by Roslyn A Douglas
As third-form secondary school students prepare to further their studies at the tertiary level or take specialised certifications, it would be advantageous to have competence in typing, functionality with a variety of software applications, and proficiency in electronic communication (Caribbean Examination Council, 2014).
The subject that the Caribbean Examination Council (CXC) developed many years ago that covers those areas is Electronic Document Preparation and Management (EDPM). These skills form the backbone of modern academic and professional endeavors, facilitating efficient completion of assignments, collaborative projects, and effective communication with peers and supervisors alike (Pinet et al., 2022). In fact, it should be mandatory for secondary schools to include EDPM along with English and Math as requirements for entrance into Caribbean tertiary-level schools.
Most tertiary-level institutions, especially university level, require applicants to take a placement examination regardless of whether they have passed the CXC English and Math subjects (Bostain, 2017; Martorell et al., 2015). These exams assess not only knowledge but also time management skills. According to Mortorell et al. (2015), students dread the placement examination if they know they lack baseline abilities. Imagine the added stress of the lack of ability to type or do so within a timed examination where the essay portion covers significant points. The ability to type quickly and accurately can significantly reduce the time spent on these exams, allowing students to focus more on the content and less on the process. Additionally, many placement exams worldwide are computerised, meaning written responses must be typed. Granted, typing ability does not necessarily mean that what is communicated will meet the criteria for the exam. However, it certainly gives the students one less thing to worry about (Weigelt-Marom & Weintraub, 2018).
A final argument for the usefulness of EDPM is that college and university experience includes many group projects and presentations. Similar to entering the workforce, where you must work with people you do not know, group projects help students gain teamwork, communication, problem-solving, and leadership development skills (Warner, 2022). As it relates to EDPM, students approaching tasks with a familiarity with Microsoft Suite — especially Microsoft Word and PowerPoint and a computer’s functionality would be an added advantage. These skills can allow students to approach assignments with high levels of self-efficacy and confidence and lower levels of stress than those who do not (Greco et al., 2022). Self-efficacy levels increase as a person’s mastery of skill elevates.
The presented perspective targets decision-makers, parents, and forward-thinking students, hoping to launch important discussions about how we can equip students with the tools they need to succeed in tertiary education and the workforce.
Roslyn A Douglas, has taught at the tertiary level for over a decade and has offered several successful seminars targeting young adults seeking to enter tertiary-level school and the workforce.
References
Bostian, B. (2017). Placement of International English Language Learners: How Different Is It?. International Journal of Multidisciplinary, 2(1), 25–34. http://files.eric.ed.gov/fulltext/EJ1227199.pdf
Caribbean Examination Council. (2024). Electronic Document Preparation and Management Syllabus. https://www.cxc.org/SiteAssets/syllabusses/CSEC/CSEC_Electronic_Document_Preparation_and_Management.pdf
DO-IT. What factors affect a student’s self-efficacy? (2021, April 8). Disabilities, Opportunities, Internetworking, and Technology. https://www.washington.edu/doit/what-factors-affect-students-self-efficacy
Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., & Steca, P. (2022). Self-efficacy beliefs of university students: Examining factor validity and measurement invariance of the new academic Self-Efficacy scale. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.498824
Pinet, S., Zielinski, C., Alario, F., & Longcamp, M. (2022). Typing expertise in a large student population. Cognitive Research, 7(1). https://doi.org/10.1186/s41235-022-00424-3
Martorell, P., McFarlin, I., & Xue, Y. (2015). Does failing a placement exam discourage underprepared students from going to college? Education Finance and Policy, 10(1), 46–80. https://doi.org/10.1162/edfp_a_00151
Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? Community College Research Center, CCRC Working Paper No. 41. https://doi.org/10.7916/d8pr8449
Warner, J. (2022). Group projects don’t need to be miserable. Inside Higher Ed | Higher Education News, Events and Jobs. https://www.insidehighered.com/blogs/just-visiting/group-projects-dont-need-be-miserable
Weigelt-Marom, H., & Weintraub, N. (2018). Keyboarding versus handwriting speed of higher education students with and without learning disabilities: Does touch-typing assist in narrowing the gap? Computers & Education, 117, 132–140. https://doi.org/10.1016/j.compedu.2017.10.008
Exactly, especially operating in the 21st Century.
I totally agree with you Ms. Douglas….too many students are leaving school and do not have basic skills
I don’t think so. Not every students are interested in this subject. Some subjects can be learnt accordingly.
I am very much in agreement with this article. As a critical care RN/ Midwife I can attest to how my lack of proficiency in that area hindered my agility and
to complete certain documentation promptly in the 90s
Eventually stepping up to the plate was my only alternative.
Good completion