THE BASIC COMPETENCES CAN BE DEVELOPED THROUGH THE DUAL MODALITY IN A HIGH VULNERABILITY PROFESSIONAL TECHNICAL LICENSE

2021 ◽  
Vol 8 (1) ◽  
pp. 226-251
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Traditional Classroom ◽  
Technical Training ◽  
Ministry Of Education ◽  
Direct Relation ◽  
Curricular Innovation ◽  
Dual Mode ◽  
Dual Modality ◽  
Basic Competencies ◽  
Professional Profile ◽  
Professional Technical Training

In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén commune , in Chile . It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of "Electricity", without the Dual Modality.

scholarly journals LAS COMPETENCIAS BÁSICAS SE PUEDEN DESARROLLAR A TRAVÉS DE LA MODALIDAD DUAL EN UN LICEO TÉCNICO PROFESIONAL DE ALTA VULNERABILIDAD

2017 ◽  
Vol 3 (3) ◽  
pp. 479
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Curriculum Design ◽  
Basic Skills ◽  
Core Competencies ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
Curricular Innovation ◽  
Dual Mode ◽  
Vocational Technical Education ◽  
Mode Tem ◽  
Training Professional

RESUMEN En el contexto de la Educación Técnica Profesional, la Modalidad Dual ha constituido una apuesta del Ministerio de Educación de Chile para mejorar la formación Técnica Profesional en la Enseñanza Media. El cambio ha involucrado una innovación curricular en torno al desarrollo de competencias básicas donde, además del docente y el aula tradicional, concurren otros agentes y otros escenarios que comparten la labor de enseñar. En este contexto la investigación consignada, de acuerdo a sus objetivos y formulación metodológica, describe las características de la formación Técnico Profesional Dual de la especialidad de Administración del Complejo Educacional Monseñor Guillermo Carlos Hartl de la comuna de Pitrufquén, en Chile. Se pretende indagar la efectividad del currículo integrado a través de la evaluación de logro de las competencias básicas de alumnos/as que cursan el 4° Año Medio de dicha especialidad (con modalidad Dual), en directa relación al perfil de egreso y profesional exigido y en contraste, con la de alumnos de la especialidad de “Electricidad”, sin la Modalidad Dual. PALABRAS CLAVE: Diseño curricular, currículum, competencias básicas, didáctica, metodología. ABSTRACT In the context of Vocational Technical Education, Dual Mode has been a commitment of the Ministry of Education of Chile to improve training Professional Technical High School. The change has involved a curricular innovation around the development of core competencies where besides the teacher and the traditional classroom, attend other agents and other scenarios that share the work of teaching. In this context the research contained, according to its objectives and methodological formulation describes the characteristics of the Dual Vocational Technical Training specialty Administration Educational Complex Monsignor William Carlos Hartl Pitrufquén commune in Chile. It aims to investigate the effectiveness of integrated curriculum through the evaluation of achievement of basic skills alumni / ae who attend the 4th Year Half of that specialty (Dual mode) directly related graduate profile and professional required to and in contrast with that of students in the specialty of "Electricity" without the Dual Mode. KEYWORDS: Curriculum design, curriculum, basic skills, teaching methodology. RESUMO No contexto da Educação Profissional Técnica, o Dual Mode tem sido um compromisso do Ministério da Educação do Chile para melhorar a formação profissional. A mudança envolveu uma inovação curricular em torno do desenvolvimento de competências centrais, onde, além do ensino e da sala de aula tradicional, frequentam outros agentes e outros cenários que compartilham o trabalho de ensino. Neste contexto, a pesquisa continha, de acordo com os seus objetivos e formulação metodológica, a descrição de características da especialidade formação técnica profissional de Gestão do Complexo Educacional Dom Carlos Guillermo Hartl da cidade de Pitrufquén, Chile. O estudo tem como objetivo investigar a eficácia do currículo integrado através da avaliação da consecução das competências básicas dos alunos, diretamente relacionadas e o profissional necessário em contraste, os alunos com especialidade em "Electricidade" sem o modo dual. PALAVRAS-CHAVE: Desenho curricular, currículo, habilidades básicas, didática, metodologia.

scholarly journals Pengembangan Buku Pengayaan Pembelajaran Menulis Naskah Drama Bermuatan Nilai Karakter Untuk Siswa Kelas Viii Sekolah Menengah Pertama

2021 ◽  
pp. 12-26
Author(s):  
Wahyu Bintarto Bintarto
Keyword(s):  
Secondary School ◽  
Basic Knowledge ◽  
Ministry Of Education ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Basic Competencies ◽  
Teachers And Students ◽  
Study Techniques ◽  
Limited Testing

