Competence Of Young People Research Articles

Equipping the Future: Empowering Visually Impaired Students through Comprehensive Life Skills Education

Students with exceptional needs might benefit greatly from learning useful life skills in the classroom. It is hoped that they would be less reliant on others and more able to support themselves thanks to this assistance. The prime objectives are -1) to know the necessity of developing the general life skill (Personal and Social) among visually impaired students. 2) To ascertain the techniques of developing general life skill (Personal and Social) among visually impaired students. 3) To know the necessity of developing the special life skill (Academic and Vocational) among visually impaired students. 4) To ascertain the techniques of developing special life skill (Academic and Vocational) among visually impaired students.An in-depth qualitative method was used for this investigation. The research in this article relies entirely on previously collected secondary data. Theses, periodicals, newspapers, magazines, books, and the like all fall under the category of secondary sources. The programme focuses on acquiring the abilities necessary to create tangible, life-improving items. Visually challenged pupils may enjoy perceptual, appreciating, and creative experiences by mastering the required abilities. Given their circumstances, the kinds of life skills that are most appropriate to cultivate include broad and specialized ones. The gap between basic functioning and capacities may be closed by the acquisition of life skills, as this has been theorized. The capacity to cope with the aforementioned challenges and to put desired conduct into practice is bolstered. Instilling life skill education and providing such youngsters with life skill training would aid them in overcoming such challenges.The present paper focuses on the importance of life skills education and the benefits of imparting life skill education to visually impaired students as they are the important in building blocks to become a dynamic citizen, who can cope up with future challenges, and survive well. These are essentially those abilities that promote overall well -being and competence in young people as they face the realities of life.

Trigonometry vs. Trigonometric Integration

Background : Relating and applying trigonometric contents to solve problem situations involving trigonometric integration is not easy for university students. Objective : To recognise trigonometry as a mathematical tool with multiple applications in their professional context. Design : Exploratory, descriptive, analytical-interpretative. Setting and participants: University engineering students. Data collection and analysis : Two stages were programmed: preparation and formalisation. The classes were videotaped and transcribed into units of analysis in order to triangulate the information collected. Results : The importance of trigonometry as a mathematical tool that allows modelling different problem situations was highlighted. Conclusions : The development of mathematical competencies in young people was evidenced, manifested in the progress of advanced mathematical thinking skills, such as: abstracting, generalising, synthesising, defining, and demonstrating; manifested when facing different proposed situations where students understood that when using trigonometric integration, different trigonometric elements are also used, allowing for obtaining simpler expressions and facilitate integration.

Adolescents' Flexibility Can Affect Motor Competence: The Pathway from Health Related Physical Fitness to Motor Competence.

Motor competence has been shown to predict health-related physical fitness (HRPF) components in youth, but there is indeterminate evidence for the reverse path. Even less is known about the specific relationship between motor competence and flexibility. Our aims in this study were to analyze the relationship between flexibility and motor competence among adolescents; and, secondarily, to examine the relationships between motor competence and other HRPF components (body composition and musculoskeletal fitness). We conducted a longitudinal study (14-months follow-up) with two measurement points of 128 participants (55.5% girls; 45% boys) aged 12-13 years at baseline. We assessed HRPF components at the first time point and determined motor competence at the second time point. We assessed HRPF in terms of body composition (body fat percentage), musculoskeletal fitness (sit-up test), and flexibility (sit and reach). We determined motor competence using the Körperkoordinationstest für Kinder (KTK). We employed multivariate analyses of variance (MANOVA) to examine the effect of HRPF on motor competence through three models, in which each HRPF component was considered an independent variable. Sex, age, physical activity, and body mass index (BMI) z-scores were considered confounders. In our crude models all HRPF components significantly affected motor competence. In adjusted models, flexibility (p = .002) and body composition (p < .001) significantly affected motor competence. Overall, these results supported the assumptions that HRPF components are related to motor competence in adolescence, and that flexibility can affect motor competence in young people.

Some dysfunctions of the process of socialization of Russian youth in the context of “big” challenges

Based on the results of an empirical study, the article analyzes some features of the socialization of Russian youth in modern society. The authors focus on the perception of the state by the youth, the problems facing it, as well as the analysis of the effectiveness of the project activities of the younger generation. The article concludes about the stereotyping of the Russian state, about the existence of rigid cognitive structures in the minds of the younger generation that limit its innovative potential. The authors believe that modern Russian youth is not ready to actualize and solve the global problems facing Russia. Equally important is the conclusion about the imitative nature of the system of development of project competencies of young people. This leads to a shortage of innovative leaders, technological and social entrepreneurs, and effective project managers.

