Skills Development Framework Research Articles

A framework for skills development for employability in Botswana’s competitive accounting environment

Orientation: The accounting labour market has undergone a metamorphosis in recent years, leading to new demands for generic skills. Universities have responded to the new demands by implementing several reforms in the accounting curriculum to address skills gap. Despite these major reforms, educational expectation gap is persistent in Botswana.Research purpose: The purpose of this study was to develop a framework for skills development for employability in the competitive and dynamic accounting environment in Botswana.Motivation for the study: A skills gap was identified, implying the need for a framework for skills development for employability in the competitive and dynamic environment, thereby improving the graduate’s pervasive skills.Research design, approach and method: This study employs a qualitative research approach to extract and analyse key themes, quotes and insights from recent reports submitted to Institutions of Higher Learning (IHLs) by students and industrial supervisors. Utilising thematic data analysis, this research systematically examines the qualitative data gathered to elucidate the effectiveness of competency frameworks as perceived by both parties.Main findings: Institutions of Higher Learning in Botswana are mandated to equip students with job market-relevant skills. However, graduates often fall short in critical areas such as advanced cognitive abilities, socio-behavioural competencies and information technology (IT) proficiency, hindering their effective transition from academia to the workforce.Practical and/or managerial implications: The contribution and societal impact of this study are summed up in a proposed framework for skills development for employability in the competitive and dynamic accounting environment in Botswana.Contribution and/or value-add: The proposed framework is designed so that universities can equip students with soft skills needed in ever changing accounting environment.

Upskilling India: The national policy on skill development and entrepreneurship

Background India’s National Policy for Skill Development and Entrepreneurship (NPSDE) was designed to capture the demographic dividend and upskill India’s youth, creating an ‘Athmanirbhar Bharat’ (self-reliant India) and in the process, also drive economic growth. Policy and Implications The NPSDE’s dual focus on skill development and entrepreneurship was intended to create a framework for empowering India’s workforce and fostering a culture of innovation. However, the policy has encountered several issues, including the ineffective functioning of Sector Skill Councils (SSCs), inadequate infrastructure, and insufficiently skilled trainers. Additionally, the policy’s efforts to include marginalized groups, particularly women, have fallen short due to entrenched social barriers and gender biases, impacting the effectiveness of training programs. Recommendations To improve the effectiveness of the NPSDE, we propose the following recommendations -adopt an entrepreneurial ecosystem approach to enhance coordination and support within the skill development framework; explicitly define ‘skill’ and ‘skilling’ to better align with socio-political realities and address barriers faced by marginalized individuals; and design training initiatives with an empowerment perspective, focusing on access to resources, agency, and social change. We feel these steps can help direct the NPSDE to create a more inclusive and impactful skilling environment. Conclusions While the NPSDE represents a significant effort towards upskilling India and fostering self-reliance and entrepreneurship, its implementation has revealed critical limitations. The policy’s progress has been insufficient, with persistent issues in meeting industry needs and addressing socio-economic barriers. Future revisions of the policy should focus on systemic improvements, adopting a more inclusive approach to skilling, and addressing the socio-political dimensions of skill valuation to better support India’s developmental aspirations.

A conceptual soft skills competency framework for enhancing graduate intern employability

PurposeThe paper aims to close a literature gap by proposing a comprehensive conceptual soft skills competency framework for enhancing graduate intern employability through the cultivation of employability capital.Design/methodology/approachThe study employed a theoretical inquiry and delved into the existing literature on employability, soft skills competencies and employability capital to establish a comprehensive foundation to formulate the conceptual framework. A content analysis of existing empirical studies was conducted to derive a generic list of employers’ required soft skills. A Delphi technique was employed to harness expert consensus and insights into the derived framework.FindingsEmployability capital can be cultivated in the setting of work-integrated learning programmes and synergised through emotional and social intelligence interventions to enhance soft skills competency and graduate employability.Research limitations/implicationsThe soft skills identified may overlook other important skills required by employers. Increasing participation in the Delphi study could yield additional valuable insights. Validation of the framework is needed in practical settings to understand its effectiveness and applicability to real-world organisational needs.Practical implicationsThis study significantly enhances understanding of the role of employability capital in soft skills competency development and graduate employability through work-integrated learning programs and self-development. In addition, the framework has the potential to positively impact the employer-employee relationship.Originality/valueThe key theoretical contribution is a soft skill development framework that offers employers and graduates a means to identify and address deficiencies through WIL and self-development.

