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Insufficient physical activity leads to an increase in chronic diseases. Skills-based health education methods are supposed to be more successful than traditional methods to promote healthy behaviors. Skills-based health education is an approach to create healthy lifestyles and skills using participatory methods. The purpose of this paper is to examine the effects of skill-based education method on physical activities of female adolescents.

This was an experimental study on 80 female public high school students aged 12-14 years old in Tehran. The participants were randomly divided into two groups: experimental group of 40 girls who were educated using “Skills-based education method,” and control group of 40 girls who were educated by lecture as a routine educational method for health promotion. Data were collected using a valid and reliable questionnaire to assess physical activity-related knowledge, attitudes and behavior. Data were gathered three times; before, immediately after (Phase 1) and two months after educational intervention (Phase 2). Data analysis was performed using SPSS 20.

Intra-group comparison demonstrated that both educational methods can increase knowledge, attitude and behavior of the students after intervention comparing to before intervention (RMANOVA; p<0.05). However, the comparison between groups demonstrated a significant higher increase of knowledge (t-test; p<0.01 and p<0.0; phase 1 and 2, respectively), and behavior (t-test; p<0.01 and p=0.002; phase 1 and 2, respectively) but not attitude (p=0.083 and p=0.125, phase 1 and 2, respectively) among the students participated in the experimental “skilled based health education” group rather than the control “lecture” group.

Skill-based health education comparing to routine lecture-based education creates deep and long lasting knowledge and behavior and is highly recommended for promoting physical activity and other health-related knowledge and among adolescents.

The global labor market has been upended and a new landscape has emerged. New models for ensuring the value and relevance of post-secondary education are needed. Learners need better understanding of the value and relevancy which the education provides and more immediate return on the educational investment. Education providers must ensure the relevance of the credentials. Employers require transparency into skills an individual possesses based on the credentials they hold. New models are needed to guide an understanding of credentials so that all have equitable pathways to opportunity. This paper aims to discuss the aforementioned objectives.

The authors in this paper discuss how Western Governors University implemented a Unified Credential Framework (UCF) for ensuring credentials are relevant, verified, transparent and portable. The UCF is predicated on the use of skills as an underlying foundation.

Using a structured theory for understanding skills and micro-credentials creates more transparency into what post-secondary credentials represent, and the value they hold for individuals, employers and education providers.

This paper represents a use case where the proposed solution is still emergent. Additional research is warranted as longitudinal data become available on student outcomes and impacts.

This paper presents a model that any organization can implement for clearer line of sight into the value and relevance of post-secondary credentials.

Higher education should bring up the multifaceted development of human resources by promoting the knowledge-enabled population that will bring socio-economic mobility, peace and progress in society. Thus, the educational providers must undertake the duty to impart need-based higher education that makes people educated with a progressive, rational, analytical, and skilful mind. Hence, there is an urgent need to address some basic challenges of higher education such as required educational avenues or institutional set up against the demand of the population, achievements in global learning, providing room for equal access to learning, research on cost benefit analysis, educational innovations and partnership, use of educational technology, quality assurance mechanism, need for adequate funds for the expansion of higher education, and so on. Once these challenges are addressed, transformation of the society can be a reality, and Open and Distance Learning (ODL) system is one of the most viable ways for transforming a country like India. The paper aims to discuss these issues.

For this study, descriptive research methodology has been used, and analysis has been done based on the data extracted from the secondary sources of information such as Census of India 2011; India Human Development Report 2011; Human Development Report 2014, 2015; Economic Survey 2015-2016; NFHS-I, II, III and IV; Report of 11th Five Years Plan; 12th FYP; Annual Report 2015-16, MHRD; Annual Report of NSS, 2016, etc.

ODL can be raised as an alternative way for making education accessible and for providing scope for skill-based education at a minimum cost. In fact, ODL, in particular, can play a significant role in transforming and empowering the vibrant adult population of a country like India into productive human resources by providing need-based training and equipping them with need-based skills, which are necessary for maintaining a decent standard of living.

