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Efeitos de diferentes tipos e frequências de feedbacks visuais aumentados na aprendizagem dos seis fundamentos básicos do voleibol

Holderbaum, Guilherme Garcia
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.35%
HOLDERBAUM, G. G. Efeitos de diferentes tipos e freqüências de feedbacks visuais aumentados na aprendizagem dos seis fundamentos básicos do voleibol. Tese de Doutorado. Programa de Pós-Graduação em Ciências do Movimento Humano. Escola de Educação Física. Universidade Federal do Rio Grande do Sul, 2005. O voleibol é um dos esportes mais difundidos e praticados no mundo. No entanto, estudos que buscam o ampliar o conhecimento acerca do processo de ensino-aprendizagem dos fundamentos desta modalidade ainda são escassos. Talvez esta lacuna esteja relacionada com as dificuldades encontradas na construção de metodologias para o ensino do voleibol. Dessa forma, a utilização de feedback visual aumentado (FVA) parece ser adequada para o desenvolvimento deste esporte, uma vez que este recurso vem sendo apontado, já há algum tempo, na literatura como uma estratégia que pode influenciar o processo de ensino-aprendizagem de um gesto técnico esportivo. Tendo em vista a necessidade de novas estratégias bem como metodologias de ensino para o voleibol, o objetivo deste estudo foi verificar a influência de diferentes tipos e freqüências de FVAs no processo de ensino-aprendizagem dos seis fundamentos básicos do voleibol. Foram testados seis tipos diferentes de FVAs: (1) FVA-D (demonstrativo); (2) FVA-C (comparativo); (3) FVA-DI (demonstrativo com informações); (4) FVA-CI (comparativo com informações); (5) FVA-DIC (demonstrativo com informações e confirmação) e FVA-CIC (comparativo com informações e confirmação) combinados com quatro freqüências de fornecimento destes feedbacks: F50% (feedback a cada duas tentativas); F33% (feedback a cada três tentativas); F20% (feedback a cada cinco tentativas) e Fredu (feedback a F50% no 1º e 2º dias; a F33% no 3º e 4º dias e a F20% no quinto dia de prática). Participaram deste estudo 300 sujeitos de ambos os sexos...

Education in basic skills and training for productive work

Labarca, Guillermo
Fonte: CEPAL - Comissão Econômica para a América Latina e o Caribe Publicador: CEPAL - Comissão Econômica para a América Latina e o Caribe
EN
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Includes bibliography; The success of global policies and strategies aimed at training for productive work depends to a large extent on the level of development of basic skills among the work force and, likewise, training costs will vary according to the level of general preparation of those entering on the process. In view of the close relationship between the structure of the school system, the development of basic skills and actual training, different options are available for attempting to resolve imbalances between training for productive employment and previous basic education. These range from expanding and upgrading formal education to hiring persons with a low level of education and compensating for their weaknesses through training, with a number of variants that lie somewhere between those two alternatives. Our conclusions, based on the available information, are that training cannot replace basic education, that the process of technological change goes hand in hand with an increased demand for workers with a high level of education, that substituting training in specific skills for good basic education is not the most efficient option, and that one of the favourable effects of primary education is that it facilitates after-school training. Attempting to improve labour productivity solely through specific training would not appear to be the most efficient option. Basic skills development is a necessary complement...

Skills, Not Just Diplomas : Managing Education for Results in Eastern Europe and Central Asia

Sondergaard, Lars; Murthi, Mamta; Abu-Ghaida, Dina; Bodewig, Christian; Rutkowski, Jan
Fonte: World Bank Publicador: World Bank
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46.29%
The countries of Europe and Central Asia (ECA) are currently emerging from the deepest recession suffered by any developing region. Post-crisis conditions are very different from those of preceding years. Financial resources are more limited and more expensive, and export growth is restrained by potentially slower growth in destination countries. Restoring and sustaining growth in this context require reforms that boost competitiveness and increase labor productivity. Such reforms are all the more important given the shrinking of the working-age population in many countries of the region. This book uses a range of different data sources to argue that the skills problem in the ECA region relates more to the quality and relevance of the education provided in ECA countries than to problems of access. A central argument of the book is that ministries of education are constrained in a number of ways from effectively managing their education and training sectors. The three most important and interrelated impediments to improving quality and relevance are the lack of systematic data on key skills-related performance issues (i.e....

