scholarly journals Review of Grammar Area of the 2015 Revised Korean Curriculum as Core Competency-Based Curriculum

2019 ◽  
Vol null (71) ◽  
pp. 95-124
Author(s):  
Park Hyeong-woo
Keyword(s):  
Core Competency ◽  
Competency Based

Conceptualization and Pilot Testing of a Core Competency-Based Training Workshop in Suicide Risk Assessment and Management: Notes From the Field

2016 ◽  
Vol 73 (3) ◽  
pp. 233-238 ◽  
Author(s):  
Robert J. Cramer ◽  
Claire N. Bryson ◽  
Morgam K. Eichorst ◽  
Lee N. Keyes ◽  
Brittany E. Ridge
Keyword(s):  
Risk Assessment ◽  
Suicide Risk ◽  
Core Competency ◽  
Suicide Risk Assessment ◽  
Training Workshop ◽  
Pilot Testing ◽  
Competency Based ◽  
Risk Assessment And Management

scholarly journals KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES

2015 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Imroatus Solikhah
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Core Competency ◽  
Wide Range ◽  
Competency Based ◽  
Qualification Framework

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices.  The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed.  In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined.  In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.  

A content analysis of Canadian master of public health course descriptions and core competencies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Apatu ◽  
W Sinnott ◽  
T Piggott ◽  
D Butler-Jones ◽  
L N Anderson ◽  
...  
Keyword(s):  
Public Health ◽  
Content Analysis ◽  
Core Competencies ◽  
Current Model ◽  
Program Planning ◽  
Health Agency ◽  
Core Competency ◽  
Master Of Public Health ◽  
The Public ◽  
Competency Based

Abstract Background The Master of Public Health (MPH) is a common graduate-level professional degree that is offered by Canadian Universities. To date, few studies have examined competency-based MPH education in Canada. Objective To examine the degree to which MPH programs' course descriptions align with the Public Health Agency of Canada's (PHAC) core competency categories in order to identify strengths and training gaps in such programs across Canada. Methods A content analysis of MPH programs in Canada was conducted from July 2019 to November 2019. A sampling frame of programs was obtained from a list from the PHAC website. Program information, including mandatory and elective course descriptions was extracted from each program's website and analyzed in NVivo 12. Course descriptions were independently categorized by two researchers into one or more of the seven categories of the core competencies outlined by PHAC. Results We identified 18 universities with MPH programs with 267 courses across Canada. Thematic analysis revealed that 100% of programs had coursework that addressed the “Public Health Sciences” and “Assessment and Analysis” categories; 93% addressed “Policy and Program Planning, Implementation, and Evaluation”; 67% addressed each of “Communication,” “Leadership,” and “Partnerships, Collaboration, and Advocacy”; and only 56% had course descriptions addressing “Diversity and Inclusiveness.” Conclusions We find that Canadian MPH programs may lack course offerings addressing core competency categories relating to diversity and inclusiveness, communication, and leadership. Our findings were limited in scope as we relied on program Web sites; thus, further research should explore course content in more depth than this course description analysis allowed and identify ways to close the MPH curricular gaps we identified. Key messages Further research should be conducted to determine if the current model of competency education in Canada is successfully guiding MPH programs in meeting local and international workforce demands. Continued discussion is needed to raise the importance of MPH competency-based education in Canada.

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