Through this paper, it could be realised how ODL provides the opportunity of education to a large section of people in the society irrespective of sex and age, and how ODL has made the people capable with basic and essential kills which are necessary for maintaining a decent standard of living.

ODL could be a most viable option to mobilise the higher education system in India. This paper helps to contextualise ODL in empowering and transforming society, and the finding, and discussions have been made with reference to the various initiatives taken in the field of skill-based education through ODL in a country like India.

El Salvador’s youth have faced a climate of violence for decades. Schools have been identified as the most cost-effective ways to help students develop the life skills they need to prevent violence. This study examined the potential role of a physical education (PE) program taught by some of the first Salvadoran teachers to be trained to foster life skills through PE within schools.

Fourteen schools that had hired a PE teacher trained in life skills-based PE volunteered to participate in the study. Semi-structured interviews with the school director, PE teacher, and a focus group of students at each school were conducted.

Interviews were content analyzed and potential themes were initially placed into one of three life skills categories using a deductive analysis based upon the World Health Organization’s (WHO) (2002) three categories of life skills: (i) Coping and Self-Management; (ii) Communication and Interpersonal; (iii) Decision Making/Problem Solving. Then, using an inductive analysis, various themes within each life skills category were identified. The findings revealed that participants in the study identified the role that PE provides in developing life skills in each of the three categories and many identified the importance of these life skills to prevent violence both in and out of schools.

Findings from this study highlight the important role that schools play in the development of life skills and the prevention of youth violence. PE in particular offers a promising approach due to its applied nature and opportunity for students to learn through doing and the application of life skills in a safe manner. The findings also support the importance of trained PE teachers to deliver such programs.

Central America has and continues to be a region with high levels of youth violence. Given that PE is a mandatory school subject in Salvadoran schools (and in other Central American countries), shifting the focus toward a life skills-based approach to PE offers educators an opportunity to address the country’s number one public health concern which is youth violence. To our knowledge, this is the first study of its kind in El Salvador to explore the role of PE as it relates to youth violence and can help in future curricular revisions in schools and the development of degree programs at local universities.

The purpose of this paper is to ground contemporary sustainability education in John Dewey’s democratic pedagogy. Specifically, the authors argue that Dewey’s thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world.

For illustrative purposes, the authors consider how these skills are at work in current approaches to the adaptive co-management of ecosystems, and they argue that these same skills are at work across professional and cultural contexts, toward the achievement of sustainable societies. In turn, the authors situate Dewey’s relevance to contemporary sustainability education in his writing on interdependence, fallibilism and experimentalism.

Dewey’s writings provide both a historical antecedent and still valid moral and practical justification for sustainability education’s emphasis on integrated and adaptive learning.

Grounding sustainability education in Dewey’s democratic pedagogy underlines its capacity and obligation to develop critical thinking and systems thinking skills, communication skills and collaboration skills in students.

The paper acknowledges the many ways Dewey has been incorporated into environmental philosophy, experiential pedagogy and sustainability theory. But Dewey’s role in the historical development of skills-based pedagogy and, more specifically, his continuing contribution to contemporary practices of sustainability education has yet to be explored. By grounding sustainability education in Dewey’s democratic pedagogy, the authors underline its civic mandate to empower citizens to become lifelong learners and skillful stewards.

The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’ level of knowledge, skills and aspects of competence (KSAs) qualification benchmark.

The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted.

The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation.

This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society.

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

The key purpose of this study is to explore digital information literacy (DIL) possessed by South Valley University (SVU) library and information professionals. It also tries to identify the various types of DIL and find constraints affecting the related skills and competencies of those professionals.