Children's rights in European education. Dilemmas, challenges and implementation regarding Roma children in selected European countries – An introduction

Abstract The UN Convention on the Rights of the Child (UNCRC) recently had its 30th anniversary. Emerging from the United Nations General Assembly in 1989, it has since become the most ratified international human rights treaty ever. Most European countries ratified it and are thus obliged to ensure the implementation of children's rights in practice. Operationalizing the UNCRC raises practical, conceptual and ethical issues. For example, questions arise concerning children and young people's competence to make autonomous decisions in different social domains, especially in education. There are also debates about children's involvement in dispute resolution and the extent to which rights must always be associated with redress in order to make them meaningful. Clearly, the relationship between the rights of children and young people on the one hand and those of parents and teachers on the other are particularly salient. In addition, challenges may arise in relation to children from the Roma-minority in educational institutions. Article 28 (1) of the UNCRC stresses that “States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity”. Nonetheless, Roma students frequently experience multiple forms of discrimination in educational institutions which amplify their existing disadvantage. Across Europe, there have been different rates of progress in terms of incorporating aspects of the UNCRC into domestic law and put them into practice in schools and other education institutions, and in many cases Roma children have yet to experience the benefits of enhanced children's rights.

РОЗВИТОК ІННОВАЦІЙНОГО ПІДПРИЄМНИЦТВА ЯК ФАКТОР ПІСЛЯВОЄННОГО ВІДНОВЛЕННЯ ЕКОНОМІКИ УКРАЇНИ

The issue of supporting and creating conditions for the development of innovative entrepreneurship has always been relevant for Ukraine. Since the predominant share of raw materials over innovative products in exports meant the underutilization of human potential, low wages, which determined the low socio-economic standard of living of the population, the impossibility of realizing entrepreneurial abilities on the domestic labor market, labor migration, etc. After the victory in the war that is currently ongoing on the territory of Ukraine due to the attack of the Russian Federation, it is necessary to make even more efforts to develop innovative entrepreneurship. This is due to the fact that it is necessary to rebuild Ukraine not only with buildings and infrastructure, but also to create them in a more innovative way. The article examines the essence and criteria of innovative entrepreneurship, researches the development trends of innovative entrepreneurship and the place of Ukraine in international rankings that reflect the innovative development of Ukraine's economy: the index of innovative development, the Bloomberg Innovation Index, the Global Talent Competitiveness Index, according to the index of the European Innovation Scoreboard. The strengths and weaknesses of Ukraine's innovative sphere, which affect its international rating, are highlighted. Using the coefficient of pair correlation, the relationship between the share of industrial enterprises implementing innovations and the index of competitiveness of the economy of Ukraine was investigated. Was explained that in order to form a layer of entrepreneurs in Ukraine, it is necessary to study a course in educational institutions that will form entrepreneurial competencies in young people and create motivation to engage in entrepreneurial activities and generate new creative ideas. The need for the development of innovative entrepreneurship in the post-war recovery of Ukraine's economy and the government's plans for the distribution of funding and priorities for its modernization are substantiated.

Impact of School Libraries on Students' Life Skills

The main aim of this paper is to examine the importance, implications, and opportunities of the school library in providing information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops their imagination, enabling them to live as responsible citizens. This paper will explore how school libraries enable all members of the school community to become critical thinkers and effective users of information in all formats and media. Further, it will stress the need to link school libraries to the wider library and information network in accordance with the principles in the UNESCO Public Library Manifesto. More specifically, this paper will examine the link between life skills and the school libraries in building cognitive, personal, and interpersonal skills in the background of a developing country like Kenya. It will endeavour to corroborate Douglas (2000) statement that ‘every child must become fully competent in reading so as to succeed in school and discharge responsibilities as a dependable citizen of a democratic society’. Students in every field must read in order to keep abreast of what is happening around them. What better way can there be than having well equipped school libraries that are effortlessly accessible? This paper is based on the premise that life skills which represent the psycho-social skills that determine valued behaviour and include for example reflective skills such as problem-solving and critical thinking, personal skills such as self-awareness, and interpersonal skills can be developed through exposure to a variety of media. Reference will be made to a range of research which suggest that practicing life skills leads to qualities such as self-esteem, critical thinking, decision making, sociability and tolerance among others. For purposes of this paper, it is worth noting that UNICEF defines life skills as “a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills”. In Kenya today, the citizens are grappling with a myriad of problems including illiteracy, poverty, HIV/AIDS, displacement, hunger, high inflation levels, domestic violence, and terrorism. This paper will investigate how the school library can, by and large, be used to stem the challenges, and be employed to develop and grow the nation. Indeed, if young people are empowered with life skills, they will be able to make the right choices through situational analysis, critical thinking and informed decision making. Consequently, they avoid risky behaviour, reduce their vulnerability to HIV/AIDS and other vices since life skills are essentially those abilities that help promote mental well-being and competence in young people as they face the realities of life.

