scholarly journals Teacher Survey Response Analysis: the New Competency-Based Computing Curriculum in General Basic Education Schools in Latvia

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Viesturs Vezis ◽  
Ojars Krumins
Keyword(s):  
Basic Education ◽  
Survey Response ◽  
Response Analysis ◽  
Teacher Survey ◽  
Competency Based ◽  
Computing Curriculum

scholarly journals The Stimulation of Students’ Interest in the Teaching by Competency-based Approach: Latin American Perspective

2017 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Olena Zhyzhko
Keyword(s):  
Latin American ◽  
Basic Education ◽  
Self Regulation ◽  
Self Control ◽  
Learning Context ◽  
Learning Abilities ◽  
Competency Based ◽  
The Subject ◽  
Pedagogical Research ◽  
Stimulation Of

AbstractThis article presents the results of scientific-pedagogical research, which consisted in identifying, what are the best strategies of stimulation of students’ interest in the teaching by competency-based approach studying the works of Latin American scientists. With support in the pedagogic-comparative study the author has found out that in the Mexican education system the competency-based approach has been implemented since 2009 through the new national educational policies and Reform of Basic Education in which documents it is argued that competence means putting in play knowledge, attitudes, skills and values for achieving purposes in certain contexts and situations. One of the key tasks of the teacher is to lead and keep the attention of his/her students towards certain goals. Motivation to learning represents the socio-emotional or psychosocial variables (social identity, attitude to the subject, motivation), involved in learning on par with the educational variables (teacher, methodology, learning context); individual variables (subject learning abilities, aptitudes, needs, personality); socio-demographic variables (student’s age, sex, socio-economic and socio-cultural level); sociopolitical context variables (importance in the society of knowledge that provides the subject). The study has showed that the best strategies for stimulation of students’ interest in the learning by competency-based approach, following the Latin American scientists, are, among others, modeling, adapting, making the content of the studied discipline “accessible” to the student’s needs; developing students’ autonomy in learning; promoting conscious learning; establishing dynamic and equitable system of interrelations in the class; creating positive psychological environment; raising the illustrative and dynamic teaching; ensuring the self-control and self-regulation; using the error as part of the learning process (and not as punitive).

scholarly journals Challenges of Teaching and Assessing the 21st-Century Competencies in Africa: A focus on the Kenyan New Curriculum of Basic Education

2021 ◽  
Vol 3 (1) ◽  
pp. 96-105
Author(s):  
Ruth Nanjekho Wafubwa
Keyword(s):  
Formative Assessment ◽  
21St Century ◽  
Basic Education ◽  
Special Focus ◽  
Assessment Framework ◽  
Education Systems ◽  
African Countries ◽  
Education Assessment ◽  
Assessment Culture ◽  
Competency Based

The ever-changing demands of modern life have seen education policymakers worldwide come up with ways of incorporating 21st-century competencies in education systems. Many countries in the world have incorporated these competencies in their education systems though some are still faced with challenges. With a special focus on Kenya, this paper addressed the challenges that African countries have faced in the process of implementing and assessing 21st-century competencies in basic education. A comparison of the Kenyan and Finnish basic education assessment frameworks was done to find out what Kenyan education policymakers can learn from the Finnish curriculum. The findings of the study showed that the Kenyan assessment framework is too sketchy and cannot give clear guidance to teachers. There was also a lack of an assessment culture that could enable teachers to effectively carry out formative assessment practices. The study recommends the need for curriculum developers to provide a clear and elaborate assessment framework for teachers, train teachers on formative assessment use, and provide teachers with an effective support system. This study is not only beneficial to Kenyan education policymakers but other African countries especially those implementing the competency-based curriculum.

