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The value of ethnomathematics in the process of teaching and learning mathematics is acknowledged on a global scale. In light of this, the majority of nations have argued in favor of its inclusion in the mathematics curriculum. Whereas mathematics teachers in affluent nations receive guidance and support, most mathematics teachers in developing nations are left to their own devices. This review aimed to identify local cultural relics that relate to mathematical principles taught in schools so that mathematics teachers in developing nations might use them as a reference. This review included 61 articles from Scopus, JSTOR, EBSCOhost, and ProQuest. Upon analysis, the articles revealed that cultural games, weaving, cultural dances, symbolic calculations, buildings, meals, and number systems are among the ethnomathematics activities in which school mathematics concepts are embedded. Nonetheless, cultural games and weaving are mentioned in literature the most frequently. Fabric or textiles are popular in weaving. These results imply that ethnomathematics can be used as a pedagogical, learning, or assessment method for teaching and learning mathematics in schools. However, mathematics teachers must engage in strategic and structural planning; the ADDIE model provides direction in this regard. The results of this review give mathematics teachers in developing nations a baseline and now is the right moment for them to begin implementing the suggested methods of integrating ethnomathematics into their instructional practices. © The Author(s) 2024.

The Global Agenda 2030 has set out a common pathway that delineates the type of vocational training that higher education institutions (HEIs) should provide to respond to the challenges it sets. Rankings and other metrics are concerned with examining the quality of higher education in terms of research standards or international accreditation. However, leave aside the quality of education offered in HEIs from the perspective of teaching and developing soft skills in line with labor market needs. This paper aims to analyze how soft skills are developed and researched in higher education based on two types of analysis. In the first, a content review of research articles published between 2010 and 2022 that examined the formation of soft skills in students was conducted. The second used text mining techniques and modeling based on bipartite networks. The results showed that the competencies most addressed in the studies were intrapersonal competencies, such as critical thinking and adaptability; interpersonal competencies, such as team leadership; and transversal competencies, such as oral and written communication. In addition, it was found that the preferred pedagogical methods for training them were courses to teach the competencies, the use of open educational resources (OER), guidance materials for learning the necessary competencies, and teaching models. Finally, role-play activities and self-report questionnaires were often used to explore and analyze soft skills. © Proceedings of International Conference on Research in Education and Science 2024.

Developing relevant competencies for optimal job performance ensures graduates' professional inclusion and success in the labor market. Competency research is examined from the business contexts of higher education and with the actors involved: faculty, students, graduates, and companies. This paper reviews the research on competency-based training of the last decade. Bibliometric analysis methodologies were approached with 539 documents. As a selection criterion, only articles and conference papers were considered, and 75 were selected for a detailed examination of their content through stratified sampling. The results indicate that empirical studies predominated over theoretical ones; self-reporting and interviews were the preferred techniques; the areas with the highest number of studies were Arts and Engineering, the Exact Sciences, and the Social and Legal Sciences. It is concluded that more studies examining competencies at the graduate level in higher education are needed. From these findings, we derived a taxonomy of competencies identified by areas of knowledge, which is presented in the results. © Proceedings of International Conference on Research in Education and Science 2024.

This article shows how different data sources can be combined to learn about the evolution of gender norms over time. First, data on job advertisements from 1950 up to 2020 reveal that there was a significant change among Swiss employers' stated preferences regarding their prospective employees' gender. More specifically, the proportion of gender-neutral job posts increased from five to almost 95% within the observation period. To further corroborate and contextualize this finding, I complement it with time series on the relative fre- quency of several specific queries, such as equality between men and women, from Google's German language book corpus. These additional series are broadly consistent with the evolution of the share of gender-neutral job posts. However, it also appears that there are two distinct narratives, one concerned with the personal sphere, identity, and intimate relationships, the other with the political and public realm. Interestingly, the narrative on personal relations set off considerably earlier than the change in the proportion of gender-neutral job ads. Overall, the evidence from the different data series shows that gender norms have changed substantively, yet in a complex manner, over the past decades. © 2025 by Emerald Publishing Limited.