ВПЛИВ РІВНЯ РОЗВИТКУ СОЦІАЛЬНОГО ІНТЕЛЕКТУ НА ВИБІР СТРАТЕГІЇ РЕАГУВАННЯ У КОНФЛІКТНИХ СИТУАЦІЯХ

Among the problems of modern psychology, the concept of «social intelligence» and the problems of its study attracts much attention of researchers and practitioners. The study of social intelligence in modern psychological science has a relatively short research history, but numerous studies by scientists have proven its importance in human social life. It is social intelligence that is associated with the success of human life. The scientific interest in the peculiarities of social intelligence formation is largely related to the search for ways of developing a modern integrated personality. The article is devoted to the problem of social intelligence development and the establishment of links between the level of social intelligence development and the choice of strategy for responding to adolescence conflict situations. The concept of social intelligence, its structure and functions, modern approaches to the problem of social intelligence development in young people are considered. Approaches to the interpretation of response strategy concept are revealed and the types of response strategies in a conflict situation are named. The results of empirical study on the influence of social intelligence development on the choice of response strategy in conflict situations are presented. The general level of social intelligence development in the group of young people is assessed as below average. Such indicators point out the need to develop the level of social intelligence in adolescence, which should contribute to the formation of appropriate social competencies of young people. The absence of low indicators of social intelligence in the study group was proved, which may in some way point out the compliance with the age norms of social intelligence and the general mental development of young people in general, as well as the advantage of using compromise strategy by young men. Among the less used strategies are cooperation and conflict avoidance ones, expressed by relatively identical indicators; the least used strategy is the struggle stategy. Positive relationship was established between the level of social intelligence and the strategy of behavior in a conflict situation: the highest level of social intelligence development is correlated with constructive strategies; the lowest level of social intelligence is correlated with unconstructive strategies. The data obtained point out the need for applying psychological and pedagogical measures to develop social intelligence in adolescence. One of the main and optimal means of developing social intelligence is a developmental program, which is defined as a set of group methods of forming skills and abilities of self-knowledge, communication and mutual understanding of people in the group. The objectives of the program are to form an idea of the essence of the process of identification with other people; awareness of identifying oneself with other people; elaborating individual strategies of identification process actualization; the development of prognostic abilities in communication.

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

Between vanguard and exclusion - young people of the twenty-first century

This study has been narrowed down to reveal aparadox. here the vanguard of cul-ture and civilization - which is regarded as young people of the twenty-first century – is embroiled in adiscourse of exclusion: economic, political and cultural life. in secondary school programs and high schools we do not find specific references and studies, pri-marily based on the needs of students, about the theory of popular culture and cultural education in the area of pop culture. The paradox of exclusion of mainstream culture from educational discourse is schizophrenic. The political exclusion of young people of the xxicentury i consider all the disparaging scientific discourse, which skips the actual media and communication competence of young people. Prosumers, cognitar-chy, digital natives, C-generation – they are for the modern economy “Silicon Valley” - their market power to exclude is already unstoppable. in other areas it remains to be considered whether excluding young people from the cultural discourse will not deprive our future teachers and translators of the next civilization revolution of social reality...

