226,572 research outputs found

    Dinamika Pendidikan Tinggi Vokasi Penerbangan Merespon Isu Industri 4.0

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    Talking about human development, the topic that keeps existing in higher education is skill-gap between university and industry. The challenge is getting harder with shifting conditions in the globe including the issue of industrial revolution 4.0. This challenge has an immediate effect on the existence and the development of vocational academy such as Indonesian Civil Aviation Institute. Therefore, this study explores the changes that occur in as Indonesian Civil Aviation Institute as a result of higher education policy in Indonesia. This study uses SWOT analysis to examine the strategies taken by this university to encounter the issue. According to this research, there are dynamic changes in the relation between this university, government, and industry as the outcome of dissimilar interpretation of the issue.   References : Ayu, N.A.K. 2018. Peluang Social Innovation dalam Revolusi Industri 4.0: Bagaimana Perkembangannya di Indonesia. Yogyakarta: Forbil Institute Disas, E. P. Link and Match sebagai Kebijakan Pendidikan Kejuruan. Jurnal Penelitian Pendidikan, 18(2), 231-242. Etzkowitz, H., & Leydesdorff, L. 1995. The Triple Helix – University Industry Government Relations: A Laboratory for Knowledge Based Economic Development. EASST Review 14, 14-19. Etzkowitz, H., & Leydesdorff, L. 2000. The Dynamics of Innovation: From National Systems and '‘Mode 2'’ to a Triple Helix of University -Industry - Government relations. Research Policy, 29(2), 109-123. Izzati, MF & Wilopo. 2018. Implementasi Triple Helix Dalam Mendorong Pertumbuhan Industri Kreatif Di Kota Malang Sebagai Upaya Peningkatan Daya Saing Untuk Menghadapi  Masyarakat Ekonomi Asean. Jurnal Administrasi Bisnis (JAB)Vol. 55 No. 1 Februari 2018 hal 59-68. McKinsey. 2015.  Industry 4.0 How to navigate digitization of the manufacturing sector. England: Stamford Senarath, S. A. C. L., & Patabendige, S. S. J. (2014). Job-education mismatch among the graduates: A Sri Lankan Perspective. Ruhuna Journal of Management and Finance, 1(2), 1-16. UNIDO. Industry 4.0: Opportunities and Challenges of the New Industrial Revolution for Developing Countries and Economies in Transition. Panel Discussion USDA. 2008. SWOT analysis a tool for making better business decisions. United States Department of Agriculture Risk Management Agency