Profile of Research Skills in the Integrated Guided Inquiry Model Research Skill Development (RSD) Framework

Research skills are one of the skills that exist in educational goals, research skills must be possessed to be able to face the 21st century. Research skills of students in Indonesia are still in the low category, this is evidenced by research that has been conducted by previous researchers with an average score -average 68.5 out of 100 points. This study aims to determine the research skill profile of students in one of the MAN schools in Sukabumi City. This study used a descriptive method, the subjects in this study were class XI students, totaling 22 students, determined by a sampling technique, namely purposive sampling. The instruments used were an attitude scale for research skills, and a Research Skill Development (RSD) assessment rubric. The results showed that students' research skill profiles were in the good category with an average score on the attitude scale of 83 ± 6.2% and on the practicum report 71 ± 8.5%. Therefore, it can be seen that the research skills profile of students using the guided inquiry learning model integrated with the Research Skill Development (RSD) Framework in this study is in the good category.

Leveraging systematic review practice for research skill development in an undergraduate science course: a case study.

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool.NEW & NOTEWORTHY This study presents a novel approach to teaching undergraduate science students rigorous research skills with scaffolded systematic review practice.

Japanese investment for skills development program in attaining sustainable employability: The case of Bangladesh

Bangladesh lacks many trained workers. The existing technical training curriculums are not advanced enough to achieve the Sustainable Development Goals (SDGs) target for human capital development. Therefore, it is a time demand to address the need for skilled human resources. Japan prioritizes Bangladesh's skills development sector to assist the nation in achieving SDGs and importing skilled labor forces into Japan's already declined labor market. This research focuses on the prospects and challenges of Japanese investments in skills development projects in Bangladesh. To this end, this research adopts a need-based approach to prepare a uniform framework for skills development in Bangladesh and finds several challenges in the process of skills development programs that influence the development partners. This study employs a mixed-method research approach. This study finds that the trainees consider the skills development programs significant for their future careers and sustainable employability, although they face various challenges, such as a lack of qualified instructors and training programs and lack of training equipment apart from their lower socio-economic backgrounds. This study especially highlights the significance of Japanese investment in skills development programs in Bangladesh to meet human capital development requirements and develop a framework for sustainable accomplishment of those programs to achieve the SDGs. Finally, this research makes some policy recommendations for relevant stakeholders, including development partners engaged in skills development programs in Bangladesh.

Learning clinical reasoning skills during the transition from a medical graduate to a junior doctor

Introduction: The literature confirms the challenges of learning clinical reasoning experienced by junior doctors during their transition into the workplace. This study was conducted to explore junior doctors' experiences of clinical reasoning development and recognise the necessary adjustments required to improve the development of clinical reasoning skills. Methods: A hermeneutic phenomenological study was conducted using multiple methods of data collection, including semi-structured and narrative interviews (n=18) and post-consultation discussions (n=48). All interviews and post-consultation discussions were analysed to generate themes and identify patterns and associations to explain the dataset. Results: During the transition, junior doctors’ approach to clinical reasoning changed from a ‘disease-oriented’ to a ‘practice-oriented’ approach, giving rise to the ‘Practice-oriented clinical skills development framework’ helpful in developing clinical reasoning skills. The freedom to reason within a supportive work environment, the trainees’ emotional commitment to patient care, and their early integration into the healthcare team were identified as particularly supportive. The service-oriented nature of the internship, the interrupted supervisory relationships, and early exposure to acute care settings posed challenges for learning clinical reasoning. These findings highlighted the clinical teachers' role, possible teaching strategies, and the specific changes required at the system level to develop clinical reasoning skills among junior doctors. Conclusion: The ‘Practice-oriented clinical skills development framework’ is a valuable reference point for clinical teachers to facilitate the development of clinical reasoning skills among junior doctors. In addition, this research has provided insights into the responsibilities of clinical teachers, teaching strategies, and the system-related changes that may be necessary to facilitate this process. Keywords: Clinical Reasoning, Medical Decision Making, Medical Graduates, Junior Doctor Transition, Hermeneutic Phenomenology, Qualitative Research