The role and importance of pedagogical technologies in the development of entrepreneurial competences in students

The article discusses the role of pedagogical technologies in the development of entrepreneurial competencies in young people. In particular, the case studies technology and its application, and its effectiveness. In the system of higher education, there are 44 inter-faculty faculties on the formation of entrepreneurial competence in the theory of economics, taxes and taxation, and future economists on the basis of the existing curriculum 44 training. They form common economic thinking and knowledge in students. Effective development of the national economy, modernization of its structure, achievement of competitiveness of the national economy and welfare of the population as a result of macroeconomic stability are the priorities of today's economic policy. In this respect, the case method has a wide range of capabilities that allow it to properly evaluate various complex situations and to learn how to effectively cope with this situation. Especially in the form of a modeling game, it allows you to achieve the expected result. Therefore, this technique is often used as an imitation method. The relevance and scientific novelty of the topic is that the use of case studies technology in students’ development of entrepreneurial competence has not been studied as a separate research object. Therefore, this technique is often used as an imitation method. The difference between this method and the other is that the student learns the problem and draws conclusions, makes decisions, and how to get out of it. This method requires students to gain a thorough knowledge. Because decision-making requires knowledge not only of economics, but also of business, organization of business, information and work with them, sociology, psychology and other disciplines.

Features of multicultural competence of young people with different types of ethnic identity

The article analyzes the multicultural competence of an individual based on his ethnic socialization. The authors note that multicultural competence determines the life orientation of an individual, the ability to orientate in various spheres of life, and determines the quality of personal relationships in a multicultural society and also presupposes the formation of a personality capable of high-quality, effective life activity in a multicultural society, motivated to understand, differentiate and take into account the differences of ethnic groups. In the course of the empirical research, the ethnic composition of the respondents’ families, self-identification of students with ethnic groups, the attitude of respondents to their ethnic groups / affiliations, the type of ethnic identity, its dominant components and multicultural competence of the individual were investigated. The study revealed significant differences in the parameters of ethnic identity and multicultural competence of mono-ethnic, bi-ethnic, zero, marginal groups, and their specificity and features were described.

Beyond music: Emotional skills and its development in young adults in choirs and bands

Latest studies point out the importance of emotional competencies in young people’s education. Music is closely linked to people’s personal development and the evidence suggests that there are differences in young people who participate in group music-making activities and young people who do not. In the present study we analysed the socioemotional profile of sample of Spanish adolescent musicians who sang in choirs or played in bands. A total of 660 adolescent musicians and 655 non-musicians participated in the study, which evaluated emotional competencies, life satisfaction, motivation to study and capacity of leadership. At the same time, an ad hoc questionnaire was also administered to the musicians to obtain their academic musical profile. The results of the study show statistically significant differences between musicians and non-musicians in all measured variables, and suggest that, in line with previous research, belonging to a musical ensemble, such as choirs and bands, is related with the development of many skills as well as self-perception. Furthermore, it promotes the development of socioemotional competencies, motivation and leadership.

Progressing a Child-Centred Research Agenda in Tourism Studies

In this "hot issue" article, Canosa, Graham, and Wilson trace the historical conditions that have contributed to the marginalization of children and young people's voices in broader social research. Developments in the field of childhood studies are examined by them with a particular focus on how this growing area of interdisciplinary scholarship has seemingly challenged entrenched assumptions about children and young people's competence and triggered a major shift in understanding their agency, rights, well-being, and ability to contribute in a meaningful way to research about their lives. The Canosa, Graham, and Wilson review article ultimately reveals the existence of an evident gap that offers an opportunity for progressing a critical, robust and discrete child-centered research agenda that can add considerably to received knowledge within tourism studies.

Personal Safety Concept as a Psychological and Criminological Factor of Self-Defense

The paper examines the problem of justifiable subjective actions in the criminally relevant situations of self-defense from a new angle. The authors introduce an understanding of self-defense as a sequence of actions aimed at counteracting the source of threat to vitally important interests of the subject. The authors claim that an adequate understanding of behavioral characteristics of the subject of self-defense requires a thorough examination of all aspects of the corresponding counteraction, including its psychological component. It is stated that the leading psychological determinant of counteracting external aggression is the concept of personal safely as an element of I-concept of the person regulating the activity of the subject in special situations that threaten its security and development potential. The functional role of the concept in self-defense is described on the basis of the analysis of it mobilization, stimulation and guidance functions. The authors highlight the substantive content of its cognitive, affective and conative component. The concept of personal safety contains the content that is universal, meaningful for all threatening situations and specialized. This factor makes it possible to use the explanatory potential accumulated within the framework of the psychology of safety, but requires extra research that would describe the specific features of psychological phenomena in the conditions of self-defense. In order to bridge the gaps in this sphere, the paper presents the results of an empirically revealed connection between the components of personal safety concept and the readiness to build the practice of self-defense. The expert analysis of the activity’s products makes it possible to reveal and describe the components of personal safety in the situation of self-defense, which are denoted as «self-feeling», «evaluation of the subject of aggression» and «situation». The use of the subjective scaling method allowed the authors to determine a statistically relevant link between the choice of methods of repelling an attack, self-feeling and the assessment of the subject of aggression, as well as a connection between the choice of target boundaries of counteraction, the assessment of the subject of aggression and the perception of the situation. Empirical data formed the basis for recommendations on developing psychological competence in young people as a method of increasing reasonableness of their actions in self-defense.

