scholarly journals A Study on Core Competency Level and Difference by Teaching Experience of Middle School Beauty Teacher

2021 ◽  
Vol 27 (5) ◽  
pp. 1115-1122
Author(s):  
Su-Jin Jeong ◽  
Seo-Heui Kim
Keyword(s):  
Teaching And Learning ◽  
School Teacher ◽  
Core Competencies ◽  
Core Competency ◽  
Teaching Experience ◽  
The Core ◽  
Learning Evaluation ◽  
Major Subject ◽  
Knowledge And Attitude ◽  
Competency Level

The purpose of this study is to analyze how the level of teacher core competency differs according to the teaching experience of a beauty school teacher. A survey was conducted to analyze the core competencies of beauty teachers. The analysis method is a one-way ANOVA. As a result of analyzing the core competency level of beauty teachers, ‘executive competency’ was the highest, followed by ‘attitude competency’, ‘knowledge competency’. In the case of knowledge, compared to ‘theoretical knowledge of the major and the major subject in charge’, ‘practical ability for the major and the major subject in charge’, ‘the ability to apply teaching and learning evaluation related to the major’, ‘the professor related to the major’, ‘Learning evaluation development ability’ was evaluated low, In the case of performance, the average was slightly higher than that of knowledge and attitude in all competencies, and the level of ‘the ability to instruct students to acquire a certificate related to a major’ was evaluated high. In terms of attitude, ‘the ability to communicate smoothly with peers’ was high. As a conclusion of this study, it was found that in order to respond to the internal and external beauty subject education environment and increase the quality change of beauty subject education, It is necessary to strengthen the competence of professional beauty teachers.

scholarly journals LOKAKARYA MANAJEMEN BERBASIS SEKOLAH (MBS) DAN IMPLEMENTASI PADA KURIKULUM 2013 DI SEKOLAH DASAR (SD) DI SUKABUMI, INDONESIA

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Novi Andri Nurcahyono ◽  
Astri Sutisnawati ◽  
Iis Nurasiah
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Final Stage ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Management ◽  
Learning Activities ◽  
The Core ◽  
Learning Evaluation ◽  
Improving Teaching And Learning

The purpose of this Workshop is to help teachers with regard to improving teaching and learning activities and school management and their implementation in the 2013 curriculum in Elementary Schools. Participants in this activity were elementary school teacher representatives in Limbangan Village, Sukaraja District, Sukabumi Regency and all KKN students in Limbangan Village, Sukaraja District, Sukabumi District. The workshop was conducted in 3 stages, namely the prefix stage, the core stage, and the final stage. The results obtained after the workshop were the commitment of teachers to implement MBS in the learning process with the 2013 curriculum in their respective schools. The difficulties experienced by teachers related to the development of learning evaluation in the 2013 curriculum. In this workshop, it was also found the fact that most teachers indirectly applied MBS in their respective schools.�Tujuan dari Lokakarya ini adalah membantu guru berkenaan dengan peningkatan kegiatan belajar mengajar dan manajemen sekolah serta implementasinya pada kurikulum 2013 di Sekolah Dasar. Peserta dalam kegiatan ini yaitu perwakilan guru SD/sederajat yang terdapat di Desa Limbangan Kecamatan Sukaraja, Kabupaten Sukabumi dan seluruh mahasiswa KKN di Desa Limbangan Kecamatan Sukaraja Kabupaten Sukabumi. Metode Lokakarya dilakukan dalam 3 tahap, yaitu tahap awalan, tahap inti, dan tahap akhir. Hasil yang didapat setelah pelaksanaan lokakarya adalah komitmen guru untuk mengimplementasikan MBS pada proses pembelajaran dengan kurikulum 2013 di sekolah masing-masing. Kesulitan yang dialami guru terkait pengembangan evaluasi pembelajaran di kurikulum 2013. Pada lokakarya ini juga ditemukannya fakta bahwa sebagian besar guru secara tidak langsung telah menerapkan MBS di Sekolah mereka masing-masing.

