Collaborative Project-based Learning Research Articles

Transforming young adults’ climate learning and actions through a co-created climate communication retreat

This article brings climate communication approaches to transformational climate learning by critically evaluating an experimental climate communication retreat that brought 20 young adults from across Europe together in Austria to co-create climate communications as a constitutive dimension of climate action. Structured around the transformational principles of interdisciplinarity, multidimensionality, collaborative project-based learning, reflexivity and action-oriented, the retreat specifically focused upon the creative co-production, between peers, of climate communication as communicative meaning-making and action. The retreat experience transformed young people’s sociocultural understandings of climate change, and climate communication as meaning-making and action, and increased their self and group efficacy. The key factors contributing to these transformations were: the forging of collective identity, peer-to-peer learning, emotional sharing, reflexive spaces, inspiring learning environment, interdisciplinary learning, multidimensional experiences, and collaborative project-based communications. Situating co-created climate communication within transformational learning can help facilitate collective experiences beyond direct climate action participation, helping create education for social change.

Building soft skills through a role-play based approach for Requirements Engineering remote education

Teaching Requirements Engineering requires adopting pedagogical techniques to develop students' technical skills for identifying users' needs and designing software solutions. Additionally, since requirements engineering involves group work, students must cultivate social skills such as communication, empathy, and conflict resolution. In remote learning scenarios, developing these skills becomes more challenging due to limited interaction. To address these needs, this paper proposes adapting a project-based collaborative learning approach for remote education that combines Role-Play and Send-a-Problem learning techniques. In this approach, students collaborate on software projects in teams, assuming two roles: customers and software developers. We evaluated this approach during two cycles of Action Research, conducted remotely in two disciplines of a Software Engineering undergraduate course involving advanced and beginner students, respectively. In the advanced students' class, we observed that the methodology enhanced communication skills, analytical reasoning, conflict resolution, and empathy. To validate these results, we conducted a new study with beginning students, achieving positive outcomes despite the need for more support in team communication. As our primary contribution, we provide guidelines for implementing this collaborative learning approach online.

Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching

This research is a qualitative study that aims to describe students' perspectives on the implementation of Gagne's Nine Events of Instruction in the process of project-based collaborative learning in English subject at one of the high schools in Batam. The informants of this study were 132 students from three classes of grade XI. The data collection methods used were questionnaires and interviews with 6 students randomly selected based on their academic performance from the same classes. The data were analyzed using thematic analysis. The result of this study showed that the students responded positively to the implementation of Gagne's Nine Events of Instructions in project-based collaborative learning in the learning process. Gagne's framework has been successful in improving students' understanding, fostering, and becoming a platform for creativity development, and creating a pleasant learning atmosphere for teachers and students. They also agreed that Gagne's Nine Events of Instructions in project-based collaborative learning has an impact on building students' positive character personally and socially.

Design thinking for engaged learning in animal science: lessons from five semesters of a senior capstone course.

This study presents a design-based research approach involving five iterations (semester) of implementing design thinking for engaged learning (DTEL) in an animal science capstone course. DTEL scaffolds design thinking into 10 stages for collaborative project-based learning to foster skills like problem solving and teamwork. Across five semesters (spring 2021 to spring 2023), student reflections (n = 276) were analyzed to identify aspects that worked well or were challenging. Network analysis visualized relationships (P < 0.05; Q > 0.4) between codes representing strengths, struggles, and alignment with principles from learning theories. Utilizing the relationships between strengths and theory-based principles to address struggles, resulted in changes to the design of the capstone course each iteration (time that the course was taught). The complexity of maps increased over iterations. Initially, struggles were prominent but decreased as responsive design refinements were made. Alignment of student experiences with principles from learning theories grew substantially from the first iteration to the last (theory-related nodes representing 11.4% vs. 24.4% in each network map, respectively), with learning theories also occupying more central positions in the last map (iteration five) compared to earlier ones (iterations one through four). These changes suggest student experiences increasingly aligned with principles of cognitive constructivism, social constructivism, constructionism, situated learning, and transformative learning. Design principles derived from the five-iteration study include: (1) allocating most time to hands-on lab work vs. lecture, (2) designating a coordinator faculty, (3) scaffolding for instructors unfamiliar with DTEL, (4) emphasizing consistency in processes over grades, and (5) intentionally developing teamwork skills. The study demonstrates the value of design-based research for iteratively refining and studying learning experiences to foster critical skills for undergraduate students in animal science.