Strengthening Skills and Employability in Peru : Final Report

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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This report presents the final results and conclusions of a multi-year program developed by a team comprising Bank staff and first-rate Peruvian researchers, which provides policy-relevant analysis of the constraints to labor market entry for low income workers. Expanding employment opportunities and addressing the deficits in skills of large segments of the labor force have become a central concern for policy makers, the business community, academics, and the society at large in Peru. The study of the labor market and skills acquisition is not an empty field in Peru. Many local analysts have undertaken several studies of the education and training systems and the associated labor market returns. However, up to now data limitations have precluded detailed analyses of the constraints of low-income workers, particularly youth, to map their skills into suitable jobs, and to acquire the skills demanded by the labor market. This is, in fact, generally the case throughout Latin America and in many countries in the developing world. It is hoped that this effort and the report can contribute to inform the discussions of the future of social and employment policy among policy makers and the Peruvian society at large.

Employer Voices, Employer Demands, and Implications for Public Skills Development Policy

Cunningham, Wendy; Villasenor, Paula
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
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Educators believe that they are adequately preparing youth for the labor market while employers lament the lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. This paper uses economics and psychology literature to define four skills sets: socio-emotional, higher-order cognitive, basic cognitive, and technical skills. The paper reviews the literature that quantitatively measures employer skill demand, as reported in preference surveys. A sample of 28 studies reveals remarkable consistency across the world in the skills demanded by employers. Although employers value all skill sets, there is a greater demand for socio-emotional and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across economy size and level of development, sector, export-orientation, and occupations. Employers perceive that the greatest skills gaps are in socio-emotional and technical skills. These findings suggest the need to re-conceptualize education and training systems. Taking into consideration the developmental process to acquire the skills identified by employers...

Demand and Supply of Skills in Ghana : How Can Training Programs Improve Employment?

Darvas, Peter; Palmer, Robert
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
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Ghana has a youthful population of 24 million and has shown impressive gains in economic growth and in poverty reduction over the last two decades. The necessary sustained growth requires three critical steps: (1) increase productivity in the strategic economic sectors, (2) diversify the economy, and (3) expand employment. Raising the level and range of skills in the country provides a key contribution to these core drivers of sustained growth. Skills development in Ghana encompasses foundational skills (literacy, numeracy), transferable and soft skills, and technical and vocational skills. These skills are acquired throughout life through formal education, training, and higher education; on the job through work experience and professional training; through family and community; and via the media. This report focuses on one segment of Ghana s skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. Although TVET alone does not guarantee productivity gains or job creation...

Tanzania Skills for Competitiveness in the Small and Medium Enterprise Sector

Sabarwal, Shwetlena
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
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56.37%
We examine the question of workforce skills for small and medium enterprises (SMEs) in Tanzania and find a mixed picture full of potential. On the one hand, education access has expanded at all levels and a more educated cohort is now entering the labor market - signaling the availability of a more skilled workforce for SMEs. On the other hand, acute shortages of secondary and postsecondary graduates persist. Disturbingly, the quality and relevance of primary education has come into question. It is unclear whether increased access to primary education is actually translating into acquisition of crucial basic skills in the country. In light of this, it is unsurprising that education attainment no longer appears to be a reliable proxy for relevant skills, as perceived by employers. Further, SMEs seem to have very little meaningful connection with education institutions for recruitment of workers. A related but equally concerning problem relates to the culture of recruitment among SMEs in Tanzania. It is one of passive hiring...

STEP Skills Measurement Surveys : Innovative Tools for Assessing Skills

Pierre, Gaelle; Sanchez Puerta, Maria Laura; Valerio, Alexandria; Rajadel, Tania
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
EN_US
Relevância na Pesquisa
46.34%
The Skills Towards Employability and Productivity (STEP) program was designed to better understand the interplay between skills on the one hand and employability and productivity on the other. The STEP program developed survey instruments tailored to collect data on skills in low- and middle-income country contexts. The present note is a reference document for readers seeking background information on the STEP surveys and for users of the data, which is publicly available through the World Bank s Microdata Catalog. The note describes the design of the survey instruments and the constructs measured as well as the technical standards and implementation protocols adopted to ensure data quality and comparability across countries. It also provides guidance to users for the construction of aggregated skills indicators and for the use of the reading literacy assessment data.

