scholarly journals Competencies and their Role in Teaching Human Sciences: "The Didactics of History in Tunisia as a model": الكفايات ودورها في تدريس العلوم الإنسانيّة: تعلّميّة التّاريخ في البلاد التّونسيّة أنموذجا

2020 ◽  
Vol 6 (4) ◽  
Author(s):  
Ramzi Ben Mohamed Tej
Keyword(s):  
Teaching And Learning ◽  
International Standards ◽  
Educational Systems ◽  
Scientific Methods ◽  
Historical Perspectives ◽  
Interactional Pattern ◽  
Long Run ◽  
Competency Based ◽  
Based Instruction ◽  
Sound Foundation

The present study seeks to investigate a research topic that has long been contentious for curriculum designers and experts in education and didactics. It presents a concise depiction of the main reasons that lay behind the failure of traditional teaching paradigms. Accordingly, this study highlights the necessary resort to modernization following new international standards that may expunge the drawbacks of former teaching pedagogies. The methodological framework of the present paper is based on rigorous scientific methods: • A historical research method: It seeks the clarification of historical perspectives in relation to education in general and to pedagogy in Tunisia in particular. As such, it depicts a comparison that aims to justify the abandonment of current teaching styles and the adoption of contemporary teaching reforms. • A descriptive approach: It is meant to meet the specificities of the methodological design in order to define the profile of Tunisian educational reality. In this way, the clear chronological pattern opted for in this study helps readers to account for the modifications that have occurred in educational systems. As a result, this study highlights the following major findings: • Competency-based approach has a pivotal role in creating a dynamic atmosphere in teaching and learning, where learners are at the core of the learning process. • The transformation of the interactional classroom pattern from the teacher to the learners, to a more collaborative interactional pattern becomes a necessity. Therefore, this research argues for the necessity to definitively cease rote learning, and above all to accentuate on the profound restructuring of education mainly the establishment of sound foundation for the proper implementation and success of competency – based instruction in the short and long run.

scholarly journals Review study: Competency-based approach implementation in educational system

2021 ◽  
Vol 8 (3) ◽  
pp. 21-29
Author(s):  
Selma Ghezir ◽  
Zahra Naimie ◽  
Chin Hai Leng ◽  
Reihaneh Shagholi ◽  
Rana Ahmed Abuzaid
Keyword(s):  
Secondary School ◽  
Historical Development ◽  
Teaching And Learning ◽  
English Language ◽  
Review Paper ◽  
Educational Systems ◽  
Future Studies ◽  
Competency Based ◽  
Review Study ◽  
New Situation

The aim of this article is to review the experiences of educational systems of different countries on using a competency-based approach (CBA) in their secondary schools. The historical development of CBA and the roles of using this approach in teaching and learning are also reviewed. Consequently, 8,296 published scholarly papers, books, reports and documents between 1985 and 2017 were found in the English language. The 14 selected articles from 2012 to 2020 have been revised and categorised based on the year of publication, country, purpose, method of study, sample and findings. Results of this review paper indicated that CBA can be a great approach to improve the teaching and learning process if teachers could reduce the barriers of its implementation. Therefore, this study recommends helping teachers in this matter through training and providing all needed resources, and then examining the new situation by future studies.   Keywords: Competency-based, implementation, review, secondary, school.    

scholarly journals Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies

2020 ◽  
Vol 4 (1) ◽  
pp. 61-68
Author(s):  
Linh Thi Ngoc Bui ◽  
Vu Thuan Khuu
Keyword(s):  
Teaching And Learning ◽  
Core Competencies ◽  
School Curriculum ◽  
Successful Implementation ◽  
School Life ◽  
School Students ◽  
Educational Approach ◽  
Teaching Goals ◽  
Competency Based ◽  
Based Instruction

Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

E-Learning and Teaching

2010 ◽  
pp. 111-126
Author(s):  
Amani Hamdan
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Educational Systems ◽  
Metacognitive Skills ◽  
Learning And Teaching ◽  
E Learning ◽  
Use Of The Internet ◽  
Based Instruction ◽  
Pedagogical Approaches

The last three decades have witnessed the phenomenal growth of the Internet as a medium for teaching and learning in higher education. Yet educational systems have done little to gain a better understanding of how these methods affect the nature and level of student engagement. Although there is a rapidly growing literature on the use of the Internet for teaching and learning purposes, there is relatively little literature and associated research on effective Pedagogical approaches to web-based instruction. This chapter starts by outlining the advantages and disadvantages of using the web for teaching in the context of higher education. One aspect of the disadvantages that is addressed in this chapter is the dilemma that Online learning and teaching pose for decision-makers, educators and students with regard to the implementation of Pedagogical approaches aimed at enhancing critical thinking and metacognitive skills.

scholarly journals The Relationship between Learning Motivation and Competency-Based Learning with Fashion Designing Skills for Fashion Design Programme Students at Vocational College

2021 ◽  
Vol 11 (4S) ◽  
pp. 259
Author(s):  
Zaharah Abd Aziz ◽  
Rahimah Jamaluddin ◽  
Suhaida Abdul Kadir
Keyword(s):  
Teaching And Learning ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Simple Random Sampling ◽  
Learning Motivation ◽  
Fashion Design ◽  
Competency Based ◽  
Vocational Colleges ◽  
Based Instruction ◽  
The Relationship

