulfilling this gap, by supporting teachers in acquiring knowledge and skills to use multi-sensory technologies to address the needs of special education children in inclusive educational contexts. This paper presents the work done in the first phase of the , aimed at establishing the pedagogical framework and the main concepts involved in the . ; This work has received funding from the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No 739578 and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.
Мета статті полягає у виокремленні й обґрунтуванні етапів еволюції педагогічної думки щодо формування соціальних навичок особистості. Для цього застосовано такі методи наукового дослідження, як історико-генетичний, аналіз, синтез, узагальнення, абстрагування. Виділено сім етапів еволюції поглядів на формування соціальних навичок особистості, зокрема доцивілізаційний період родоплемінного ладу, стародавній схід, античність, середньовіччя, відродження, реформаціє, новий і новітній час, сьогодення. У межах означених етапів фіксують особливі інтерпретації і шляхи формування соціальних навичок особистості в ту чи іншу епоху. ; The purpose of the article is to identify and substantiate the stages of the evolution of pedagogical thought in the formation of social skills of the individual. For this purpose, the following methods of scientific research have been applied: historical-genetic analysis, synthesis, generalization, abstraction. Seven stages of the evolution of views on the formation of social skills of the individual are identified. In the pre-civilization period of the tribal system, the senior members of the community passed on to the younger generation the appropriate experience, produced the skills of cohabitation among children and youth. At the turn of the IV-III millennium a significant role in the formation of social skills, in addition to the family, begin to play such important institutions as the state and temples. In the era of civilization of the Ancient East, the content of the formation of social skills of the younger generation was influenced by religious beliefs and cults (Hinduism, Buddhism, Confucianism), the emergence of writing. The goal of developing social skills was to prepare a person for life and work who clearly and concisely expresses his thoughts, knows how to endure adversity, take the blows of fate and dutifully work for the state. In the era of Antiquity, every person should strive to surpass his father in valor (Homeric Greece), develop oratorical skills, know Greek mythology, the history of his people, the exploits of his ancestors. Considerable attention was paid to the formation of the skills of charity, responsibility, political struggle, a healthy lifestyle (Ancient Rome). In the Middle Ages, the content, forms and means of forming social skills of the growing personality were influenced by the Christian tradition, within which an important role was assigned to the upbringing of the spiritual qualities of a person, the formation of moral skills, the skills of faith in God and the observance of the Laws of God, reverence for power and the class hierarchy, courage, generosity, and of course, the skills of asceticism, self-restraint of sinful, bodily impulses. In the era of the Renaissance and the Reformation, the dogmatic methods of scholastic pedagogy were condemned in the formation of social skills, attention was paid to the education of understanding, the development of thinking. In the modern era, among the ideas of forming social skills, sensualistic, rationalistic, concepts based on scientific research methods prevail, it is believed that it is better to form not a scientist, but a business person (gentleman) with good, aristocratic demeanors. Today, in the conditions of the information society of knowledge, digitalization of all spheres of life, the development of artificial intelligence in the requirements for a specialist, considerable attention is paid to the formation of social, soft skills.
The aim of the article is to identify the status of emotions in the processes of passing judgements and taking moral decisions as well as to indicate the importance of emotional competence in moral development. In the first part of the text, we review the concept of morality, with particular reference to the emotivism of Alfred J. Ayer, Alan Gibbard's emotivism, and trends in the ethics of care by Nel Noddings as viewpoints that emphasize the affective factor. In the second part, using the concept of social, related to self-awareness and moral emotions, we argue for the role of emotions in the processes possessing moral significance. On that basis, we cautiously assume that people who have developed high emotional competence are also more morally competent. The last part is the search for pedagogical implications and justification of the thesis about the meaningful and functional relationship of emotional and moral development in the processes of upbringing. Since ethics concerns how we should live and since these areas are so much concerned with how we live, moral education ought to focus on developing moral skills (virtues), thanks to which moral feelings will guide children and adolescents.
Military personnel and families experience significant challenges and need skills that will prepare them for extended periods of separation and other military demands. Relationship and marriage education programs are often helpful. However, there is a need for life skills programs that also teach military members to manage finances and legal matters, garner social support, and access community resources that are not often accessible to personnel and families in the National Guard and Military Reserves. Essential Life Skills for Military Families was developed to integrate relationship and life skills into a short‐term course that has been offered to National Guard and Military Reserve members and families. This article describes the theoretical basis for the program, the program evaluation, and qualitative findings from participants, and identifies strategies for overcoming challenges to offering this kind of relationship skills program.
In its first part, the article addresses issues related to the concept, characteristics and typology of motor skills. Subsequently, some evaluations related to the mechanism of building motor skills are revealed and their stages highlighted, insisting on the methodical ones. Throughout the article, opinions are also expressed about the complexity of the motor skills training process applicable in the military system and their special importance in combat training.
Keywords: motor skills; military training; formation; consolidation; improvement; complexity.
In its first part, the article addresses issues related to the concept, characteristics and typology of motor skills. Subsequently, some evaluations related to the mechanism of building motor skills are revealed and their stages highlighted, insisting on the methodical ones. Throughout the article, opinions are also expressed about the complexity of the motor skills training process applicable in the military system and their special importance in combat training. Keywords: motor skills; military training; formation; consolidation; improvement; complexity.
