The Position of Job Skills Required by Work and Technology Students in Upstream Education Documents: Shannon Entropy Method

The purpose of the present study was to determine the placement of job skills required by students in work and technology courses in upstream education documents. The research method was content analysis and the research population consisted of content of upstream documents. The census method was used in this study and all upstream documents were analyzed. The research tool consists of constructs of content analysis of job skills and researcher-made technology. The findings showed that the occupational skills required by the students in the work and technology courses can be formulated into three main categories (individual, occupational and technology) and 21 sub-categories. It was also found that in the content of the upstream documents, individual skills (45%), job skills (32%) and technology skills (23%) were discussed. The highest coefficient of importance was related to the comprehensive scientific map of the country (41%) and the lowest coefficient of importance was related to general employment policies (12%). Therefore, it is essential to integrate individual, occupational, and technological skills with the primary mission of work and technology lessons that are based on the acquisition of practical life skills.