scholarly journals Development of a Basic Liberal Arts Curriculum Related to Coding to Strengthen Core Competencies －Focusing on Python programming basics

2021 ◽  
Vol 15 (4) ◽  
pp. 187-203
Author(s):  
Heekyung Hong
Keyword(s):  
Liberal Arts ◽  
Teaching And Learning ◽  
Core Competencies ◽  
Core Competency ◽  
Analysis Data ◽  
University Education ◽  
Performance Standard ◽  
Task Completion ◽  
The Core ◽  
Arts Curriculum

Today's university education derives the core competencies of future talent. In addition, in order to strengthen these targeted core competencies, teaching and learning methods and educational evaluation methods are being studied through various approaches. Within this trend, the need for performance evaluation is being emphasized more in a curriculum that requires technical, procedural, and experiential knowledge in order that it might be evaluated in connection with core competencies, such as coding education. Also, the need to develop a rubric that can guarantee the reliability of the results as an objective standard to evaluate performance is growing. This study develops a core competency convergence rubric to strengthen the core competency targeted in the coding-related basic liberal arts curriculum. Furthermore, by actually applying this rubric, we hope to closely examine the appropriateness and effectiveness of this developmental tool. The subjects of this study were 59 students who responded to the questionnaire after taking coding-related courses in the first semester of 2021. The questionnaire prepared, distributed, and obtained in the Google questionnaire environment was used as analysis data. As a result of the quantitative questionnaire analysis, we found that the positive perception among the students was high in terms of their improvement of creativity and convergence thinking, which was achieved by linking the curriculum and the core competencies, along with the effectiveness and suitability of the developed rubric. In the qualitative analysis, we found such effects as: “direction guidance”, “performance standard(standard)”, “improvement of task completion”, “excellence of approach”, “self-inspection tool” and “providing psychological satisfaction”.

Core competencies for injury prevention among public health students and an advocacy for curriculum development in the medical universities in China: a cross-sectional study

2020 ◽  
Vol 26 (6) ◽  
pp. 555-561
Author(s):  
Zhoufeng Ye ◽  
Koustuv Dalal ◽  
Huiying Zhang ◽  
Fenfen Li ◽  
Jiakui Zhao ◽  
...  
Keyword(s):  
Public Health ◽  
Injury Prevention ◽  
Medical Curriculum ◽  
Core Competencies ◽  
Core Competency ◽  
Project Planning ◽  
Current Status ◽  
Community Practice ◽  
The Core ◽  
Competency Level

ObjectivesTo assess the current status of injury prevention (IP) core competency among medical students majoring in public health in China and to advocate for incorporating IP in the medical curriculum.MethodsThe study used purposive sampling in eight medical universities in China in 2017, including 420 undergraduates and 763 graduates, using self-administered questionnaires based on the core competency instrument for IP with five domains (31 items): A) injury analysis and assessment (8 items), B) IP project planning and implementation (7 items), C) communication (6 items), D) community practice (5 items), and E) leadership and systematic thinking (5 items). The higher score indicated the higher level of proficiency of the ability (scores ranged from 1 to 5). We used linear regression model to test the effect of IP course experience on the core competency mean score after adjusting for potential confounders.ResultsThe total mean score was 2.78 (SD=0.76, median=2.9, range=1–4.55) and 2.68 (SD=0.75, median=2.81, range=1–4.45) for undergraduates and graduates, respectively. There were 60% and 36% of undergraduates and graduates who have ever taken IP course, respectively. IP course class hours were positively associated with core competency level (P<0.05) across five domains (except for domain D) and the total.ConclusionThe core competency level is relatively low among public health students in China. Setting IP courses should be considered as an effective way to improve students’ core competency. It is a step moving towards the IP education promotion, and further boosting the field of public health.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

scholarly journals Impact of Strategic Leadership Competencies on Enhancing Core Competencies in Organizations: Applied Study on AlManaseer Group for Industrial & Trading

