Exploring the Role of Digital and Socio-civic Skills for Promoting Youth Participation and Digital Citizenship

<p style="text-align: justify;">The emergence of digital technologies and a more global and digital society has brought about the need to develop and educate in Digital Citizenship, as well as to study how youth are taught to participate and learn citizenship in a digital age. This paper aims to explore the role of digital and socio-civic skills development, as facilitators for youth participation and analyses the relationship between sociodemographic variables (sex, age, educational level, and political ideology) with the participatory profile of participants. This is a study with a quantitative methodology, where, based on non-probabilistic convenience sampling, 534 young people between 16 and 35 years old from Spain, completed an online questionnaire regarding the development of digital and socio-civic skills. The results indicate how a participant’s participatory profile is related to other variables. In addition, significant differences are observed between the different participation profiles and digital and socio-civic skills, underlining that the development of digital and socio-civic skills are essential for educating in digital citizenship.</p>

The emerging work system and strategy for skills transition in South Africa

Purpose The rapidly emerging digital work system, accentuated by technological innovation, has dramatically changed the nature of skill-sets required for employees to perform their tasks effectively at the workplaces. This paper aims to examine the skills development strategies that organizations in South Africa are adopting in the transitioning of their respective workforces to fit the skills dynamics of the emerging work system. Design/methodology/approach The paper uses the interpretive qualitative research strategy to draw evidence from semi-structured interviews conducted on 38 respondents, using the thematic analytical process to derive themes embedded in the data set. Findings Based on the strength of data analysis, this paper identified two broad themes and six sub-themes that are critical for the transformation and transition of existing pool of skills for the emerging work system in South Africa. Research limitations/implications The research lacks ability to be generalized, which is a methodological limitation that is inherently associated with cross-sectional design and qualitative strategy in terms of causality and generalizability of findings. Originality/value The main value-add of this paper is the development of evidence-based research outcomes that provide both theoretical and practical framework for skills development and transition initiatives that are imperative for policy formulation. The paper responded to, and advanced the respective works of Hirschi (2017), Sharma et al. (2021) and Barley et al. (2017), by establishing the following strategic themes that are critical for skills development and transition mechanisms in the emerging work system: stakeholder relationship, media and public perception, learning organization, higher education system, continuous skills development and technology and job losses.

Formal education and training for conservation agriculture in Africa.

This chapter examines the role of formal education, training and skills development in Conservation Agriculture (CA) in Sub-Saharan Africa (SSA) in the context of the region's agricultural transformation systems. It explores nascent literature on potential reforms that include development of CA educational programmes and linkages that are more strategically attuned to national agriculture development aspirations. The chapter highlights theoretical grounds and practical examples for the multi-level strategies with complementary relationships aimed at facilitating systemic CA-related education, training and skills development to accelerate and expand its uptake in Africa. The chapter has advocated educational institutions and the university in particular to orchestrate the CA innovation value chain through 'internal' alignment of actors at institutional level (i.e. intra-organizational mainstreaming). The success of an innovation also depends on its 'external' viability. This was illustrated by proposing inter-organizational mainstreaming and a triple helix model where government and industry, respectively, are the principal actors towards increase in sociotechnical viability of the CA innovation system. There are obvious hurdles related to the interactions and coordination between stakeholders, as well as the integration of value complementarities across the value chain. Probable corrective strategies have been exhaustively interrogated and they are, for instance, manifested through technical and organizational adaptations as they summarize and compare systematically their contributions, arguments, assumptions and limitations in the process of creating and harnessing economies of scope in innovation. There may not be any ideal model for demand-led, CA-related education, training and skills development. A number of strategic options present themselves and, in a dynamic world, all strategies are relatively short-lived but must yield outcomes that contribute to longer-term goals. The educational institutions should find appropriate themes and avenues worthy of support in their own right, and projects that invite collaboration on their own terms.

Clinical Skills Development in the Virtual Learning Environment

The rapid transition to distance learning in response to the unexpected SARS-CoV-2/COVID-19 pandemic led to disruption of clinical skills development, which are typically conducted face-to-face. Consequently, faculty adapted their courses, using a multitude of active learning modalities, to meet student learning objectives in the didactic and experiential settings. Strategies and considerations to implement innovative delivery methods and address potential challenges are elucidated. Furthermore, integration of a layered learning approach may allow for more broad perspectives and allow additional interactions and feedback, which is especially necessary in the virtual environment.

Contribution of Project-Based Learning on Social Skills Development

The scope of this chapter is to describe and share experiences of two industrial engineers that had practiced project-based learning (PBL) during their engineering degree. Currently, authors look backward with a different perspective related to PBL as they are working as industrial engineers in different areas for 10 years in a multinational environment. Such experiences provide to the students the opportunity of developing soft skills that would be difficult to obtain following a traditional expositive lecture, more focused on individual work. Several challenges and advantages of learning by doing with PBL prepare students and contribute for their professional life because this kind of learning is closer to the professional daily life. In this chapter, four main experiences faced by the authors as engineering students are reported. Furthermore, the importance of experience like that and its contribution for the professional life is explained from the authors' point of view.