scholarly journals A Quantitative Curriculum Mapping of the Faculty of Pharmacy of Yeditepe University, Turkey: A Process to Assess the Consistency of a Curriculum with the Mission and Vision of an Institution and National Requirements

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Filiz Esra Önen Bayram ◽  
Meriç Köksal
Keyword(s):  
Pharmacy Education ◽  
Curriculum Mapping ◽  
National Council ◽  
Competency Based Education ◽  
Quantitative Mapping ◽  
Competency Based ◽  
Definition Of ◽  
Changing Role ◽  
And Training

The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey also defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies. This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council. It also helps to easily determine the weaknesses and strengths of a program. Moreover, with this study, the consistency of the content of the courses with the mission and vision defined by an institution can be easily determined. Thus, this study can also be a useful tool for the revision and enhancement of a program according to institutional targets.

Evolving Role of Private Sector TVET

1996 ◽  
Vol 10 (5) ◽  
pp. 300-304
Author(s):  
Bradford W. Imrie
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
21St Century ◽  
National Policy ◽  
Vocational Education And Training ◽  
Public And Private ◽  
Competency Based ◽  
Changing Role ◽  
And Training

Competency-based technical and vocational education and training (TVET) is described and the role of the private sector outlined. The changing role of the private sector in different socio-economic contexts is stressed. The article points to the need for a national policy which integrates public and private initiatives. Finally an agenda for action for TVET in the 21st century is proposed.

Personalized Learning Plans and Competency-Based Education

2020 ◽  
pp. 28-53
Keyword(s):  
School Personnel ◽  
Personalized Learning ◽  
Background Information ◽  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Postsecondary Plans ◽  
Definition Of ◽  
K 12 ◽  
Learning Plans

This chapter is designed to inform teachers, administrators, and educational policymakers on the background of personalized learning plans (PLPs), the definition of a PLP, components of a PLP, and the research involving the use of PLPs. In recent years, states have spearheaded initiatives involving PLPs, either requiring the use of them through mandates or encouraging school personnel to use some sort of individualized plans for students to connect their K-12 experiences with postsecondary plans. The chapter also addresses competency-based education, which is often implemented in conjunction with personalized learning. The chapter provides an introduction, background information, and a brief history of PLPs and competency-based education. Additional resources are included as well.

The changing role of children’s charities delivering early intervention services

2020 ◽  
pp. 145-176
Author(s):  
Alison Body
Keyword(s):  
Early Intervention ◽  
The State ◽  
Policy Changes ◽  
Early Intervention Services ◽  
Changing Environments ◽  
Definition Of ◽  
The Impact ◽  
Changing Role ◽  
Preventative Services

In chapter 6 we explore the impact of commissioning and policy changes on early intervention and preventative services for children delivered by the charitable sector. The definition of early intervention and preventative services is highly contested and politicised within policy and commissioning processes. This reflects an ongoing debate regarding the shifting paradigm of prevention. As the commissioning narrative has developed, there has been an overall disengagement between the voluntary sector providers and State. As the charitable sector is increasingly exposed to intensifying marketization, polarisation of relationships increases. We identify here three ‘types’ of organisational responses to this ever-changing environments; conformers – those charities who align themselves close to the State and regularly reinterpret their mission to fit State logic; the outliers – those charities which reject State approaches to early intervention and seek to deliver services completely independently of the State; and the intermediaries – those charities which walk between conformity and dissent, working with the State when necessary or too their advantage, and walking away when not. We discuss how these types fundamentally alter children’s charities perspectives and experiences of commissioning and the impact this has on their wider work.