A quantitative research methodology was adopted in the form of a survey, which was undertaken from February to March 2016. As stated by Kerlinger (1986), the survey research is a useful instrument for educational fact-finding, and a means by which much information can be acquired from the study’s population. The survey instrument was a self-administrated questionnaire, which was adopted for data collection. A pilot questionnaire was first sent to a small random sample of the respondents, with feedback being used to fine-tune the final questionnaire. The targeted population of this study included library and information professionals (n = 127) belonging to SVU libraries that spread over three provinces/campuses: the Qena campus (number of libraries = 22), the Luxor campus (n = 3) and the Hurghada campus (n = 2). The library and information professionals are described to be librarians, library assistants and library directors. Of 127 questionnaires, 101 (79.5%) responses were received. To collect data, the study used a questionnaire, which has six sections reflecting the research objectives of the study.

The findings showed that over two-thirds of SVU library and information professionals are males, and almost one-third are females. Majority respondents are aged between 26 and 40 years, and most possessed bachelor’s degrees, of which nearly two-thirds held library science degrees. Regarding the respondents’ professional profile, the study also showed that majority were librarians, followed by library assistants and library managers, and nearly half had 10 years of experience, followed by those who have work experience of 6-7 years. This study showed that there is a significant relationship between some of the respondents’ demographic characteristics (age and education) and their DIL. The respondents’ gender had no effect on their DIL. The study also showed that there is a significant relationship between all the respondents’ professional characteristics, particularly their discipline, followed by job title, work experience and DIL. Regarding the level of respondents’ knowledge of the types of computers, many showed that their knowledge of using mobile devices, followed by PCs, workstations, portable media players/digital audio player and personal digital assistant was, at the least, high. The respondents’ knowledge of other types ranged between moderate to non-proficient. A large number of the respondents showed that their proficiency in using output devices, followed by input devices, processing devices, storage devices and communication devices was also, at the least, high. While the largest number of the respondents showed that their proficiency in using application software was, at least, high, the largest number of them showed that their proficiency in using system software was moderate. Regarding the respondents’ knowledge-based competencies, as well as skills-based competencies, especially when these competencies related to the integration of ICTs into the library work, this study showed that such kind of competencies possessed by SVU library and information professionals ranged between competent and somewhat competent. Regarding the challenges affecting the respondents’ acquiring skills and related competencies, the study revealed that the lack of funds, training, physical facilities, connection to the internet, subscribing to e-databases, lack of time as well as challenges related to SVU library system regulations, were significant to them. Other challenges such as the lack of incorporating and exploiting the new technologies and products into library integrated systems educators’ services, as well as challenges related to psychological barriers, lack of current curricula in the area of ICTs and a shortage of experienced LIS counselors, were also significant to them. This study reached conclusions that the SVU library and information professionals should be qualified and get adapted to ICTs and related competencies. They need to be provided with sufficient training to update their knowledge regarding the use and integration of technology in their library work.

This study investigates DIL among library and information professionals at SVU, an Egyptian university. Any findings and conclusions resulted from this study are limited in scope to only the library professionals of this university. Such a topic has limited previous research. The size and homogeneity of the sample limit the generalizability of this study.

The study aims to investigate DIL acquired by SVU library and information professionals. The potential results of this study would be useful for library schools, library associations and other pertinent authorities for the planning of training programs and courses. The findings may also be helpful for library educators to develop curricula that meet the needs of library and information professionals.

This study is one of the few studies conducted on this topic in Egypt. The literature on the topic of this research revealed that extensive research has been undertaken on DIL in higher education in developed countries, but very limited research has been conducted on this topic in Egypt and similar developing countries, particularly among academic library and information professionals. No definition for the concept of DIL has yet been produced, and many Egyptian academic institutions define this concept based on their own needs depending on existing models.

This study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.

This paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.

This study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.

The paper evidences fully unique, primary research.

This paper examines the importance of property rights in women’s empowerment in rural India. Arguments justifying the need for granting property rights to women are presented and the distinction is made between legal (formal) and customary (informal) rights. The ineffectiveness of legal right in absence of customary rights has been discussed. Customary rights also become ineffective due to other institutional impediments. These impediments have been discussed. The results of extensive field work in rural West Bengal and Orissa have been presented to illustrate the pattern of development process that poor rural women want and in which the property right is only one component, not the only component.