Botswana Labor Market Signals on Demand for Skills

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
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Botswana has an official unemployment rate of 17.8 percent. The low labor-intensity of growth is a potential explaining factor for this high level of unemployment. It is thus essential to analyze the role of education and training in the access to employment. This note finds that the role of education has changed under the effect of schooling expansion and persistent unemployment. Labor market institutions appear to have a limited impact on employment and wage levels, while the importance of active labor market programs is growing. This note aims to identify labor market signals that point to demand for specific current and future skills. The note seeks to answer the following questions: does the labor market place a higher premium on workers literacy and numeracy skills, technical skills, or behavioral skills?; is the labor market more in need of secondary or tertiary education graduates?; and will growing economic sectors (for example, tourism) benefit more by increasing the supply of sector-specific skills (for example...

El e-PEL, una herramienta para desarrollar las competencias básicas en lenguas extranjeras; e-PEL a tool to develop basic skills in foreign languages

Zambrano Ponguillo, Mónica
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
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RESUMEN Con el presente estudio pretendo visualizar las distintas aristas de las competencias básicas, y que, como un eje vertebrador logremos un aprendizaje significativo tanto así, se pueda apreciar el crecimiento personal y educativo del alumnado durante el aprendizaje de una Lengua Extranjera, investigando la actual situación de las políticas educativas de la Unión Europea, España y de la Comunidad Autónoma de Cantabria. Para esto quiero ofrecer la adaptabilidad de una herramienta como el portafolio demostrando que es un recurso aplicable a cualquier nivel educativo, y que favorece además en la interacción y autonomía de los participantes.; ABSTRACT With this study I intend to display the various edges of basic skills and, as a backbone we achieve significant learning so much that can be seen in the educational and personal growth of students. To this I offer adaptability, demonstrating that the portfolio is a resource applicable to any educational level, and also promotes interaction and autonomy of participants.; Grado en Magisterio en Educación Primaria

Competencias básicas y procesos perceptivos: factores claves en la formación y orientación de los jóvenes en riesgo de exclusión educativa y sociolaboral; Basic skills and perceptive processes: key factors in training and guidance processes of young people at risk of educational, social and labour exclusion

Olmos Rueda, Patricia
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
56.08%
This research suggests improvements in guidance processes and initial vocational training of young people between 15-21 years old that are at risk of educational, social and labour exclusion, drawing on the needs emanating from the findings. The present study is based on a comparative analysis of the self-perception of the mastery of key competencies of 228 young people involved in 18 training programmes in the surrounding area of Barcelona, Spain, and others' perceptions on the matter (16 tutors and 9 entrepreneurs). The results show differences between the perceptions of the two groups of participants. Based on the findings, an interrelated model of key skills was designed. In this model, linguistic competence, learning to learn competence, social-citizenship competence and labour competence become the axis that articulate the connections between competencies. Likewise, this model sets training guidelines within these training programmes.; El presente artículo tiene como objetivo el estudio del perfil competencial de 228 jóvenes en situación de fracaso escolar participantes en 18 programas de formación inicial para el trabajo en 7 municipios del área metropolitana de Barcelona, a partir del análisis del autoconcepto y de la percepción que éstos poseen de su nivel de dominio de las competencias básicas y de la percepción que otros (16 tutores de formación y 9 agentes empresariales) tienen al respecto. Los resultados obtenidos de la aplicación de instrumentos como cuestionarios y entrevistas anticipan diferentes percepciones del nivel de dominio de las competencias analizadas...