 Tujuan penelitian ini untuk mengembangkan produk berupa buku pengayaan pembelajaran  menulis naskah drama bermuatan nilai karakter untuk siswa kelas VIII Sekolah Menengah Pertama di  Klaten. Penelitian dan pengembangan ini berpedoman pada langkah yang dikembangkan oleh Sugiyono dan Borg & Gall dengan beberapa penyesuaian. Langkah-langkah pengembangan meliputi delapan langkah, yaitu: (1) pengumpulan informasi; (2) perencanaan; (3) rancangan produk; (4) validasi  desain; (5) revisi desain; (6) pembuatan produk; (7) uji coba terbatas; dan (8) revisi produk. Pengumpulan data menggunakan teknik wawancara, observasi, dan studi dokumen. Hasil penelitian menunjukkan bahwa buku pengayaan pembelajaran menulis naskah drama bermuatan nilai karakter untuk  siswa kelas VIII Sekolah Menengah Pertama diperlukan, baik oleh guru maupun siswa. Kompetensi  dasar tentang sikap memuat nilai-nilai karakter dari program Penguatan Pendidikan Karakter oleh  Kementerian  Pendidikan  dan  Kebudayaan.  Kompetensi  dasar  tentang  pengetahuan  dikembangkan  sampai tahap menganalisis dan mengevaluasi. Kompetensi dasar tentang keterampilan dikembangkan sampai tahap menyajikan produk kerangka dan naskah drama. Materi pembelajaran bersumber  pada teks, gambar, dan audiovisual yang kontekstual. Tugas dalam buku pengayaan berbasis teks  dan reflektif. Dengan muatan kompetensi dasar, materi, tugas, dan penilaian tersebut, produk buku  pengayaan sudah layak dan dapat dipergunakan sebagai sumber pembelajaran untuk guru dan siswa  di sekolah. THE DEVELOPMENT OF ENRICHMENT BOOK OF DRAMA SCRIPTS WRITING  CONTAINING THE CHARACTERS VALUES FOR EIGHT GRADES OF JUNIOR  SECONDARY SCHOOL STUDENTS  The purpose of this study was to develop the product in the form of an enrichment book for  learning of drama scripts writing containing character values for eight graders of Junior Secondary  School in Klaten region. The research and the development was based on the steps cultivated by Sugiyono and Borg & Gall with some adaptation. There were 8 steps: (1) gathering the information, (2)  planning; (3) product planning; (4) design validation; (5) design revision; (6) production; (7) limited  testing; and (8) product revision. Data collection usied interview, observation, and document study  techniques. The result showed that the  enrichment book for learning of drama scripts writing containing character values for eight graders of Junior Secondary School was needed by the teachers and  students. The basic attitude competence containing the characters values mentioned in the Character  Educations of Ministry of Education and Culture. The basic knowledge competence was developed to  the level of analyzing and evaluating. The basic skill competencies were developed to the level of presenting the outline product and the drama scripts. The source of the materials in the enrichment book  were contextual  texts, pictures, and audiovisual. The assignment  of the enrichment book were based  on texts and reflections. Containing the basic competencies, the materials, the assignments, and the  assessments, the product of an enrichment book for learning was worthy and could be used as the  learning sources for teachers and students at school. 

scholarly journals Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers

2004 ◽  
Vol 26 (2) ◽  
pp. 245 ◽  
Author(s):  
Keiko Komiya Samimy ◽  
Chiho Kobayashi
Keyword(s):  
Second Language Acquisition ◽  
English Education ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Current Status ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Curricular Innovation ◽  
Japanese English

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。

scholarly journals Learning Progression: How should we teach about disease to determine students’ level of understanding?

2021 ◽  
Vol 7 (2) ◽  
pp. 136-148
Author(s):  
Roni Ardiansyah ◽  
H. Harlita ◽  
Murni Ramli
Keyword(s):  
High School ◽  
Learning Progression ◽  
Ministry Of Education ◽  
Benchmark Analysis ◽  
Reasoning Abilities ◽  
Basic Competencies ◽  
Progression Of Disease ◽  
The Republic ◽  
Level Of Understanding ◽  
K 12