Project-based Collaborative Learning on Student Concept-Application with Different Prior Knowledge

This research was determined the effect of Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), and conventional learning on students' concept application skills in learning biology, considering the prior knowledge, as well as the interaction between learning strategies and students' prior knowledge. This research was designed as a quasi-experiment using pre-post-test non-equivalent control group One hundred high school students participated as research samples. Observations, tests and documentation were conducted as data collection techniques. Data on students' concept application skills were technically obtained from tests. The data were analyzed using ANCOVA. The statistical test results showed that the learning strategies (PBCL, PjBL, and conventional) significantly affected students' ability to apply biological concepts. The students' prior knowledge results also showed a significant influence on students' ability to apply concepts. The interaction between learning strategies and students' prior knowledge also influences their ability to apply concepts. These findings indicate that PBCL significantly contributes to the concepts understanding in learners' daily lives. However, it is recommended that future research addresses other topics in both elementary and junior high schools. Further research can also focus on measuring higher learning outcomes from concept application, such as concept analysis, synthesis, evaluation, problem solving, and other students' skill abilities.AbstrakTujuan penelitian ini adalah untuk mengetahui pengaruh Project-based Collaborative Learning (PBCL), Project-based Learning (PjBL), dan pembelajaran konvensional terhadap kemampuan penerapan konsep peserta didik dalam pembelajaran biologi, dengan mempertimbangkan konsep pengetahuan awal, serta interaksi antara strategi pembelajaran dan pengetahuan awal yang dimiliki peserta didik. Penelitian ini dirancang dengan jenis quasi eksperimen menggunakan pre-post-test non-equivalent control group. Seratus peserta didik tingkat SMA berpartisipasi sebagai sampel penelitian. Observasi, tes, dan dokumentasi dilakukan sebagai teknik pengumpulan data. Data kemampuan penerapan konsep peserta didik secara teknis diperoleh dari tes. Selanjutnya, data dianalisis menggunakan ANCOVA. Hasil uji statistik menunjukkan strategi pembelajaran (PBCL, PjBL, dan konvensional) berpengaruh signifikan terhadap kemampuan peserta didik dalam menerapkan konsep biologi. Hasil pengetahuan awal peserta didik juga menunjukkan pengaruh signifikan terhadap kemampuan penerapan konsep peserta didik. Interaksi antara strategi pembelajaran dan pengetahuan awal peserta didik juga berpengaruh terhadap kemampuan penerapan konsepnya. Temuan ini menunjukkan bahwa PBCL secara signifikan berkontribusi pada pemahaman konsep dalam kehidupan peserta didik sehari-hari. Namun, disarankan agar penelitian selanjutnya membahas tentang topik lain baik di SD maupun SMP. Penelitian selanjutnya juga dapat berfokus pada pengukuran hasil belajar yang lebih tinggi dari aplikasi konsep, seperti analisis konsep, sintesa, evaluasi, problem solving, dan kemampuan keterampilan peserta didik lainnya.

Project-based Collaborative Learning for Making Tie-dye to Improve the Skills of Vocational High School Students

Developing the world of creative industries requires humane and creative human resources (HR). Educational institutions have a strategic role in developing creative human resources through learning that facilitates students to be active, wise, and collaborative. Therefore, it is necessary to implement project-based collaborative learning in learning activities, especially learning competencies related to the creative industry; one is about dyeing cloth with the popular tie-dye technique. This study was conducted at SMK N 1 Pengasih in the Fashion Design expertise program, using a project-based collaborative learning direct learning approach. The steps are; need assessment, learning preparation, tool and material preparation, learning implementation, and evaluation. The learning activity was declared successful because the number of targets present reached 100% with an activity level of 90%. The level of participation or activity in the learning process is grouped in the high category, namely 80%. This activity has a good impact and benefits students if the score is 80%. The evaluation design for increasing knowledge and skills was determined by the service team, as seen from the results of the tie-dye shirt product, with a score of 80% in the "good" category.

Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learning

This article introduces an ontology-based framework for group assessment analytics that investigates the impact of intra-group interactions on group performance within the context of project-based collaborative learning (PBCL). Additionally, it aims to predict learners’ performance based on these interactions. The study involved 312 first-degree students specializing in transportation and technology engineering. The framework collects interaction data from discussion forums and chat rooms, conducts comprehensive data analysis, and constructs prediction models using supervised learning methods. The results unequivocally demonstrate that intra-group interactions significantly affect group performance in PBCL. The prediction model, with an accuracy metric of 0.92 and a final test score of 0.77, supports the credibility of the findings. Notably, the framework utilizes an ePortfolio specifically designed for group assessments, effectively managing both assessment and group data. This framework provides educators with a robust tool to assess group performance, identify areas requiring improvement, and contribute to shaping informed student learning outcomes. Furthermore, it empowers students by enabling them to receive feedback on their collaborative efforts, fostering enhanced interaction skills. These findings carry significant implications for the development and implementation of PBCL environments, offering educators valuable insights for evaluating student progress and making strategic decisions.

Analysis of Collaborative Project-Based Language Learning Method: Efforts to Improve Language Education Quality for Tourism Students

Language education in the context of tourism has become a crucial focus in enhancing the quality of education for tourism students. Collaborative project-based learning methods have emerged as an effective approach to boost the foreign language proficiency of tourism students by involving a pentahelix collaboration between the tourism industry and tourism students. The objective of this study is to analyze the collaborative project-based learning method and the efforts made to enhance the quality of language education for tourism students. This study involves a comprehensive literature review to identify the advantages of the collaborative project-based learning method in the tourism context. The findings of this research indicate that this method offers real-life experiences in the tourism context for students, enabling them to apply language skills in situations relevant to the tourism industry. Collaboration with the tourism industry allows students to learn from industry practitioners, receive guidance, feedback, and valuable insights into the use of language in the tourism industry. This helps enhance students' understanding of language needs in the tourism workforce. The implementation of the collaborative project-based learning method also enhances students' communication skills in the target language, including the correct use of grammar and sentence structures. The method also emphasizes the language needs within the tourism industry, enabling students to acquire knowledge of specific vocabulary, phrases, and expressions related to tourism. In conclusion, the collaborative project-based learning method brings significant benefits in enhancing the quality of language education for tourism students. By involving the tourism industry and providing real-life experiences in the tourism context, this method helps students develop communication skills, gain a deeper understanding of language use in the tourism industry, and prepare them for the multilingual and multicultural demands of the tourism workforce.

Collaborative Project-Based Learning: An Alternative Program to Accommodate Students’ Active Learning in Speaking Class

This study was motivated by the difficulty of lecturer in inviting and motivating students to be actively involved in English Speaking class, students tend to be passive. There are some factors that might block them from speaking English in class. Many researches revealed that the main problem is psychological factor. Therefore, this study aimed at providing an insight and alternative program of students’ active learning that might be used and implemented by EFL lecturer, especially in English Speaking class. This study used Research and Development (R&amp;D) with ADDIE (analyze, design, develop, implement, and evaluate) design. There were 53 students of higher education involved as research sample. They were selected using total sampling technique. The instrument used in this research were observation sheet and interview. the researchers could find that this collaborative project-based learning approach could facilitate the students to be actively involved in learning as well as give possitive impact to the students’ engagement in learning. They were given space to shout out their ideas, views, and voices comfortably. Students also considered that this approach was not only fun to do but also accustomed them to work together in group to produce something, be responsible, and think critically and creatively in solving the problems.

Implementation of Collaborative Learning Based Onenvironmental Projects Building Solution of Students Learning Cracter for Covid-19 Pandemic Time in Padangsidimpuan City

This study aims to determine the implementation of environmental project-based collaborative learning as a solution to building student learning character. The Covid-19 pandemic period had a negative impact on the learning process of students with less awareness of students in studying at home and the use of the surrounding environment for learning media. Environmental project-based collaborative learning will build new enthusiasm and awareness in learning in the home environment. The research method used was experimental. Sampling was done bymethodrandom sampling. The problem in this study is that the character of student learning is reduced during the Covid-19 pandemic in Padangsidimpuan City. Learning challenges for students during the Covid-19 pandemic are by studying online. The results of character research and student awareness are very good with the application of environmental project-based collaborative learning. Student learning character improves after environmental project-based collaborative learning. There were changes in student learning during the Covid-19 pandemic after collaborative learning treatment. The conclusion is that collaborative learning based on environmental projects is very good to be used to develop the learning character of students during the Covid-19 pandemic in Padangsidimpuan City.&#x0D; Keywords: Collaborative learning; covid-19 pandemic; learning media

Mangrove planting initiative within a collaborative project-based biology course to improve students’ climate literacy