Technical and Vocational Education Training (TVET) highlights the mastery of skills as a key element before entering a career field. This study was conducted to identify the relationship between learning motivation and competency-based learning (CBL) and fashion designing skills for students in the Fashion Design Programme at Vocational colleges. This quantitative study with correlational research design involved 200 Diploma in Fashion Design Programme students. Simple random sampling technique was used, and data was collected through questionnaires. Findings of inferential analysis showed that fashion designing skills and learning motivation were at a moderate level with mean = 2.88 (SD = .43) and mean = 4.05 (SD = .30). Meanwhile, Competency-Based Learning recorded a mean of 3.08 with a standard deviation of .35. It was found that learning motivation had a weak relationship (r = .249, p <0.05) while CBL had a strong relationship (r = .542, p <0.05) with fashion designing skills. These findings indicate that motivation and competency-based instruction implemented during Teaching and Learning are related with mastery skill. Following that, lecturers need to ensure that the knowledge and skills imparted can be mastered by the students. It can be concluded that the management of Vocational colleges needs to provide continuous motivation to the students as well as support the lecturer to increase their knowledge on CBL in order to produce students who are highly skilled in Fashion Design.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

The role of standardization as a key Tool of Quality Economics in the development of integration of the Eurasian Economic Union

2019 ◽  
pp. 14-19
Author(s):  
V. V. Okrepilov ◽  
A. G. Gridasov
Keyword(s):  
Economic Integration ◽  
Legal Framework ◽  
Regulatory Framework ◽  
International Standards ◽  
Member States ◽  
Scientific Methods ◽  
Goods And Services ◽  
Eurasian Economic Union ◽  
Economic Union

The presented study examines the experience of forming a regulatory framework for the integration of the Eurasian Economic Union (EAEU) member states through the example of standardization as one of the key tools of quality economics.Aim. The study analyzes the major solutions of the EAEU authorities and member countries aimed at increasing the role of standardization in the economic integration of the Union over five years of its existence.Tasks. The authors identify efficient methods for developing standardization for the integration of the EAEU states as well as the most problematic aspects in this field that need to be taken into account in the qualitative strengthening of the Union’s economy.Methods. This study uses general scientific methods of cognition to examine the activities of the EAEU authorities and member states aimed at creating a system for the economic integration of the Union during a period of its transition from separate national markets towards a single (common) market.Results. Over five years of operation in the field of stadardization, the Eurasian Economic Union has created the necessary organizational and legal framework to ensure the successful development of integration processes. The national legislation on standardization has been modernized with allowance for the harmonization of these laws. In the next five-six years, the development of international standards for 40 technical regulations is expected to be completed, which would create a regulatory framework for unhindered interaction between all participants of the single (common) EAEU market. Conclusions. The analysis of activities in the field of standardization reveals a sufficiently thought-out and coordinated policy of the EAEU states in creating the necessary conditions for overcoming legal and administrative barriers in the movement of goods and services within the common economic space of the EAEU.

Introduction

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Historical Perspectives ◽  
Law And Policy ◽  
Political Events ◽  
Educational Disadvantage ◽  
The World ◽  
Higher Education Teaching

The Introduction highlights the importance of higher education and the existence of educational disadvantage in society, contextualised within current political events and discussions. It describes the intrinsic importance of education in allowing people to learn about themselves and the world they live in. It details the significant instrumental importance of education in the likelihood people will obtain employment and command higher incomes. It also provides a brief outline of different historical perspectives in relation to how best to provide higher education teaching and learning. The importance of law and policy for higher education is discussed, and the purpose and limitations of the research identified.

scholarly journals An assessment of the Armenian national midwifery curriculum as per international standards

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
L Aslanyan ◽  
S Sahakyan ◽  
V Petrosyan
Keyword(s):  
Poor Quality ◽  
International Standards ◽  
Assessment Tools ◽  
Global Competency ◽  
Midwifery Education ◽  
Study Team ◽  
Competency Based ◽  
Document Review ◽  
Provision Of Care

Abstract Background Literature suggests increasing evidence that incompetent midwifery education results in poor quality of care. The study compared and evaluated the level of compliance of the Armenian national criterion on midwifery with the global competency standards and developed recommendations for improvement. Methods The study team conducted a document review using a standardized checklist, which was adapted from the International Confederation of Midwives (ICM) core assessment tools. The document review explored if the main knowledge and skills/ability related elements of each ICM competency were separately covered by different modules of the national criterion using a scoring system with categories: not met, partially met, fully met and unspecified. Results Although the national criterion did not have specifically defined competencies, most of the elements required by the ICM were present as specific learning outcomes under different modules of the criterion. Midwifery program curriculum was described as intensive with unnecessarily heavy workload. Additionally, the document review reviled that most of the learning outcome defined in modules of the national criterion focused more on theoretical knowledge rather than practical skills and abilities. Overall, the ICM required competency in provision of care during pregnancy was the most comprehensively covered one in the national criterion, while the competency in facilitation of abortion related care was the lowest covered. National criterion did not highlight the importance of topics such as women's rights and health, principles of epidemiology, statistical methods of research, cultural, local and ethical beliefs. Conclusions The systematic comparison of the national criterion with internationally recognized essential competencies demonstrates significant gaps. The study team recommends revisions to the national criterion to make it competency based. Key messages Midwifery education criteria in Armenia did not reflect internationally accepted midwifery competency’s fundamental philosophy and values. Given the shortcomings of the current national midwifery education criterion, a comprehensive revision of the competencies of midwives in Armenia should be considered.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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