    Students’ perception to integrate education 4.0 in Science program

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    [EN] This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.We would like to acknowledge the financial support provided by the Ministry of Education FRGS grant FP024-2018A.Halili, SH.; Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):45-57. https://doi.org/10.4995/muse.2021.14768OJS455781Afolabi, A.A. (2015). Availability of online learning tools and the readiness of teachers and students towards it in Adenkule Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Procedia - Social and Behavioral Sciences, 176, 610-615. https://doi.org/10.1016/j.sbspro.2015.01.517Ahmad, J. (2012). Can a university act as a corporate social responsibility (CSR) driver? An analysis. Social Responsibility Journal, 8(1), 77-86. https://doi.org/10.1108/17471111211196584Ali, W. (2016). Nursing students' readiness for e-learning experience. Gynecology & Obstetrics. 6. https://doi.org/10.4172/2161-0932.1000388.Anthony, D.C. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 15-22.Anuar, R., Wan Zakaria, W.Z., Md Noor, H. & Othman, N. F. (2016). TPACK in VAE: A study on students' readiness to use e-learning in the teaching and learning of visual art education. In C.Y. Fook et.al (Eds.), Proceedings of the 7th International Conference on University Learning and Teaching (InCULT 2014) (pp.811-822). Singapore: Springer Science + Business Media Singapore. https://doi.org/10.1007/978-981-287-664-5_64Beaumont, E., Gedye, S., & Richardson, S. (2016). 'Am I employable?': Understanding students' employability confidence and their perceived barriers to gaining employment. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 1-9. https://doi.org/10.1016/j.jhlste.2016.06.001Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. https://doi.org/10.19173/irrodl.v13i1.1076Bridgstock, R. (2009). The graduate attributes we've overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347Casasus, E.T., Ivars, E.A., & Lopez, R.M.I. (2018). Present and future of the e-learning in economics schools and faculties. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 44-64. https://doi.org/10.4995/muse.2018.9777.Centre for Teaching Excellence & Academic Quality. (2017). Criteria for Academic Program 4.0. http://www.ums.edu.my/ppsav2/index.php/ms/muat-turun/kriteria-untuk-program-akademik-4-0Contreras, J.O. & Hilles, S.M.S. (2015). Assesment in e-learning environment readiness of teaching staff, administrators and students of Faculty of Nursing-Benghazi University. International Journal of the Computer, the Internet and Management, 23(1), 53-58.Dacre Pool, L., Qualter, P., & J. Sewell, P. (2014). Exploring the factor structure of the CareerEDGE employability development profile. Education & Training, 56(4), 303-313. https://doi.org/10.1108/ET-01-2013-0009Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008Deanna, Z. (2016). Connecting the 4Cs of 21st century education (with a 5th C!). https://www.linkedin.com/pulse/connecting-4cs-21st-century-education-5th-c-deanna-zauchaDzulkifli Abdul Razak. (2017). 4th industry revolution: Can I technology. https://www.majalahsains.com/revolusi-industri-ke-4-mampukah-menginsankan-teknologi/Halili, S.H. (2019). Technological advancements in education 4.0. The Online Journal of Distance Education and e-Learning, 7(10), 63-69.Jennie, C. S., Marian, E.H., Mikael, R., Amanda, C.G. & Roland, S. (2008). Higher education as a change agent for sustainability in different cultures and contexts. 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Code of practice for Open and Distance Learning, The Standards Division, Malaysian Qualifications Agency, 1-34.Miller, B. (2015). The 6 C's squared version of learning skills for the twenty-first century. http://flipped4science.blogspot.my/p/the-6-cs-of-education-for-future-during.htmlMoore, R. K. (2012). A Bayesian explanation of the 'Uncanny Valley' effect and related psychological phenomena. Nature Scientific Reports, 2,10-23. https://doi.org/10.1038/srep00864Ng, S.B. (2014). Malaysian school Science education: Challenges and the way forward. http://research.utar.edu.my/SoSE2014/1.Challenges%20and%20issues%20in%20science%20education.pdfOthman, R., & Othman, R. (2014). Higher education institutions and social performance: Evidence from public and private universities. International Journal of Business and Society, 15(1), 1-18.Pai, F., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. 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Teachers' acceptance of using information communication and technology in teaching Tamil language in a primary school, Master thesis, University Malaya.Swaim, J. A., Maloni, M. J., Napshin, S. A., & Henley, A. B. (2014). Influences on student intention and behaviour toward environmental sustainability. Journal of Business Ethics, 124(3), 465-484. https://doi.org/10.1007/s10551-013-1883-zThi, T. H. T., Ronald, S. L., & Kylie, S. (2018). The Importance of Developing Soft Skill Sets for the Employability of Business Graduates in Vietnam: A Field Study on Selected Business Employers. Journal of Education and Culture Studies, 2(1), 32-45. https://doi.org/10.22158/jecs.v2n1p32Thomas, W., & Gerold, W, L. (2016). Academic education 4.0: University of Applied Science Upper Austria (Austria) International Conference on Education and New Developments 2016 Conference: Conference: END 2016 International Conference on Education and New Developments, At Ljubljana, 155-159.Track, D. (2017). 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    Employee acceptability of wearable mental workload monitoring in industry 4.0 : a pilot study on motivational and contextual framing