Influence of Peer Feedback on Motor Skill Learning and Self-Efficacy among Adolescents in Kenya

Purpose: The aim of the study was to influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: The study on the influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya found that peer feedback had a significant positive impact on motor skill learning. Adolescents who received feedback from their peers demonstrated improved motor skill performance compared to those who did not. Additionally, the study revealed that peer feedback also had a positive influence on self-efficacy, with adolescents reporting increased confidence in their motor skill abilities after receiving feedback from their peers
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, self-determination theory & feedback intervention theory may be used to anchor future studies on influence of peer feedback on motor skill learning and self-efficacy among adolescents in Kenya. Peer mentorship programs can create a structured framework for peer feedback and skill development, facilitating a sense of camaraderie and cooperation among adolescents. Educational policymakers should consider incorporating guidelines for peer feedback into curriculum standards for physical education.

Consensus-based recommendations for the care of women with a breech presenting fetus

ObjectiveTo establish consensus related to aspects of breech presentation and care. DesignA multinational, three round e-Delphi study. ParticipantsA panel of 15 midwives, four obstetricians and an academic with knowledge and/or experience of caring for women with a breech presenting fetus. MethodsAn initial survey of 45 open-ended questions. Answers were coded and amalgamated to form 448 statements in the second round and three additional statements in the third round. Panellists were asked to provide their level of agreement for each statement using a 5-point Likert scale. Consensus was deemed met if 70% of panellists responded with strongly agree to somewhat agree, or strongly disagree to somewhat disagree after the second round. FindingsResults led to the development of a consensus-based care pathway for women with a breech presenting fetus and a skills development framework for clinicians. Key conclusionsA cultural shift is beginning to occur through the provision of physiological breech workshops offered by various organisations and may result in greater access to skilled and experienced clinicians for women desiring a vaginal breech birth, ultimately improving the safety of breech birth. Implications for practicesThe care pathway and skills development framework can be used by services wishing to make changes to their current practices related to breech presentation and increase the level of skill in their workforce.

Governance of Skill Development and Policy Perspectives: A Comparison of India, US, EU and China

Governments across the world have developed strong policy frameworks stimulating the growth of skill ecosystems. The aim of this paper is to present the evolution of policy framework for skill development across India, USA, the EU and China from a comparative perspective. The 'Skill India Mission' emphasizes employability, while skill policies across the US are focused on reducing the dependence on skill imports. The European Agenda for Skill (EAS) meanwhile emphasizes skilling citizens for the transition towards digital and greenways. Similarly, Chinese skill policies address the structural contradictions in the employment scenario. However, the policies addressing skill development depend on multiple factors such as demographic profile, socio-economic realities, industry needs, and political aspirations. Therefore, countries around the world focused on skill development must prioritise stakeholder interventions, increase in budget allocation, integrating soft skills with academically-based education, and vocational content which is crucial for transforming the workforce.

An Empirical Study on the Growth in Enrolment of Additional Skill Acquisition Programme in Kerala

