Documents educational needs 5 results

"Although the concept of Prevention through Design (PtD) is not new, many injuries still occur at construction sites because it is poorly implemented by engineers and architects, or it is not implemented at all. The aim of this paper is to quantify how Prevention through Design is taught in university design or construction courses offered as part of Engineering and Architecture under/degrees in Spain that focus on the construction of concrete structures. Objective and subjective methodologies were used to compare courses from the under/degrees taught in the previous system (Old) and those under the Bologna process. A survey of 454 Engineering and Architecture students was conducted, course lecturers were interviewed, and an objective analysis of the contents of the syllabi in the under/degrees was carried out.Occupational Health and Safety had a greater presence and importance in the courses under the Old degrees than those created to comply with the Bologna process. Analysis of the contents included in the syllabi showed that although the integration of occupational prevention decreased in construction courses in the Bologna degrees, the number of courses dealing with OHS topics increased, but they did not necessarily include the topic of Prevention through Design. Lack of education and training in Prevention through Design was found in those courses dealing with the construction of concrete structures that were included in the study. The Bologna degrees have not been an improvement in this respect. An enormous effort is necessary to improve the understanding and implementation of the Prevention through Design concept."

"In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1,099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 hours by about half, the reduction was significantly larger for low-achievers (4.1 hours) than for high-achievers (3.7 hours). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students. The reduction in learning time was not larger for children from lower-educated parents, but it was larger for boys than for girls. For policy, our findings suggest binding distance-teaching concepts particularly targeted at low-achievers."

"The development of the Sustainable Development Goals (SDGs) is a challenge that requires the involvement of the educational system. This study seeks to identify the perception and knowledge of future teachers in relation to sustainable development (SD), the European Green Deal (ECD), and circular economy (CE) at the University of Granada. A qualitative study was carried out, conducted face to face, using an online questionnaire in the classroom. A total of 321 students participated, from bachelor's degrees in early childhood and primary education to master's degrees in secondary education. Out of these, 176 validated questionnaires were analyzed. The results showed that future teachers understood the importance of SD education as an important social problem. They believed that education in SD, EGD, or CE could contribute to solving environmental and social problems. Nevertheless, they doubted whether this training should be included by universities in their training actions for teachers; they expressed reservations about the educational effectiveness of the curricula. However, most of them considered the need for more training in this area. Finally, they associated sustainable development mainly with the environmental dimension, followed by the social dimension, and to a lesser extent with the economic dimension."

"Purpose – This study explores insights from key stakeholders into the skills they believe will be necessary for the future of work as we become more reliant on artificial intelligence (AI) and technology. The study also seeks to understand what human resource policies and educational interventions are needed to support and take advantage of these changes. Design/methodology/approach – This is a qualitative study where a sample of highly experienced representatives from a range of small to large Irish organisations, both public and private, provide insights into this important topic. Findings – Findings indicate participants see a continued need for soft and hard skills as we evolve towards a more technologised workplace, with a need for employees to adopt a lifelong learning philosophy. As the knowledge economy in Ireland is well established, experts do not expect mass displacement to occur but differ with respect to the predicted rate of change. Novel HR interventions such as hiring for potential, pooling talent and establishing postgraduate supply contracts are seen as key. Current state interventions were mostly viewed positively but revamping of curricula is needed as well as stronger partnerships with tertiary institutions. Research limitations/implications – The interpretivist nature of the study limits the generalisability of the findings as they are based on a relatively small sample from one country. Also despite the significant expertise of the sample, it is not possible to predict whether their forecasts will manifest. Practical implications – This research highlights the need for Irish SMEs to embrace the impacts of automation and AI as many are seen to be slow in reacting to changes in technology. The study also reveals cutting edge talent management interventions for employers to adopt that will insulate them from the challenges technological change presents to recruitment and employee development. Originality/value – The findings from this paper culminate in the development of a conceptual framework, which encapsulates the responsibilities of all parties so that future skills needs will be met. This highlights the interplay between employers, individuals/employees, the Irish Government and educational institutions, demonstrating how they are interdependent on one another as we move towards a more technologised future."