Strengthening Learning Progression (LP) for students' reasoning abilities is important, especially learning about diseases in Indonesia. This study aimed to map the learning progression of disease in Indonesia, compare and analyze its similarities and differences with the LP designed by National Reseaarch Council (NRC). This qualitative research to map LP, using the analysis documen method by comparing the content analysis of Basic Competencies of Curriculum 13 with benchmark analysis from the NRC 2007 on Science and Biology textbooks published in 2016, 2017, and 2018 at the elementary, junior high, and high school levels published by the Ministry of Education and Culture of the Republic of Indonesia. The findings are the LP on disease in the curriculum and life science textbooks in Indonesia has not met the benchmarks, especially in three categories, namely; pathogens, the immune system, and infection spanning learning from K-2 (elementary) to K-12 (high school). Therefore, it is necessary to categorize LP topics in diseases based on conceptual abilities from the simplest to the most complex.

scholarly journals Identification of the role of oral health educators in elementary schools during COVID-19 pandemic: a competency framework

2022 ◽  
Vol 15 (1) ◽  
Author(s):  
Adel Khiami ◽  
Mayssoon Dashash
Keyword(s):  
Elementary Schools ◽  
Oral Health ◽  
Core Competencies ◽  
Competency Framework ◽  
Cognitive Domain ◽  
Health Educators ◽  
Ministry Of Education ◽  
Team Members ◽  
Basic Competencies ◽  
Training Team

Abstract Objective Oral health educators should have the required knowledge, skills and attitude in order to meet the increased needs of the Ministry of Education in Syria as well as to perform their duties in promoting oral health in children appropriately during the COVID-19 pandemic. Therefore, this study was undertaken to identify core competencies required for oral health educators in elementary schools during the COVID-19 pandemic. Qualitative exploratory study was undertaken. A focus group which consisted of 5 Medical Education postgraduates and 3 oral health educators’ training team members were invited to formulate a preliminary list of basic competencies. Delphi technique was also adopted through inviting 12 experts in oral health education to evaluate and formulate a final list of elementary schools’ oral health educators’ competencies during the COVID-19 pandemic. Results A competency framework was developed. Fifty-five competencies were identified including 35 in cognitive domain, 12 skills and 8 attitude competencies. A list of essential competencies has been identified. These competencies should be addressed in training programs targeting oral health educators, which can consequently produce competent educators who can successfully promote and provide health care to all schoolchildren during the COVID-19 pandemic.

scholarly journals Textbooks Evaluation: To what Extent Do the English Textbooks Provide Learning to Promote Cognitive Skill?

2019 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Nursyahrifa Nursyahrifa ◽  
Mukhaiyar Mukhaiyar ◽  
Jufrizal Jufrizal
Keyword(s):  
Core Competencies ◽  
Thinking Skills ◽  
Cognitive Skill ◽  
Cognitive Domain ◽  
Ministry Of Education ◽  
Extensive Evaluation ◽  
Basic Competencies ◽  
Tenth Grade ◽  
English Textbooks ◽  
High Order Thinking

<p>This research mainly aims at conducting an extensive evaluation of the two English textbooks for senior high school grade tenth revised edition based on <em>Kurikulum 2013 yang disempurnakan</em> (curriculum 2013 revised edition). This study employed a descriptive qualitative study. The English textbooks for the tenth grade published by Erlangga and Ministry of Education and Culture were selected as the sources of data. The evaluation focuses on how far the textbooks provide learning to promote cognitive skill. Basic competencies in cognitive domain of curriculum 2013 were adapted as an instrument to evaluate the textbooks. Findings found that the textbooks’ authors of the two textbooks have tried to present opportunities for students to achieve core competencies in cognitive domain of curriculum 2013 in several units. Nevertheless, there are certain units that need additional instructions to provide more opportunities for students in acquiring low and high-order thinking skills. On the basis of the findings, the textbooks may revise or improve the textbooks’ content by adding more experiences for students to achieve the levels of taxonomy bloom expected in the core and basic competencies of curriculum 2013. The findings are also useful for teachers to add or modify the instructions that suit the purposes of curriculum 2013 specifically in cognitive domain.</p><p><strong> </strong></p>

scholarly journals CLASSIFICATION OF ROBOTIC PLATFORMS AND READY-MADE TECHNICAL SOLUTIONS FOR TEACHING PUPILS THE ROBOTICS FUNDAMENTALS

2021 ◽  
pp. 1-12
Author(s):  
Serhii Baranov
Keyword(s):  
Rapid Development ◽  
National Level ◽  
Ministry Of Education ◽  
School Aged Children ◽  
Advantages And Disadvantages ◽  
Basic Competencies ◽  
Robotic Platforms ◽  
Number Of Publications ◽  
Technical Solutions

