Abstract
The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.
Published Version
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