Job-Related Basic Skills: Cases and Conclusions

Sticht, Thomas G.; Mikulecky, Larry
Fonte: Escola de Pós-Graduação Naval Publicador: Escola de Pós-Graduação Naval
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
46.33%
This monograph describes the job-related basic skills requirements of the work force and explores ways of developing and improving the reading, writing, and computational abilities of workers. The paper first examines trends that are influencing the demand for basic skills, such as the decline in youth population and the increase in service and technology-related occupations, changing the nature of job skills requirements. The middle section presentsthree case studies of basic skills training programs: (1) a public/private sector effort to train disadvantaged persons in word processing, (2) a municipal government's retraining program to staff a waste water treatment plant, and (3) the Functional Literacy (FLIT)project of the Department of Defense (DOD). Based on the demonstrated effectiveness of basic skills training that is integrated with real job requirements, guidelines and methods for skill development programs are discussed. This section highlights research on adult skills training, program development principles, and the DOD's Instructional Systems Development process. A list of references concludes the document. (SK)

Effectiveness of the U.S. Navy's Basic Skills Enhancement Program entitled Functional Applied Skills Training (FAST)

Spendley, John K.
Fonte: Monterey, California: Naval Postgraduate School Publicador: Monterey, California: Naval Postgraduate School
Tipo: Tese de Doutorado Formato: vi, 52 p.
EN_US
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Approved for public release; distribution is unlimited.; This thesis explores the effectiveness of the U.S. Navy's basic skills enhancement program entitled Functional Applied Skills Training (FAST) in providing the basic reading skills necessary for enlisted personnel to more ably perform their jobs in the U.S. Navy fleet during the first three years of their enlistment. Current FAST program mission, FAST's impact on fleet job performance, and future U.S. Navy enlisted manpower requirements are examined to identify mission areas where program improvements can be made. Enlisted advancement probabilities, which reflect enlisted job performance, for FAST program participants and non-participants were calculated using a statistical regression model. Results of these calculations indicate that a recruit's participation in the FAST program significantly increases his or her probability of advancing to grade E-4 within the first three years of his or her enlistment. However, considering the anticipated defense drawdown and the need to enlist a cadre of high-quality service members, the mission of the FAST program will require redefinition to avoid the ax that will be used to accomplish future budget cutbacks.; Lieutenant, United States Navy

Skills Development in Afghanistan

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.34%
After three decades of conflict, Afghanistan needs a well-trained and flexible workforce to help rebuild the country. The conflict has decimated Afghanistan's training infrastructure, torn the fabric of human society, and relegated the country to the status of one of the least developed in the world. The country's efforts to emerge from near-total collapse is hampered by a number of factors, one of which is absence of a well-educated and -trained labor force able to acquire the skills and trades the country needs as it grows. A well-trained labor force will yield higher levels of productivity and be able to accommodate the changing needs of a post conflict economy while ensuring higher earnings and greater mobility for workers. Though most of the Afghan labor force is in the informal sector, skills acquisition judiciously combined with literacy and numeric programs should produce a workforce able to adapt modern production technologies and take advantage of opportunities through self-employment and small-enterprise development. The report is organized into four sections. Section one provides an introduction to Afghanistan. Section two focuses on recent economic trends and labor market demands. Section three is an overview of the country's education and training sector...

Leading with Ideas : Skills for Growth and Equity in Thailand

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: City Development Strategy (CDS)
ENGLISH
Relevância na Pesquisa
46.39%
In Thailand, enhancing workforce skills and promoting innovation is part of the country's strategy to facilitate the transformation toward a more knowledge-intensive and creative economy generating good jobs. This report provides valuable insight for Thailand to develop the skills necessary to boost ideas-led growth and equity. The report draws on findings from employer surveys, analyses Thailand's skills development performance from the lifecycle perspective, and outlines possible strategies to meet the emerging challenges in matching labor force skills with Thailand's development objectives. In particular, the report highlights possible approaches for consideration while implementing the skills agenda outlined in the eleventh national economic and social development plan. This report will contribute to a constructive discussion and informed decisions that will help the equitable and sustained growth of Thailand's economy.