Kenya’s 2017 Basic Education Curriculum Framework

2020 ◽  
Vol 9 (SI) ◽  
pp. 192-210
Author(s):  
Prince Paa-Kwesi Heto ◽  
Masumi H. Odari ◽  
Wyse Sunu
Keyword(s):  
Education System ◽  
Basic Education ◽  
Skills Gap ◽  
Education Curriculum ◽  
System A ◽  
Double Edge ◽  
Curriculum Framework ◽  
Competency Based ◽  
Philosophical Framework ◽  
Soka Education

Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effective implementation plan. While BECF provides a broad and ambitious roadmap for the transformation of the Kenyan education system, actualizing the bold vision of BECF will require an extensive overhaul of the education system, a herculean task

scholarly journals Policy capacity matters for capacity development: comparing teacher in-service training and career advancement in basic education systems of India and China

2021 ◽  
pp. 002085232098386
Author(s):  
Yifei Yan ◽  
Kidjie Saguin
Keyword(s):  
Basic Education ◽  
Capacity Development ◽  
Policy Capacity ◽  
Teacher Survey ◽  
Original Intention ◽  
Service Training ◽  
Development Initiatives ◽  
Political Dimensions ◽  
The Right ◽  
India And China

Capacity development is central to the study and practice of public policy and administration, but ensuring its effectiveness requires a substantial amount of policy capacity from government agencies tasked to design and implement it. Identifying the right mix of policy capacity that governments should possess has been made difficult due to conceptual and operational problems. This article addresses the gap by developing a framework that conceptualizes policy capacity as the ability of governments to perform analytical, operational, and political functions. Drawing on the results of an original teacher survey and complementary sources, the article shows that variations on different dimensions of policy capacity have led to significant differences in the effectiveness of capacity development initiatives, especially as perceived by teachers. Therefore, without understanding and catering to the needs of the targets whose capacity is supposedly being developed, capacity development initiatives meant to be supportive are likely to be dissatisfying and disappointing instead. Points for practitioners This article highlights the importance of policy capacity and further unpacks how its analytical, operational, and political dimensions are essential to the successful delivery of capacity development. Through a rich account of the comparative case of India and China, it illustrates that all these dimensions are important, without any one being a stand-alone panacea. Above all, it is important to pay attention to the recipients of capacity development programs; without doing so, top-down program delivery ignorant of their needs is likely to be poorly received despite the original intention of developing capacity.

THE ROLE OF THE DEEP TEACHING FOR IMPLEMENTATION OF THE COMPETENCY-BASED EDUCATION

2018 ◽  
pp. 41
Author(s):  
Ginta Strauta
Keyword(s):  
Education Research ◽  
Data Processing ◽  
Survey Data ◽  
Scientific Literature ◽  
Know How ◽  
Competency Based Education ◽  
Teacher Survey ◽  
Competency Based ◽  
The Moment

At the moment, learning are very limited, mostly dominated by a frontal teachers work and tasks that encourage repeating. Educational content should provide students with tasks, that are as close as possible to life situations, so that students know, how to act and require the use of all available resources.The aim of the article is to draw teachers' attention to the importance of deep teaching in organizing the teaching process, and to identify the most important aspects of the deep teaching, of the implementation of competence-based education. Research methods: analysis of pedagogical and psychological scientific literature and normative acts, student and teacher survey, data processing in SPSS 22.0.

scholarly journals Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the Finnish curricular framework

2019 ◽  
Author(s):  
Lauri Palsa ◽  
Pekka Mertala
Keyword(s):  
Educational System ◽  
Core Curriculum ◽  
Basic Education ◽  
Curricular Reform ◽  
Extant Literature ◽  
The Core ◽  
Curricular Framework ◽  
New Knowledge ◽  
Competency Based ◽  
Definition Of

The international trend of competency-based curricula is evident in the curricular framework in Finland. In the latest effort of curricular reform, seven transversal competencies were introduced to the Finnish educational system. In this article, we analyse the ways in which multiliteracy as a transversal competency, presented in the Core Curriculum for Basic Education in Finland (2014), has been conceptually contextualized in local curricula. The study revealed that in most local curricula, the definition of multiliteracy was not contextualized within local settings. For the curricula in which contextualizations took place, most conceptual contextualizations focused on the level of practice (85%), level of definition (63%) and level of rationale (21%). Conceptual contextualizations were made through emphases, specifications, descriptions and expansions. The article contributes by highlighting the ways in which broadly defined competencies can be contextualized to local settings, offering new knowledge among growing extant literature on competency-based curricula. In addition to the contextualization process, the present study offers new insights into the ways in which the concept of multiliteracy can be understood.