An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

2022 ◽  
pp. 193-208
Author(s):  
Naomi Rose Boyer ◽  
Jessica Mason ◽  
Michelle Navarre Cleary ◽  
Julie A. Telkamp
Keyword(s):  
Future Research ◽  
Strong Impact ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Workplace Skills ◽  
Competency Based Education ◽  
Directed Learning ◽  
Competency Based ◽  
The Relationship

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

scholarly journals Balancing ‘flexibility’ and ‘employability’: The changing role of general studies in the Finnish and Swedish VET curricula of the 1990s and 2010s

2019 ◽  
Vol 18 (3) ◽  
pp. 314-334 ◽  
Author(s):  
Mattias Nylund ◽  
Maarit Virolainen
Keyword(s):  
Universal Access ◽  
Vocational Education And Training ◽  
General Level ◽  
Access To Higher Education ◽  
Upper Secondary ◽  
Vocational Tasks ◽  
General Studies ◽  
Changing Role ◽  
And Training

This article analyses and compares the evolving role of general subjects in the curricula of initial upper secondary vocational education and training (VET) in Finland and Sweden during the 1990s and 2010s. The research illustrates how Bernstein’s concept of ‘pedagogic code’ supports comparative studies on principles guiding changes to curricula and how the role of general studies in VET has been redefined. The findings show that while a principle of ‘market relevance’ has been central to VET over the decades since the 1990s, it has been subject to varying interpretations. The shifts in interpretations have guided the organisation of VET in these two countries in different directions, including the role of general subjects within the curriculum. On a general level, the countries share some key similarities. Both countries emphasised lifelong learning and a broadening of VET in the 1990s, based on a core principle of ‘flexibility’. In the 2010s, the earlier promotion of flexibility and universal access to higher education was superseded by a stronger focus on employability and entrepreneurship in addition to students’ command of more specific vocational tasks.

Reformed and reduced: Vocational education and structural oppression

2020 ◽  
Vol 12 (3) ◽  
pp. 276-291
Author(s):  
Teressa Schmidt
Keyword(s):  
Vocational Education ◽  
Social Mobility ◽  
Social Theory ◽  
Education And Training ◽  
Critical Social Theory ◽  
Vocational Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
The Impact ◽  
And Training

Internationally, vocational education and training (VET) is intended to fulfil important economic and social objectives. There is, however, a concerning discourse relating to funding, esteem, reputation and quality, and questions have been raised about whether social mobility aspirations of the sector’s students are achieved or achievable. This paper argues that rather than resulting from deficiency or fault of VET, these issues are, instead, manifestations of the sector’s structural oppression. Further, unless this oppression is recognised and addressed as an underlying cause, VET’s troubles will remain. While acknowledging the claim may be contentious, the paper applies Freirean philosophy and contemporary critical social theory to examine the case of Australian VET, identifying the oppressive structures and policies which have progressively rendered the sector powerless and lacking the autonomy needed to enact positive and necessary change. It expounds upon Australian VET’s vulnerability to neoliberal educational reform along with the impact of competency based education and training (CBE/T), its reductionist curriculum, and the de-professionalisation of VET, its teachers and the vocations it serves, before proposing that any further reforms must be led from within the sector itself. While the paper focuses on Australian VET, its examination will likely hold meaning elsewhere.

Hermeneutic Dimensions of Competency-Based Education and Training

2019 ◽  
Vol 13 (1) ◽  
pp. 27-46 ◽  
Author(s):  
Steven Hodge ◽  
Tim Mavin ◽  
Suzanne Kearns
Keyword(s):  
Education And Training ◽  
Competency Based Education ◽  
Competency Based ◽  
And Training

The 2014 Claude Bernard Distinguished Lecture: the social contract of learning

2015 ◽  
Vol 39 (1) ◽  
pp. 1-4
Author(s):  
Robert G. Carroll
Keyword(s):  
Social Contract ◽  
Faculty Members ◽  
Competency Based Education ◽  
Claude Bernard ◽  
The Social ◽  
Competency Based ◽  
Development Of Competencies

The shift to competency-based education expands the role of the teacher from that of a provider of information and into a shaper of knowledge, skills, and attitudes. These roles are facilitated by establishing a social contract between the instructor and learner, a contract that clearly defines the rights and duties of each. Adopting greater responsibility for the development of competencies in our learners allows faculty members to truly have an impact by shaping the behaviors of learners.

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