Mangrove planting project is one of the most beneficial conservation efforts in coastal areas in terms of environmental impact and carbon sequestration rate. We hypothesized that it would serve as an effective learning strategy if the planting project were planned and organized by the student within a structured biology course. This study examines the impact of the mangrove planting project as a climate initiative program within a biology course towards students’ climate literacy. In this study, 57 students who participated in a mangrove planting project within the Conservation of Coastal Resources course were assigned a climate change questionnaire. The change in participants’ climate literacy was measured before and after the intervention. Climate literacy is measured in three aspects i.e., climate action readiness, climate concerns, and pro-climatic attitude. The result shows that mangrove planting projects increase all measured aspects significantly, with climate action readiness showing the highest improvement. These findings confirmed the benefits of collaborative project-based learning to improve the students’ climate literacy.

Peningkatan Hasil Belajar Mahasiswa Melalui Pembelajaran Kolaboratif Berbasis Proyek pada Mata Kuliah Geografi Transpotasi dan Pariwisata

Project-based collaborative learning is an alternative to 21st century learning. This research aims to examine the application of project-based collaborative learning to improving student learning outcomes, especially in Tourism Geography material. This research is a classroom action research according to Kemmis &amp; McTaggart Theory. Research data was collected through tests and observations. The research instruments were in the form of learning tools, evaluation of learning outcomes, and data collection instruments. The data collection instrument was in the form of question sheets to test student understanding and student activity observation sheets. Data processing techniques in this study were carried out using qualitative and quantitative data analysis. Data validity testing technique uses theoretical triangulation and data source triangulation. The results of this research show that project-based collaborative learning can improve student learning outcomes. These improvements include 1) increasing the criteria for student activity, 2) increasing the percentage of student activity, 3) increasing the lowest score, 4) increasing the highest score, 5) increasing the average score, 6) increasing the number of students who complete their studies, 7) decreasing the number students who have not finished studying, 8) the percentage of learning completeness increases, and 9) the learning completeness criteria increases. This increase in learning outcomes indicates that the project-based collaborative learning model can encourage students to master skills in collaborating and understanding lecture material compared to conventional learning models.

Learning to Trust: Does Trust Change Over Time in a Collaborative Project-Based Learning Environment?

Learning to Trust: Does Trust Change Over Time in a Collaborative Project-Based Learning Environment?

Collaborative project-based learning to train students for conducting the training project for older adults

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

Philosophy of ubuntu and collaborative project-based learning in post-apartheid South Africa: A case study of underperforming learners at Hope Saturday school

Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of semi-structured interviews, focus group interviews, observations, document analysis and field notes were used to capture data. The learner participants were Black, and almost all of them resided in informal settlements, townships, and farming communities. Data were analysed using content analysis. The philosophy of ubuntu was used to underpin this study. The finding of this study shows that values like interdependence, sharing, caring, teamwork, solidarity, unity and helping one another were evoked as learners collaborated in project-based learning. The article concludes that a supportive environment that aids the development of ubuntu values can improve learning experiences of underperforming learners.

Multidimensional Science Education on Performance Assessment Comprehensively with Collaborative Project Learning Based Model: Philosophy Perspective

Competency-based learning requires an assessment instrument capable of comprehensively measuring learning objectives in the cognitive, psychomotor and affective domains. Therefore, an alternative assessment model based on performance is needed. The purpose of writing this article was to find out whether it is possible to comprehensively assess performance based on collaborative project learning in multidimensional science education from a philosophical perspective through literature study. Performance appraisal is a continuous assessment process through the process of collecting various activity-based information as an object of assessment in various ways and tools. Based on the results and discussion of the literature review, performance assessment is a continuous assessment process using various strategies and methods (multi-methods) where in this article the author combined collaborative project-based learning methods. Project based learning provides opportunities for students to explore content and learning experiences using various ways that are meaningful to themselves and to conduct experiments collaboratively by combining various interrelated subjects. Exploration of authentic and complex problems based on tasks that have been designed to produce joint work for reporting project results. Collaborative project learning between subjects is essentially a learning system that allows students to actively seek, explore, and discover concepts and principles authentically by involving various groups as assessors through self-assessment and Peer Assessment. The comprehensive performance appraisal process is a multidimensional process and information is obtained from the assessment process on aspects of cognitive skills, attitudes, critical thinking, process skills and products as an integral part of the learning process by empowering students and educators.