Walencja emocjonalna online. Kompetencje cyfrowe a pomiar reakcji emocjonalnych w świetle badań jakościowych i biometrycznych

Emotional valence online. Digital competencies and measuring emotional reactions in terms of qualitative and biometric research Abstract The purpose of the article is to present selected results of the conducted research on digital competence of young people: high school and university students. The preliminary results are to explain, what emotions accompany the implementation of activities requiring the use of digital skills. In the face of rapid technological changes, related to digitalization and widespread of ICT, still the emotional reactions within the human computer interactions (HCI) require in-depth analyses and empirical inquiries. The project realised in Media Research Laboratory University of Warsaw was supposed to provide answers to questions about the relationship between the pole of experienced emotions and the low or high professionalism of tasks in the virtual world. The article also attempts to take up the methodological reflection on the methods of measuring the scientific reaction of a humans being in communication within the cyber-world.

Diagnosis of Transferable Competences of Young People in the Dual Vocational Education—A German Perspective

In Germany the dual vocational education system plays a central role in preparing young people for work. In order to succeed on the labour-market they need competences that go way beyond knowledge and cognitive skills. A quarter of trainees however dropout of vocational education raising questions about their professional action competence. This paper discusses the issue as to what extent subjective ideas of trainees from different occupational fields about their competences compiled using a questionnaire for Social, Methodical, and Personal Competences (SMP-C) are reliable and valid regarding the social, methodical, and personal competence classes. This entails an examination as to whether the SMP-C competence assessment questionnaire features satisfactory psychometric characteristics, on how the formed ability concepts behave towards each other and other constructs, and which competence values can be diagnosed. In order to examine these questions 937 trainees were asked about their competences and tendencies to dropout of vocational training. The analysis attests the assessment procedure overall satisfactory to good reliability, which speaks in favour of surveying social, methodical, and personal ability concepts using the subjective ideas of trainees regarding the application of competences. Furthermore, it seems that a stronger manifestation of specific social, methodical, and personal competences reduces the tendency to dropout of vocational training. Hence it might be possible to prevent early dropout from vocational training through specific strengthening of these competences.

Adolescent Empowerment through Life Skills Education

In the age of rapid globalization, industrialization, economic liberalization, expansion of information technology and rise in consumerism, the children and especially adolescents are exposed to lot of psycho social issues. Adolescents aged 10–19 years constitute about one-fourth of India’s population and young people aged 10–24 years about one-third of the population. This large cohort of young people represents a great demographic dividend with the potential to contribute to India’s economic growth and development. Violence and hostility are the hall marks of day today living and women and children are the worst affected section of the society. Changes in social, moral, cultural and religious values have made life stressful for children especially for adolescents. This can be observed in the rise of crime and suicide rates etc. Stress faced by children and adolescents are enormous and life skills are essentially those abilities that help to promote mental well-being and competence in young people for to challenge the diversities and ensure their empowerment. In order to realize this potential to the fullest, young people must be healthy, educated and equipped with information skills and confidence that would enable them to contribute to their communities and the country’s socio-economic growth. In the present paper the investigator goes through the importance of life skills, various life skills and adolescent’s empowerment through the life skills based education.

University career centers within educational and employment strategies

Youth unemployment in Serbia has structural and long-term characteristics. This is related to disbalance between competencies of young people and needs of employers. As a result of the economic crisis, the relative position of young people with a university degree in this respect has deteriorated further. University career centers are regarded as intermediaries in the labor market. In addition to informational and advisory services, educational function of career centers is an essential element of their scope of work. The question is whether and to what extent the educational role of the university career centers is recognized in national education and employment policies. The analysis results vary. There is a potential for further growth and recognition of the role of university career centers as providers of educational services, as well as important elements of labor market harmonization. That would finally lead to improvement of social and economic position of young people with a university degree.

Kompetencje osób młodych na rynku pracy – oczekiwania pracodawców

Kompetencje osób młodych na rynku pracy – oczekiwania pracodawców