Tag Archives: achievement

Will the current type of Adult Education keep you in long-term Employment?

Diane Shawe’s latest publication ‘Is Adult Education Broken suggests that a 21st-century educational system must focus on the areas where humans can outclass computers—such as in cognitive skills, interpersonal skills, fine motor skills, or sophisticated coding skills.

It is not enough to leave everything up to our governments or educational institutions. Every adult should read this book because the questions outline in this publication affects us all, our children and how we decide to educate them and ourselves.

More and more top fortune company’s are giving way to automation primarily to drive costs down, improve reliability, security and accuracy.

Download your copy today

More and more get rich online schemes pop up each day as people are desperate to secure income to meet their daily needs and even aspirations. Sadly most of these schemes only leverage saving out of peoples accounts or worse they get into debt to try and secure a better future.

Diane believes that we need to make sure that the type of education supplied can keep a population in work or self-employment, performing meaningful tasks relevant to todays and tomorrow needs. Creating a new generation of ‘Entreployability’ Read ‘The new rules of engagement towards long term employability..by Diane Shawe

Education has to become student-centric and move away from solely institutional constructs that are not fluid to change.

Maybe we need to remind ourselves of the purpose of education by looking back in order to move constructively forward.

Is #Adult #Education Broken? #DianeShaweAuthor explores the main failings in education for an economy—powered by #technology, fueled by #information, driven by #knowledge and becoming #automated. A thought-provoking read.

Download your copy on #amazon today https://goo.gl/gm9t2U

Destiny’s Child reunited and you won’t believe what they looked like!

Destiny’s Child reunited Saturday night for a performance at the Stellar Gospel Music Awards!

Yes, yes, yes: Beyoncé and Kelly Rowland joined former groupmate Michelle Williams at the Las Vegas event to sing Michelle’s song “Say Yes.” Awesome in and of itself, but the trio made it even better by dressing in their signature “same but different” outfits, with variations of white jackets and jeans.

This was the first time the ladies performed together since 2012, when they joined Beyoncé for a medley of “Bootylicious,” “Independent Women Part 1” and “Single Ladies” during Bey’s Super Bowl halftime show.

The Geograhy of Women 2018

The Geography of a Woman🤣🤣

Between 18 and 22, a woman is like Africa . Half discovered, half wild, fertile and naturally Beautiful!

Between 23 and 30, a woman is like Europe. Well developed and open to trade, especially for someone of real value.

Between 31 and 35, a woman is like Spain. Very hot, relaxed and convinced of her own beauty.

Between 36 and 40, a woman is like Greece. Gently aging but still a warm and desirable place to visit.

Between 41 and 50, a woman is like Great Britain. With a glorious and all conquering past.

Between 51 and 60, a woman is like Israel. Has been through war, doesn’t make the same mistakes twice, and takes care of business .

Between 61 and 70, a woman is like Canada. Self-preserving, but open to meeting new people.

After 70, she becomes Tibet.
Wildly beautiful, with a mysterious past and the wisdom of the ages.
An adventurous spirit and a thirst for spiritual knowledge.

THE GEOGRAPHY OF A MAN

Between 1 and 100, a man is like North Korea and the United States.
Ruled by a pair of nuts!!🙈🙈🙈🙈

THE END.
Send this to every woman for a high five and to every man who can deal with this.

The development of Soft Skills helps to compliment Hard Skills

Softskills image with avpt logo

Soft Skills the new Hard Skills

Soft skills is a sociological term relating to a person’s “EQ” (Emotional Intelligence Quotient), the cluster of personality traits, social graces, communication, language, personal habits, friendliness, and optimism that characterise relationships with other people.

article by Diane Shawe M.Ed

Soft skills complement hard skills (part of a person’s IQ), which are the occupational requirements of a job and many other activities.

So why does contemporary society place great value on standardised achievement tests to sift and sort people, to evaluate schools, and to assess the performance of nations?

Despite the widespread use of standardised achievement tests, the traits that they measure are not well-understood. Cognitive ability like IQ the important skills that achievement tests miss or mismeasure, are now being recognised as the skills that also matter in life.

Achievement tests miss, or more accurately, do not adequately capture, soft skills— personality traits, goals, motivations, and preferences that are valued in the labour market, in school, and in many other domains.

The larger message is that soft skills predict success in life, that they produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.

Teacher Facilitated Learning Strategy AVPTMeasurement of cognition and educational attainment has been refined during the past century. Psychometricians have shown that cognitive ability has multiple facets.

Many social scientists—even many psychologists— continue to use IQ tests, standardised achievement tests, and grades. Even though scores on IQ tests, standardised achievement tests, and grades are positively correlated with each other,  recent literature shows that they measure different skills and depend on different facets of cognitive ability. Recent research also shows that all three measures are associated with personality, but to different degrees across various cognitive measures.

Standardised achievement tests were designed to capture “general knowledge” produced in schools and through life experiences. Such knowledge is thought to be relevant to success inside and outside of the classroom. However, achievement tests are often validated using other standardised achievement tests or other measures of cognitive ability—surely a circular practice.

Success in life depends on personality traits that are not well captured by measures of cognition. Conscientiousness, perseverance, sociability, and curiosity matter. While economist  up until now have largely ignored these traits, personality psychologists have studied them over the last century.  They have constructed measures of them and provide evidence that these traits predict meaningful life outcomes.

Many scholars—inside and outside of psychology—have questioned the existence of stable personality traits, arguing that constraints and incentives in situations almost entirely on the magnitudes of measurement error on a variety of economic measures, see Bound et al. (2001).

These authors report that at most 15–30% of earnings variance is due to measurement error.

Some early studies in economics are Bowles and Gintis (1976), and Bowles et al. (2001). An important study in sociology is Jencks (1979). Work in psychology going back to Terman et al. (1925) shows that personality traits matter (see Murray, 1938; Terman et al., 1947; and the discussion in Gensowski, 2012).

There is no tape measure for perseverance, no caliper for intelligence. All cognitive and personality traits are measured using performance on “tasks,” broadly defined. Different tasks require different traits in different combinations. Some distinguish between measurements of traits and measurements of outcomes, but this distinction is often misleading.

However, traits are not set in stone. They change over the life cycle and can be enhanced by education, parenting, and environment to different degrees at different ages.  It is my opinion  people try harder when doing  achievement tests so you can scores and capture both cognitive and personality traits.

Promoting Alternative Thinking Strategies within educational institutes will help with promoting self- control, emotional awareness, and social problem-solving skills. 

80% students get qualified