scholarly journals Comparability of Network Knowledge of the Signals and Information Branch Officer, Warrant Officer and NCO Candidates with Scope on CISCO Networking Academy Training-Netacad Program

Hadmérnök ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. 306-312
Author(s):  
Szabolcs Jobbágy
Keyword(s):  
Information System ◽  
Comparative Study ◽  
Professional Education ◽  
Basic Education ◽  
Academy Training ◽  
System Operator ◽  
New Type ◽  
Competency Based ◽  
Phd Thesis

In my PhD thesis I researched the possibility and necessity of revising the new type two years long scholar education of NCO basic education, signals and military information system operator branch, and the complementary warrant officer, signals and information branch half years training type, competency based modular professional education at HDF NCO Academy, with scope on CISCO Networking Academy Training-NetAcad Program. In the recent paper I analyse within a comparative study, whether the knowledge of the succeeding officer, warrant officer and NCO personnel can be compared to each other after graduation.

scholarly journals Application of the global computing curriculum guidelines and skills frameworks for competency discovery and analysis: a case study of data analytics

2021 ◽  
Author(s):  
Emre Erturk
Keyword(s):  
Professional Practice ◽  
Data Analytics ◽  
Graduate Employability ◽  
Global Computing ◽  
Data Engineering ◽  
Curriculum Guidelines ◽  
Competency Based ◽  
Global Skills ◽  
Computing Curriculum

The current global computing curriculum guidelines including MISI2016, IT2017 and IS2020 are built to promote and facilitate competency-based higher education programs development and to enhance graduate employability. Their applications however are facing challenges in understanding, interpretation and operationalization. Taking data analytics and data engineering, this study shows how these guidelines are used to discover and analyze competencies, the boundaries between typical IT and IS programs and between IS undergraduate and postgraduate programs and further, the gaps for these programs to fill to incorporate professional practice competencies. The global skills frameworks are invoked and SFIA 7 is used to assist analysis.

scholarly journals ENRICHING VOCABULARY WITH ADJECTIVES FOR ELEMENTARY SCHOOL PUPILS’ READING LITERACY

2021 ◽  
Vol 1 ◽  
pp. 29-41
Author(s):  
Rita Burceva ◽  
Kristine Revelina
Keyword(s):  
Mobile Phones ◽  
Education System ◽  
Research Method ◽  
Reading Literacy ◽  
Literacy Teachers ◽  
Competency Based Education ◽  
Teacher Survey ◽  
Language Class ◽  
Competency Based ◽  
Children's Interests

The trend observed in the education system is that pupils often spend their free time using mobile phones or computers for entertainment. As a result, pupils have a rather modest vocabulary, which poses a problem to formulate and express their thoughts in the learning process, to describe the central thesis in more detail, for example, using adjectives.The research aim is to determine the methods used in teaching adjectives and their usefulness in the Latvian language class in order to improve pupils’ reading literacy. The research methods include analysis of corresponding theoretical and methodological literature, a teacher survey, and processing and interpretation of the data obtained. The most appropriate methods for teaching the topic “Adjective”, according to the teachers, are the explanatory illustrating and reproductive method; whereas the documents studied concerning the introduction of competency-based education recommend mainly the heuristic and research method, and this creates a relative mutual discrepancy. To promote the pupils’ reading literacy, teachers need to explore the children’s interests and use them as the basis for creating methodological materials about adjectives which correspond to modern reality and are fascinating and interesting to pupils. Such an approach would motivate pupils to appreciate the importance of using adjectives in everyday life. In the Latvian language class, when teaching the topic “Adjective”, teachers need to try and work as counsellors, gradually guiding their pupils to achieving the goal by noticing different patterns for adjectives, like competency-based education provides.

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