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    As Industry 4.0 will greatly challenge employee mental workload (MWL), research on objective wearable MWL-monitoring is in high demand. However, numerous research lines validating such technology might become redundant when employees eventually object to its implementation. In a pilot study, we manipulated two ways in which employees might perceive MWL-monitoring initiatives. We found that framing the technology in terms of serving intrinsic goals (e.g., improving health) together with an autonomy-supportive context (e.g., allowing discussion) yields higher user acceptability when compared to framing in terms of extrinsic goals (e.g., increasing productivity) together with a controlling context (e.g., mandating use). User acceptability still panned out neutral in case of the former, however - feeding into our own and suggested future work

    Income, work and education: insights for closing the gap in urban Australia

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    Existing analysis of the Closing the Gap outcomes is limited by the lack of adequate wage data for Indigenous Australians. This paper attempts to redress this situation by using a geography recently developed by the ABS - Significant Urban Areas - to document the crucial relationships between income, labour force status and education. Abstract: Many factors contribute to differences in an individual’s command over resources. One of the factors is differences in labour market engagement and the level of education attainment across different geographical areas. However, existing analysis of the Closing the Gap outcomes is limited by the lack of adequate wage data for Indigenous Australians. Using the newly introduced geography Significant Urban Areas (SUAs), which distinguish between major cities, regional centres and remote areas, this paper analyses average personal income while adjusting for labour force status and education levels. We impute average wage data by focusing on the personal income of people who are employed full-time and assuming that the average weekly personal income is a reasonable approximation of wages. The findings suggest that wage differences between Indigenous and non-Indigenous Australians in urban areas are minimal after education attainment levels are adjusted for, with a gradient in wages according to the level of qualification. There are gender differences in wages in favour of men, both across SUAs and by education level. This is partly a reflection of the structure of employment and segregation in the labour market, which can reach as high as 40 per cent in some the SUAs. Considering the importance of wage data in the theory of economic development, it is essential that direct information on wages is collected in future surveys with a substantial sample of Indigenous Australians

    Effect of Industry 4.0 on Education Systems: An Outlook

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    Congreso Universitario de Innovación Educativa En las Enseñanzas Técnicas, CUIEET (26º. 2018. Gijón

    Review of the occupational health and safety of Britain’s ethnic minorities

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    This report sets out an evidence-based review on work-related health and safety issues relating to black and minority ethnic groups. Data included available statistical materials and a systematic review of published research and practice-based reports. UK South Asians are generally under-represented within the most hazardous occupational groups. They have lower accident rates overall, while Black Caribbean workers rates are similar to the general population; Bangladeshi and Chinese workers report lowest workplace injury rates UK South Asian people exhibit higher levels of limiting long-term illness (LLI) and self reported poor health than the general population while Black Africans and Chinese report lower levels. Ethnic minority workers with LLI are more likely than whites to withdraw from the workforce, or to experience lower wage rates. Some of these findings conflict with evidence of differentials from USA, Europe and Australasia, but there is a dearth of effective primary research or reliable monitoring data from UK sources. There remains a need to improve monitoring and data collection relating to black and ethnic minority populations and migrant workers. Suggestions are made relating to workshops on occupational health promotion programmes for ethnic minorities, and ethnic minority health and safety 'Beacon' sites

    Employment in Europe 2000

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    [Excerpt] This Report examines in detail basic elements of the employment challenge renewed in Lisbon. Beyond recent employment trends in 1999, the Report sets out how each Member State is expected to contribute to achieving the Union’s employment objectives. It analyses both the nature and quality of jobs being created, with special focus on its gender dimension and the evolution of social and regional imbalances in the EU. In view of the forthcoming enlargement of the Union, the Report also reviews progress in transforming the labour markets in the Central European candidate countries. Finally, the Report assesses the impact of tax and benefit systems on employment, gauging the tax burden on labour and the tax wedge as well as coverage and replacement rates of unemployment benefits and early retirement systems

    Employment in Europe 2000

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