The Efficacy of Global Networked Collaborative PBL Courses on Fostering Global Competence among Pupils

&lt;p&gt;為了因應全球化的浪潮與提昇國際競爭力，如何培養學生之全球勝任力的議題正日漸受到重視，因此，本研究提出國際網路專題導向式合作學習課程的學習模式，此學習模式要求中小學學生在一個國際化的虛擬學習環境中共同探討與應對聯合國所倡議的全球永續發展的相關議題。本研究之目的，係採用實證研究方法，驗證國際網路專題導向式合作學習課程的學習模式是否能增進學生的全球勝任力。本研究首先完成了四門國際網路專題導向式合作學習課程的設計，並建置於一個國際化的網路合作學習平台中，接著邀請世界各地有興趣的中小學學生以小組的方式參與10 週的課程活動。為了評量課程活動在培養全球勝任力上的效能，本研究發展出一個全球勝任力專家量表，並以前、後測的方式請求小組帶隊的教師為其組員填寫量表。此全球勝任力專家量表共分為洞察力、體認力、溝通力、與實踐力四個向度。研究結果顯示，本研究所提出的學習模式，可以顯著提昇學習者的全球勝任力。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;It is on the spotlight currently in education regarding how to nurture global competence in K-12. The study proposes the learning genre of global networked collaborative project-based learning for meeting the goal. The genre places students in a virtual learning environment with a global context and encourage them to deal with sustainable development goals, which was initiated by United Nations in 2015, in a joint effort collaboratively. The goal of the study is to verify by incorporating empirical methodologies whether the genre could foster global competence or not? First, four designated project-based learning courses were designed and implemented on a renown international collaborative learning platform. International participants then were recruited in an open manner and took part in the learning tasks of the courses online for 10 weeks in a team-based format. For assessing the performance in global competence, a rubric was developed and administered in pretest and posttest fashion, which were responded by teachers of the participating teams for all team members individually before and after the courses respectively. The criteria of the rubric are composed of four pillars, which are Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action. Results of the data analysis reveal that the proposed learning genre raises global competence significantly.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning

Peer, teacher, and self-feedback have been widely applied in English writing courses in higher education. However, few studies have used technology to activate the potential of feedback in project-based collaborative learning or discussed how technology-enhanced peer, teacher and self-feedback may assist students’ writing, promote their critical thinking tendency, or enhance their engagement in learning, so we investigated them in this research. A total of 90 students, 30 in each group, participated in it. They reported their progress at four stages every other week, received peer, teacher, and self-feedback respectively for 10 weeks, and submitted their finalized review articles in week 14. Before the treatment, we evaluated the students’ writing proficiency and critical thinking tendency through a pre-test and a pre-questionnaire survey. After the treatment, we evaluated their collaborative writing products and conducted a post-questionnaire survey to measure their critical thinking tendency and behavioral, cognitive, and emotional engagement in learning. The results indicated that technology-enhanced peer and teacher feedback were significantly more effective than self-feedback in assisting collaborative writing; peer and self-feedback were significantly more effective than teacher feedback in promoting critical thinking tendency, enhancing behavioral and emotional engagement in learning; and teacher feedback was significantly more effective than self-feedback in enhancing cognitive engagement in learning. We also conducted semi-structured interviews to investigate their perception of the three feedback types and the technology-enhanced feedback-assisted collaborative writing experience. Most students enjoyed the writing experience and regarded the use of digital tools effective for its implementation. Based on these results, we suggest that teachers implement more technology-enhanced peer and self-feedback assisted collaborative writing.

Community-oriented engineering co-design: case studies from the Peruvian Highlands

The goal of an engineer’s career is solving real problems for social and ecological betterment. At the University of Engineering and Technology (UTEC) in Lima, Peru, this vision is promoted from the earliest stages of a student’s engineering career to enable them to embrace their creativity while developing meaningful solutions for ecosystems in need. In this article, an educational methodology is presented that uses a project-based collaborative learning approach with the aim of evaluating, selecting and developing community-oriented engineering solutions in the Base of the Pyramid (BoP). Communication strategies and evaluation of projects based on co-design methods implemented among engineering students and isolated rural communities in the highlands of Peru are discussed. In conclusion, the process to select a community is analyzed and the most important criteria are determined. In addition, we highlight the importance of defining elements to understand the context (community and place) and to establish future objectives (group and projects) during the exploration period that will help facilitate the decision to select a community.

Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students&amp;rsquo; reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students&amp;rsquo; learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs&amp;rsquo; interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).