This article presents the results of a study analyzing the relative importance of cognitive, practical- operational, and motivational-value skills for professionals in the field of nanoscience. The study identifies the critical skills necessary for success in this interdisciplinary field based on a survey of various stakeholder groups, such as academic researchers, industry professionals, graduate students, policymakers, and ethicists. The findings show that all respondents consider critical thinking and problem-solving essential. Ethical responsibility and awareness of societal impact also play a significant role, especially among policymakers and ethicists. The identified differences in priorities between stakeholder groups highlight the need for improvements in nanoscience education to ensure the development of professionals equipped to address scientific-technical and ethical challenges. The article discusses potential directions for enhancing educational programs and policies. © The Author(s) 2024.

With a focus on the Western-Canadian province of Manitoba, this article aims to develop a conceptual and empirical exploration of how apprenticeship learning can be transformed to meet the needs of Indigenous apprentices. Conceptually, the article layers an articulation of decolonising education onto apprenticeship learning in such a way as to explicitly support apprentices’ prior knowledge and recognise the socio-political context within which apprenticeship learning occurs. Empirically, the article draws on qualitative in-depth interviews with Indigenous carpentry apprentices about their experiences with on-the-job training in order to better understand how Indigenous adult learners negotiate well-documented systemic barriers to education and employment. By contrasting participants’ experiences in industry worksites to their experiences with Indigenous-centric curriculum offered by the Manitoba-based social enterprise BUILD, the article develops a discussion of how market-driven apprenticeship programmes limit the potential achievements of Indigenous learners and how a decolonising approach to apprenticeship learning that prioritises Indigenous epistemologies may result in higher levels of learner success. © 2020 The Vocational Aspect of Education Ltd.

The demands on lecturers in higher education to select, structure, and contextualise relevant and up-to-date resources for their students have increased; behaviour that is often referred to as curation. Currently, systematic insight into lecturers’ curational behaviour is limited. This scoping literature review provides an overview of the existing body of knowledge regarding lecturers’ curational behaviour. Twenty-four articles were selected and analysed, using the framework of Ajzen's Theory of Planned Behaviour). Findings show that although studies can be linked to elements of the TPB, current research does not approach curational behaviour as an interconnected process of behaviour and its intentions. Additionally, current research mainly focusses on selection of resources; other elements of curation such as structuring resources and providing context are overlooked. More knowledge of lecturers’ curational behaviour could lead to better understanding of how lecturers’ curation could be supported, which could improve the quality of higher education. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

In recent years Norway and Switzerland have introduced local training agencies (TAs), local intermediary organisations consisting of firms involved in apprentice training. In both countries, the starting point for the formation of the TA was roughly similar: enabling more firms to participate in apprentice training. Despite similar tasks, TAs have developed differently in the two countries. In Norway TAs have evolved as general-purpose tools in the governance of apprentice training while in Switzerland they are restricted to small niches. The article investigates these different outcomes using theories of intermediary organisations in the governance of collective skill formation systems at the local level. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article draws on interviews with 164 young beneficiaries (of) and 128 professionals in charge of lifelong learning policies in eighteen regions located in nine member states of the European Union in 2017. Drawing on the concept of ‘opportunity structures’, we analyse variations between regional institutional arrangements and interactions between professionals and young adults. Our findings suggest that the crux of lifelong learning policies is the coordination between different policy areas so that they can respond to the multidimensional challenges that young adults face during their life transitions in diverse regional contexts. © 2021 The Authors. International Journal of Social Welfare published by Akademikerförbundet SSR (ASSR) and John Wiley & Sons Ltd.

This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and some policy implications of the NVQ experience are remarked on. It goes on to consider the adoption of learning outcomes approaches to qualifications in the European Union, first through the introduction of the European Qualification Framework (EQF) and then of European Skills, Competences, Qualifications and Occupations (ESCO). First, it is argued that the EQF serves as an umbrella for qualifications fundamentally incompatible with each other. Second, it is maintained that although ESCO has certain design features that liken it to the NVQ, it is also compatible with non-learning outcomes-based qualifications. Its assumptions about qualification design, based on task analysis, render it unsuitable as a template for the development of advanced vocational qualifications. The decline and fall of the NVQ and its replacement by standards-based qualification in England is described and some lessons that can be learned by policymakers are outlined. Learning outcomes-based qualifications are not fit for purpose. © The Author(s) 2021.