The role of stakeholders in building adequate competences in students for the job market
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Competency is the acquisition of appropriate knowledge, attitudes, personality traits and skills to efficiently perform work place roles in industry, commerce, management and administration. Job competency is so important that employers always seek for people with such qualities before they are employed. It is therefore incumbent on educational institutions to train graduates to acquire the needed knowledge and skills to make them fit for the job market. This paper looks at the role of stakeholders in building adequate competences in students for the job market. The paper focuses on four (4) key stakeholders namely; government, industries, academic institutions and teachers to provide the desired knowledge, skills and attitude in students. It outlines the role of these stakeholders in providing the desired competences to students, highlights their challenges and suggests strategies to overcome these challenges. Reference was also made to the training programme of Saskatchewan Institute of Applied Science and Technology, Canada; which if properly adopted could help in building the needed competences in students. The article was concluded with some suggested recommendations. Key words: Competency based training, stakeholders, practical skills, competency, job market and technology.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it