Edu‐Cloud: On‐the‐fly employability skills as a service

Edu‐Cloud: On‐the‐fly employability skills as a service INTRODUCTIONThere are eight skills that can be defined as Employability Skills . These skills include Communication, Teamwork, Problem Solving, Initiative, and Enterprise, Planning and Organizing, Self‐Management, Learning and Technology and are secor agnostic. Traditionally these skills are not incorporated into the curricula taught in Science, Technology, Engineering and Mathematics (STEM) Universities . The course content development is not student led. The students usually are not involved on the development of contents or execution of courses, which in most cases, are instructor driven using a traditional non‐interactive teaching methodology. Traditional classroom activities hardly provide any opportunities to students for peer learning or access to external professional experts and mentors from relevant industry. Thus, resulting in a wider skill gap between what students are being exposed to on‐campus and what global market and industrial organizations expect from them. Teaching soft skills in STEM Universities is another challenging issue in developing countries due to lack of sufficient ICT infrastructure and availability of suitable instructors to teach these skills .Yet, another challenge faced by engineering and technology students in Higher Educational Institutions is the availability of suitable physical lab infrastructures, this is particularly an issue for institutions who wish to engage their students http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Computer Applications in Engineering Education Wiley

Edu‐Cloud: On‐the‐fly employability skills as a service

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
© 2018 Wiley Periodicals, Inc.
ISSN
1061-3773
eISSN
1099-0542
D.O.I.
10.1002/cae.21886
Publisher site
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Abstract

INTRODUCTIONThere are eight skills that can be defined as Employability Skills . These skills include Communication, Teamwork, Problem Solving, Initiative, and Enterprise, Planning and Organizing, Self‐Management, Learning and Technology and are secor agnostic. Traditionally these skills are not incorporated into the curricula taught in Science, Technology, Engineering and Mathematics (STEM) Universities . The course content development is not student led. The students usually are not involved on the development of contents or execution of courses, which in most cases, are instructor driven using a traditional non‐interactive teaching methodology. Traditional classroom activities hardly provide any opportunities to students for peer learning or access to external professional experts and mentors from relevant industry. Thus, resulting in a wider skill gap between what students are being exposed to on‐campus and what global market and industrial organizations expect from them. Teaching soft skills in STEM Universities is another challenging issue in developing countries due to lack of sufficient ICT infrastructure and availability of suitable instructors to teach these skills .Yet, another challenge faced by engineering and technology students in Higher Educational Institutions is the availability of suitable physical lab infrastructures, this is particularly an issue for institutions who wish to engage their students

Journal

Computer Applications in Engineering EducationWiley

Published: Jan 1, 2018

Keywords: ; ;

References

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