Formation of Soft Skills at Primary Schoolchildren in Reform “New Ukrainian School”
DOI:
https://doi.org/10.32405/2309-3935-2022-2(85)-28-34Keywords:
soft skills, primary schoolchildren, monitoring, education reform, New Ukrainian schoolAbstract
In Ukraine, from the 2017–2018 school year, the implementation of the reform of general secondary education "New Ukrainian School" continues. At the national level, the effectiveness of the reform was monitored, one of the tasks of which was to study the soft skills of primary school students. The sample included students of 3rd grade. The soft skills of students who completed the first cycle of training before the mass implementation of education reform were investigated. Pupils from the pilot schools who studied according to the new State Standard were also included in the sample. The subject of the study identified soft skills, divided into three areas: personal, social, cognitive. The personal realm includes creativity and the ability to manage emotions. To the social – the ability to cooperate with other people. To cognitive – reading comprehension, the ability to express their own opinions orally and in writing, critical and systematic thinking, justification of their own position, the ability to solve problems, assess risks. The study of the formation of soft skills of students was carried out using the case method, the method of observation, content analysis and questionnaires. To determine the level of formation of each soft skill, a methodology was developed, which was based on taking into account the results of the group's performance of both tasks (cognitive and creative) and expert observations of the implementation process. The results of the monitoring study allowed to establish such patterns in their development. The best developed skills related to personal and social spheres: cooperation, emotion management. The least developed skills related to the cognitive sphere: critical and systematic thinking, reading comprehension, justification of one's position. Pupils studying according to the new State Standard showed higher results in the following skills: the ability to formulate ideas orally and in writing, creativity, initiative, cooperation, the ability to solve problems. It is revealed that the common conditions of groups that have successfully coped with the proposed tasks were the following: filling classes from 20 to 30 people, systematic application by the teacher of forms of individual and paired work.
Downloads
References
1. Grinevich L., Drozhzhina T., Globa O. (2021). Analitichnij oglyad «Mozhlivosti dlya realizaciyi socialno- emocijnogo navchannya v ramkah reformi «Nova ukrayinska shkola» [Feasibility Study on Opportunities for SEL within New Ukrainian School Reform]. Kyiv, 312 p. [in Ukrainian].
2. Elkina, O., Masalitinoyi, O., & Fyursta, Ya. (2019). Vibrani materiali mizhnarodnoyi programi z formuvannya m’yakih navichok SEE-navchannya [Selected materials of the international program for the formation of soft skills of SEE-learning] Harkiv, 2019 [in Ukrainian].
3. Zaplotinska, O., & Kovalchuk, Yu. (2020). Monitoring NUSh: rezultati ta rekomendaciyi. Pershij etap 2019-2020 [NUSH Monitoring: Results and Recommendations. The first stage 2019-2020]. Retrieved from: https://mon.gov.ua/storage/app/media/nova-ukrainska-shkola/2021/Monitorynh/Monitorynh_vprovadzhennya_reformy_NUSH_rezultaty_ta_rekomendatsiyi_26_02.pdf [in Ukrainian].
4. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Miller- Ricci, M. et al. (2012). Defining Twenty- First Century Skills. Assessment and Teaching of 21st Century Skills. Springer Science+Business Media B.V. P. 17–66.
5. Bruine de Bruin, W., & Parker, A. (2020). Decision-making competence: More than intelligence? Current Directions in Psychological Science. Vol. 29 (2).
6. Collet, C., du Plessis, K., Hine, D. (2015). Employability skills: Perspectives from a knowledge- intens ive industry. Education + Training, 57 (5), P. 532–559. DOI: https://dx.doi.org/10.1108/ET-07-2014-0076.
7. Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics. 132(4), P. 1593–1640. DOI: https://dx.doi. org/10.1093/qje/qjx022.
8. Joksimovic, S., Siemens, G., Wang, Y. E., San Pedro, M. O. Z., & Way, J. (2020). Editorial Beyond Cognitive Ability Learning Analytics. Journal of Learning Analytics. Vol. 7. No. 1. P. 1–4. Retrieved from: https://learning- analytics.info/index.php/JLA/article/ view/7076/7419.
9. Lai, E. R. & Viering, M. (2012). Assessing 21st Century Skills: Integrating Research Findings. National Council on Measurement in Education, Vancouver. Retrieved from: http://researchnetwork.pearson.com/wp-content/uploads/Assessing_21st_Century_Skills_NCME.pdf.
10. LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence (2020). Retrieved from: https://publications.jrc.ec.europa. eu/repository/handle/JRC120911.
11. Matteson, M. L., Anderson, L., Boyden, C. (2016). “Soft skills”: A phrase in search of meaning. Portal: Libraries and the Academy, 16 (1), P. 71–88. DOI https://dx.doi.org/10.1353/pla.2016.0009.
12. OECD (2013). PISA 2015 draft frameworks. Retrieved from http://www.oecd.org/pisa/pisaproducts/ pisa2015draftframeworks.htm.
13. OECD (2021), Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, org/10.1787/92a11084- en. Paris, DOI https://doi. org/10.1787/92a11084- en
14. The future of jobs reports (2020). World economic forum: Retrieved from: http://www3.weforum.org/docs/ WEF_Future_of_Jobs_2020.pdf.