The use of robotics systems in education also known as "Educational robotics", "Robotics in education" is gaining popularity as a trend. This is evidenced by the increase in the number of publications on this topic in scientific journals and conducting an experiment at the national level on "Methodological system of teaching the basics of technology and robotics as part of STEM-education" by the Ministry of Education and Science of Ukraine. The rapid development of the robotics industry necessitates training of appropriately qualified specialists. However, school remains a traditional place to master basic competencies needed to determine the professional orientation of a person, and familiarity with robotics increases the chances of students choosing this area of activity in the future. Teachers mainly choose the most common technical tools for teaching robotics, which has both advantages and disadvantages. It is important to develop a classification of educational technical solutions that already exist and are used in the process of teaching the basics of robotics at school. The paper analyzes sets of components used in teaching the basics of robotics for school-aged children, explores 84 different technical solutions that can be used in the process of learning robotics, and identifies common and distinctive features. As a result of the research a classification of robotic platforms and ready-made technical solutions was offered for use by teachers in the process of teaching students the basics of robotics. In the perspective of further research, it is planned to develop methodological recommendations for the selection of content and means of teaching the basics of robotics to secondary school pupils.

scholarly journals Unsur Keteladanan Tokoh dalam Buku Digital H.B. Jassin: Perawat Sastra Indonesia sebagai Bahan Ajar Bahasa Indonesia

2021 ◽  
pp. 86-103
Author(s):  
Dian Etikasari ◽  
Rahmawati Mulyaningtyas
Keyword(s):  
Language Learning ◽  
Role Model ◽  
School Level ◽  
Teaching Material ◽  
Ministry Of Education ◽  
Great Role ◽  
High School Level ◽  
Source Data ◽  
Basic Competencies ◽  
Digital Book

The younger generation possess problems in recognizing the national figures who have contributed greatly to the Indonesian nation. The Ministry of Education and Culture by its digital library  releases the site budi.kemdikbud.go.id which provides the books that are very useful for children in recognizing Indonesian national figures. One of the books is entitled H.B Jassin: Perawat Sastra Indonesia which contains about the ins and outs of H.B Jassin that gives a great role model. This can be used as a role model for children in building their character development. In addition, the digital book H.B Jassin: Perawat Sastra Indonesia can be used as a teaching material for Indonesian language learning. The purpose of this research is to describe the noble attitude of H.B Jassin and the use of the digital book H.B Jassin: Perawat Sastra Indonesia as Indonesian language teaching material. Descriptive qualitative was chosen as the research method an digital book H.B Jassin: Perawat Sastra Indonesia as the source data. From the results of the analysis, it was found that the noble character elements of H.B. Jassin, they are fond of reading, passionate and brave, confident, devoted to parents, respectful, diligent and thorough, honest and responsible, persistent, charitable, humble, simple, patient, forgiving, creative, hardworking, religious, and nationalist person. Then, the digital book H.B Jassin: Perawat Sastra Indonesia is used as a teaching material for Indonesian language learning at the high school level in grade X at basic competencies  3.14 menilai hal yang dapat diteladani dari teks biografi.

scholarly journals Penggunaan Buku Ajar Nihongo Kirakira I pada Pembelajaran Bahasa Jepang di SMA Kesatrian I Semarang

2020 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Nita Kusumawati ◽  
Lispridona Diner
Keyword(s):  
High School ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Japanese Language ◽  
Ministry Of Education ◽  
Basic Competencies ◽  
Language Proficiency Test ◽  
Quantitative Descriptive ◽  
Basic Level

Nihongo Kirakira I is a textbook published by The Japan Foundation and compiled by following the Content Competencies and Basic Competencies of the 2013 curriculum for secondary education. This book has fulfilled the requirements of the Ministry of Education and Culture to answer the needs of basic level Japanese language learners, equivalent to the level 5 JLPT (Japanese Language Proficiency Test). Preliminary studies show that there are positive responses regarding to this book from students in Kesatrian 1 High School Semarang. This study aims to investigate the further responses about Japanese language learning by using Nihongo Kirakira I. This research was conducted by using quantitative descriptive methods, involving 72 respondents in Kesatrian High School 1. The data were obtained through open and closed questionnaires, then analyzed by using percentage descriptive techniques. The result shows that 42 respondents (58%) gave "good" response and 30 respondents (42%) gave "not good" response. Poor responses are caused by respondents’ difficulty in pronouncing Japanese vocabulary and in reading hiragana and katakana letters. In general, respondents thought that learning Japanese using Nihongo Kirakira I is adequate. 

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