Skills for Quality Jobs and Development in Lao PDR : A Technical Assessment of the Current Context

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH; EN_US
Relevância na Pesquisa
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Lao has embarked on an ambitious plan to transform its economy, reduce poverty, and graduate from least developed country status by 2020. The objectives of this report are 1) to provide critical information to the Government of Lao PDR (GoL) about existing skills gaps in Lao; 2) to provide the GoL and the steering committee that will revise the Human Resource Development Strategy 2000-2020 (and link it to the 8th NSEDP) with evidence of the current skills situation in the country, to better inform decisions and human resource planning for the future; and 3) to provide the GoL, the World Bank, and other development partners a baseline of skills indicators against which to measure progress going forward. Lao's economic growth has led to increased demand for workers at all skill levels, but employers have a difficult time finding workers to meet that demand. The lack of skills among the workforce is the most commonly cited constraint. The first priority will be to increase the limited flow of students progressing to higher education levels...

Matching Aspirations : Skills for Implementing Cambodia's Growth Strategy

World Bank
Fonte: World Bank, Phnom Penh Publicador: World Bank, Phnom Penh
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
EN_US
Relevância na Pesquisa
46.37%
Over the past decade, Cambodia improved the skills of its workforce at a slower rate than other countries in East Asia. And, although Cambodia's firms do not perceive skills as their main business constraint, skills shortages may negatively affect the process of both industrial and agricultural upgrading and economic diversification. Employers point to a structural imbalance in skills supply, including a relative shortage of vocational training graduates compared to university graduates. This report provides valuable insight for Cambodia to develop the skills necessary to match the country's development aspiration. At the same time, it outlines specific actions to create opportunities for access to information in the skills market, to expand household-oriented interventions, to improve school retention, and to strengthen second-chance options - including technical and vocational education and training. This report further proposes how to expand financing for early childhood development effectively, to strengthen institutions, and to promote incentives toward better results among skills providers, including higher education institutions. The analysis in this report represents an important collaborative contribution to Cambodia's growth strategy and human development agenda.

Efficient Learning for the Poor : Insights from the Frontier of Cognitive Neuroscience

Abadzi, Helen
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
46.29%
This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman's terms, it provides explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to help staff put their learning into use? This book is intended for use by policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students.

An Assessment of Skills in the Formal Sector Labor Market in Bangladesh : A Technical Report on the Enterprise-Based Skills Survey 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.38%
Education and skill development have played a crucial role in economic growth, poverty reduction and social transformation in Bangladesh, particularly the inclusion of women in the labor force in the last decade. Bangladesh has made impressive gains in improving access to education, reaching the Millennium Development Goals (MDG) of gender parity at the primary and secondary levels. Increased access to secondary education among girls over the past twenty years appears to have produced a powerful agent of social mobility as it is likely that many of the young girls who benefitted from the female stipends in the early 90s have now entered the labor market and may be enjoying higher earnings than older female cohorts. The widespread entry of women into the labor market has been a leading factor in the rapid expansion of the garment industry. With around USD 15 billion in export value in 2010, the readymade garment industry is currently Bangladesh's most important industry sector (McKinsey and Company 2011). In this context...

The institutionalized child with disabilities and the teaching of basic skills: a case study; A criança com deficiência institucionalizada e o ensino de habilidades básicas: um estudo de caso

Boueri, Iasmin Zanchi; Universidade Federal de São Carlos; Schmidt, Andréia; Universidade Positivo
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 15/03/2011 POR
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Este trabalho teve como objetivo verificar as mudanças ocorridas no repertório de uma criança com deficiência, institucionalizada e em condição de abandono, ao passar por um procedimento focado no ensino de habilidades básicas. Participou da pesquisa uma menina de sete anos, com severo atraso no desenvolvimento, moradora de uma instituição residencial para pessoas com deficiência. Foi realizada uma avaliação inicial do repertório da criança (linha de base) por meio da aplicação de um protocolo de habilidades básicas, que possibilitou determinar as condutas que seriam ensinadas durante o desenvolvimento do programa de aquisição de habilidades básicas. Para verificar as mudanças no repertório comportamental da participante foram aplicadas avaliações quinzenais. Os resultados foram acompanhados por meio de um delineamento de linha de base múltipla entre comportamentos. Observou-se, a partir das avaliações quinzenais, que houve aumento na frequência dos comporta- mentos ensinados após início da implementação do programa de ensino. Tal aumento não foi observado nas demais habilidades podendo-se...