Objective: The study's purpose is to evaluate the efficacy and impact of the Additional Skills Acquisition Programme (ASAP) initiated by the Kerala government in India. The research questions focus on understanding the enrolment trends and assessing the impact of skills development across various sectors. Theoretical Framework: The research is grounded in the understanding of the pivotal role of higher education and skill development in driving economic and social growth. It proposes the essentiality of knowledge and skill-based education in catering to the requirements of a globalized economy and society. Method: The methodology employed for this study involves using secondary data gathered from the official website of ASAP, Government of Kerala, for the period 2014-15 to 2018-18. The data was analysed using ANOVA tests and Time Series Analysis to discern patterns and trends. Results and Conclusion: The analysis unveils a consistent enrolment of approximately 2500-2700 students in the ASAP program during the examined period, with a steady composition of students across B.Com, B.Sc, and BA. However, the study recommends implementing stringent measures to further boost enrolment. Implications of the research: The study highlights the need for an effective skill development framework to achieve global competitiveness and economic growth. It provides recommendations to capitalize on India's demographic dividend through apt skill development. Originality/Value: This research contributes to the understanding of the practical implementation and outcomes of a government-led skill development program, and its impact on economic and social development, particularly in the context of a rapidly globalizing economy.

Critical Immersive-Triggered Literacy as a Key Component for Inclusive Digital Education

The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students’ critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners’ attention and facilitates digital well-being for meaningful learning instances via immersive technologies.

Challenges of the Research Management Office in Higher Edcuational Institutions (HEIS): Local and Global Perspectives

With the growing interest in managing research and sponsored programmes, HEIs are recognizing the need for research support services. For many HEIs in sub-Saharan Africa, this means up-skilling research administration and management expertise, project management proficiency, and good governance structures by setting up a research management office in these institutions to champion the cause of expanding the institutional research frontier. While subjective evidence suggests that setting up a research management office can be quite difficult, few studies have discussed the specific challenges involved. To address this gap in the existing body of knowledge, the researchers conducted desk research to (1) understand the role of a research management office in HEIs, (2) identify the challenges of the research management office and the research manager through a purposive sampling of available data on the subject, rank these challenges according to dominance and (4) offer pragmatic recommendations that will aid the office and the manager to deliver on their mandate. The study addresses challenges associated with the research management office in sub-Saharan Africa and offers a deeper understanding of these challenges as well as chart a course to surmount these challenges and reposition the office and managers of research to effectively and efficiently deliver on their mandate. The paper wakes up a call for a professional framework for career and skills development among research management practitioners and by extension, the office, and its resources, infrastructure, systems, and procedures needed for effective research management support not only in HEIs in Sub-Saharan Africa but also worldwide.

A conceptual professional practice framework for embedding employability skills development in engineering education programmes

ABSTRACT It is well documented that engineering practice is as much social as it is technical. Providing accurate course mapping and supporting teaching staff to scaffold engineering practice learning through whole of programme curriculum are key challenges. This study proposes a conceptual framework for engineering professional practice in an Australian context that is constructed through the triangulation of data collected from practitioner perspectives, literature, and reflection upon both authors’ industry experiences. This employability skill development framework describes six key themes as graduate-level learning outcomes aligned to Australian accreditation requirements in a format that readily supports explicit inclusion of engineering professional practice in curriculum design. These key themes are illustrated along a continuum of personal, interpersonal, and contextual competencies and attitudes to communicate the interrelated nature of engineering employability skills. While this paper does not attempt to propose a universal framework, its potential broader relevance, future refinement, and evaluation are discussed.

Characterizing Undergraduate Students’ Systems-Thinking Skills through Agent-Based Modeling Simulation

Systems thinking is an essential skill for the future workforce. This study focuses on understanding students’ systems-thinking process via an agent-based model simulation. This study aimed to help students to improve their systems-thinking skills. We used a systems-thinking skills development framework to investigate and characterize students’ agent-based simulation assignment in the undergraduate level systems-methods course at a university in the American Midwest. We identified and characterized patterns of students’ systems-thinking processes based on four criteria: thinking, decision making, action, and interpretation. We classified students into three categories based on their systems-thinking abilities and qualitatively identified the least and most prominent patterns the students exhibited.

RQ Labs: A Cybersecurity Workforce Skills Development Framework.

This research contributes to the knowledge of how Information Systems (IS) researchers can iteratively intervene with practitioners to co-create instructional programs with a framework designed for fast-paced, rapidly changing IS fields such as cybersecurity. We demonstrate how complex fields, such as cybersecurity, have the need for a skilled workforce that continues to rapidly outpace supply from universities. IS researchers partnering with practitioners can use this research as an exemplar of a method to design, build, and evaluate these innovative co-curricular IS programs. Moreover, we find these co-curricular IS programs are essential to upskilling students, integrating training on the latest tools, systems, and processes in these rapidly evolving disciplines.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10796-022-10332-y.

