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The purpose of this study is to compare the differences between Marriage and Family Therapy (MFT) student perceptions of (a) types of praise used by MFT supervisors, (b) MFT students’ self-theory of intelligence, and (c) MFT students’ continued development of skills. Four hypotheses were tested stating that different types of praise used by MFT supervisors would have a significant effect on MFT supervisees’ development of skills. Two MANCOVAs were performed, which revealed that therapists praised for their efforts significantly continued to improve their professional skills, while others praised for their ability significantly reduced their efforts in upgrading clinical skills. © 2022 Taylor & Francis Group, LLC.

This paper aims at developing the potential of cellulose-based energy generation using pyrolysis, gasification, and combustion methods with biodegradable waste media. The cellulose-based material used in this study was sawdust. The sawdust was heated using a biomass stove, which was then analyzed in terms of heat conduction and propagation as well as temperature distribution. To ensure the effectiveness of sawdust as the main material in the biomass stove, sawdust particles were pressed and compacted under various pressure conditions. This experiment was integrated with the Project-Based Learning method through the following steps: (1) determination of projects testing, (2) project design, (3) project implementation schedules, (4) project completion and progress monitoring, (5) reports and presentations of project results, and (6) project evaluation. The results provide new findings that the denser sawdust particles correlate with the greater temperature and propagation rate. This can be obtained from the measured temperature distribution. Areas close to the heat source tend to have the same heat propagation. The density of the sawdust particle is the main key point for producing better pyrolysis and gasification process, in which it correlates with long combustion energy. Integrasi This finding opens a new concept and can be used as a reference for other researchers who develop research related to renewable energy from waste, especially when using a biomass stove. This study also gives ideas for the need for developing project-based learning using the burning of sawdust using biomass stove as a tool for the teaching and learning process. © 2022 Tim Pengembang Jurnal UPI.

Mentoring is an activity whose general features are present today, at least at a basic level, in teacher studies. In recent years, its issues have been further explored in the literature, in the context of addressing topics such as standards, competence, process and system management, the use of information technology in the training process. Therefore, the present article aims at highlighting the aspect of applying mentoring to didactic design and distribution, the purpose of which is to provide equivalent opportunities (professional ones) for the diversity of potential beneficiaries in the system. The activities we focus on in this study will illustrate that engineering students are able to improve their communication skills in the specific field they intend to become specialists. This article will prove that the vocational characteristic is understood and realized by the participants and will invite them to free reflection, to co-participation and to illustration, through their work, of the pro-vocational commandment of vocational training. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The nature of global labor markets places new demands on the Technical and Vocational Education and Training (TVET) sector in developing countries. Capacity building programs have become a strategy for governments to increase the standard of TVET. The aim of this article is to analyze conditions for the formation of an intended and enacted curriculum within the framework of an Ethiopian Private-Public Development Partnership (PPDP) in the TVET sector. Data was generated through semi-structured interviews, focus group discussions, and document analysis. The results indicate that the curriculum was geared toward the needs and interests of those industries involved in the PPDP and that greater emphasis was put on developing the intended curriculum than considering situational and contextual (im)possibilities for its enactment. A future consideration when developing curriculum for such a program may be to involve a more diverse group of local actors. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Orientation: Learnerships has been operationalised in South Africa as part of the National Skills Development Strategy (NSDS). The success of a learnership programme is influenced by stakeholder involvement. Research purpose: This study set out to explore the value of learnerships from an organisational stakeholder point of view. Motivation for the study: The stakeholder theory perspective posits the importance of stakeholders buy-in and involvement in learnership implementation. Research approach/design and method: Semi-structured interviews with three key stakeholders in a specific learnership programme were conducted in 2020. Data were analysed by means of thematic analysis using Atlas.ti 8.1. Main findings: Although the primary objective of learnerships is to develop vocational skills, the organisation and even larger community also reap benefits from hosting a learnership. These benefits include lower recruitment costs, capacity building with employees that understands the culture of the organisation, simplified onboarding, and community involvement. Practical/managerial implications: Skills development in the learnerships is largely facilitated by means of social and informal learning. Although formal training opportunities are an important part of learnership, it should be designed to include interaction and collaboration with employees in the organisation. Contribution/value added: Skills development as operationalised in the NSDS is part of the learner benefit of the learnership programme in South Africa. This article highlights how external stakeholders can reap greater benefits in terms of capacity building if the learners are engaged in meaningful organisational contribution. © 2023. The Authors. Licensee: AOSIS.