Virtual Care in Undergraduate Medical Education: perspectives beyond the pandemic. How medical education can support a change of culture towards virtual care delivery in Canada.

The pandemic has led to further the importance of telemedicine, teleconsultation, and technology as essential components for delivering of care in all settings. Prior to the pandemic, the instruction surrounding the safe delivery of virtual care in undergraduate medical education was sparse and informal. For care to be delivered to the high standards expected of Canadian physicians, the University of Ottawa undergraduate medical program (UGME) made the decision to define virtual care as a series of tools to facilitate and support the safe delivery of care. By focusing on virtual care as a set of tools, it provides the framework for skill development for future clinicians early in their careers and provides a critical thinking pathway to support the ever-evolving landscape of digital technology in the provision of safe, effective, timely and patient-centered care. This white paper shares our experience creating a virtual care curriculum and the possible implications for medical education.

The role of leadership skills in the adoption of business intelligence and analytics by SMEs

PurposeA key finding in the extant literature on adopting information systems has been the importance of management support and a champion. Further research has indicated that business managers need to have appropriate IT knowledge and skills to lead adoption adequately. In the context of small and medium enterprises (SMEs), this role is usually assumed by the owner/manager. This research aims to synthesise these two tenets by identifying and understanding the type of business intelligence and analytics (BI&A) leadership skills that owners/managers need to develop during the adoption of BI&A.Design/methodology/approachFive BI&A knowledge areas are identified and connected to different types of BI&A leadership skills through qualitative in-depth case studies of fourteen Australian SMEs.FindingsThe case studies reveal that several BI&A leadership skills need to be developed to bring SMEs to higher stages of BI&A adoption.Practical implicationsThis study proposes a BI&A leadership skills development framework that allows practitioners to develop progressive BI&A skills concerning managing data, analytical skills, business processes, social and cultural change, and investment decisions to achieve sustainable operational, management and strategic goals.Originality/valueThe paper takes a unique approach that links five knowledge areas to BI&A leadership skills that owners/managers need to ensure for effective adoption and orchestration of BI&A in their organisations. The BI&A leadership framework includes a developmental approach that relates to the iterative and complex nature of BI&A adoption.

The Impact of the Technicians’ Skills Gap on the Nigerian Construction Industry: An Investigative Study

The role and importance of the construction industry in the economic growth of Nigeria as an independent nation cannot be overemphasised. However, the industry has experienced some setbacks over the years within the sector in terms of its skilled workforce shortages and gaps. This study investigated the effect of the technicians’ skills gaps and their impact on the building construction industry development within the Nigerian context. The technicians’ skills have been considered critical in terms of the building industry performance particularly in improving the workforce efficiency and the industry’s productivity. However, there have been several exiting gaps within the current technician skills. These gaps within skills contributed to the industry poor performances in its competences and productivity, which in turn affected the nation’s economy. The paper critically assessed the current technicians’ skills gaps and most appropriate training requirements for better output of the industry. Hence, issues that negate the technicians’ skills upgrades in the industry were identified. A mixed research methodology of enquiry was employed, comprising of quantitative and qualitative methods. These enquiries consist of empirical literature that led to the design of a constructed questionnaire survey and interviews with selected participants. The findings indicated that there were great demands for skilled workforce within the Nigerian construction industry, most specifically in the building sector of the industry. Furthermore, behavioural issues exist between the employers and employees that negate proper construction practices within the context of the building industry. This study recommends the need for an effective technicians’ skills training and development framework for the industry in achieving effective output for its future growth. Keywords: Construction, Nigeria, Skill Gaps, Training DOI: 10.7176/JEP/13-11-12 Publication date: April 30 th 2022

Evolution of Post Graduate Curricula in Pakistan

Evolution of Post Graduate Curricula in Pakistan