This article examined the driving forces behind young agripreneurs' participation in agripreneurship empowerment programmes and estimates the causal impact of programme participation on agripreneurship skills using data from a random cross-section sample of 1435 young agripreneurs in Kenya, Nigeria, and Uganda. Specifically, the study took evidence from the youth component of the African Development Bank Technologies for African Agricultural Transformation (TAAT) programme, Empowering Novel Agribusiness-Led Employment (ENABLE). An endogenous switching model was used to identify factors that significantly informed participation decisions and assess the programme's impact on youth agripreneurship skills. Age, education, agripreneurship experience, business level, current residence, and training perception significantly influenced participation. Even though both programme participants and non-participants had high agripreneurship skills scores, participants had higher scores across the three countries than non-participants. The causal impact estimation from the switching regression model also indicates that participation has a positive and significant impact on agripreneurship skills, which implies that the higher score achieved by participants could be attributed to their involvement in the ENABLE-TAAT programme. These results suggest raising awareness of youth agribusiness empowerment programmes and encouraging youth to participate more actively. Additionally, the result suggests the need to implement strategies that could change young people's negative perception of agricultural interventions for increased participation. © 2023 The Authors

The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end. © Asian Online Journal Publishing Group. All rights reserved.

Orientation: Research has highlighted the significant role of entrepreneurship education and training (EET) in transforming individual lives, communities and nations. Research purpose: The purpose of the study was to explore the impact measurements of entrepreneurship education outcomes by exploring its indicators and methodological approaches and its associated challenges. Motivation for the study: The impact measurement of entrepreneurship education is an under-researched area of study. This study intends to close this gap. Research design, approach and method: A scoping review was conducted on 80 articles and dissertations using the Arksey and O’Malley framework to explore the extent, range and nature of literature on the impact measurements of entrepreneurship education. Main findings: The study found three leading impact measurement indicators of entrepreneurship education – the subjective, objective and institutional-framework. The most commonly utilised methods of measuring the impact of entrepreneurship education are the pre and post-test or post-test, longitudinal and experimental designs. The findings also reveal that the primary challenge of impact measurement studies is self-selection of individuals who participate in EET programmes because of their desire to pursue entrepreneurial activities. Practical/managerial implications: The impact measurement indicators of entrepreneurship education should be tailored to a specific audience and stakeholders’ perspectives and also assess the participant’s development, society and the national economy. The article, situated on the premise of the constructivists’ recommendation that learners are not tabula rasas; the measurement of the impact of entrepreneurship education should instead focus on ex-post results and not pre-post results. Contribution/value-add: The study could assist entrepreneurship education curriculum evaluators to understand the various indicators and methods of measuring the impact of entrepreneurship education. © 2023. The Authors.

This study explores the lived experience of apprentices on a degree-level programme and their perceptions of how elements of apprenticeship study that aren’t components of traditional degree study–i.e. off-the-job training–impact their learner journey. This article undertakes a thematic analysis following qualitative interviews with eleven apprentices, who are early-career academic professionals nearing the end of their apprenticeships. Key findings offer a mixed picture, and suggest that the study habits and preferences of apprentices are personal to individuals and are impacted on by employment workload and access to off-the-job study time. Apprentices indicate that many factors encroach on their ability to utilise the allocated off-the-job study time, primarily the ability to be released from employed work and conflicting priorities around meeting study, business, and personal needs. Apprentices suggest that in reality it is almost impossible for them to spend 20% of their working time on their studies. Recommendations are offered to both institutions and individuals, regarding the need for sound dialogue and the removal of barriers to ensure that apprentices can meet the contractual requirements of apprenticeship study. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.