2018 ◽  
Vol 12 (11) ◽  
pp. 169
Author(s):  
Hani J. Irtaimeh
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Leadership Competencies ◽  
Strategic Thinking ◽  
Strategic Leadership ◽  
The Core ◽  
Applied Study ◽  
Study Population ◽  
The Impact ◽  
Critical Resources

The aim of this study is to explore the impact of Strategic leadership competencies dimensions (Strategic Thinking Competencies, Leadership Competencies) on core competency in AlManaseer Group for Industrial &amp; Trading. For this purpose, a questionnaire was developed to collect data from the study population which consists of 180 leaders. This is aimed at testing the hypotheses and achieving the objectives of the study. The most important results that the study achieved were that there was a statistically significant impact of Strategic leadership competencies with its dimensions (Strategic thinking competencies, leadership competencies) on core competency. The most important recommendations of the study were the necessity of AlManaseer Group should evaluate the core competencies; periodically and continuously in order to rebuild the critical resources which are the pillars of core competencies and in line with the requirements and conditions of strategic thinking and leadership competencies.

scholarly journals Medical educators’ Beliefs about Alignment of Learning goals, Teaching and Assessment in the Context of Curriculum Changes

2020 ◽  
Author(s):  
Morteza Karami ◽  
Noorieh Hashemi ◽  
Jeroen van Merrienboer
Keyword(s):  
Teaching And Learning ◽  
Core Competencies ◽  
Sampling Strategy ◽  
Learning Goals ◽  
Individual Interviews ◽  
Curriculum Changes ◽  
The Core ◽  
Approach To Teaching ◽  
Medical Educators ◽  
The Individual

Abstract Background: Achieving changing needs, advancing knowledge, and innovations in higher education require constant changes of medical school curricula and brings greater clarity to the influence of the core beliefs held by medical educators. The purpose of this study was to describe medical educators’ beliefs about alignment of learning goals, teaching and assessment in the context of curriculum changes.Method: A qualitative method was used to this goal by selecting faculty participants in a purposeful sampling strategy. For the individual interviews, we invited both professors of basic sciences and clinical professors who had worked with medical students for at least five years.Result: Findings showed that gaps between theoretical contents and real world settings caused ignorance of the core competencies in learning and assessment processes. It also indicated gaps between what students learn in class and what they need to know and, especially, do in hospitals. Furthermore, the current beliefs of teachers need to be further changed to realize more integrated learning in the future.Conclusion: A change towards more active teaching methods and a whole-task approach to teaching and assessment is needed in order to help students acquire desired competencies. Thus, a shift from a discipline-based to a competency-based approach to teaching and learning is needed.

What is the core competency of EECS students in technological higher education?

2020 ◽  
pp. 002072092098153
Author(s):  
Jen-Chia Chang ◽  
Hsiao-Fang Shih
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Engineering Science ◽  
Engineering Knowledge ◽  
The Core ◽  
Mathematics Ability ◽  
Knowledge Implementation ◽  
Group Methods ◽  
Self Study ◽  
Networking Ability

The purposes of this study are to explore the core competency content of Electrical Engineering & Computer Science (EECS) students. This study uses document analysis and focus group methods to confirm the core competency content. It was found that the core competencies of EECS students clearly defined the direction of the students’ development especially mathematics ability, scientific and engineering knowledge, implementation, design and analysis, self-study, communication, social development and ethics with high degrees of overlap. This also means that, in addition to mathematical logic, EECS students should also have knowledge related to engineering science, implementation ability, communication and cooperation, and social networking ability. Finally, recommendations for cultivating the core competencies of EECS students were proposed in the hope that graduates will acquire the core competencies required by the industry.

scholarly journals Analysis of Differences in Core Competencies According to Major, Grade and Gender of Korean University Students

2019 ◽  
pp. 139-144
Keyword(s):  
University Students ◽  
Core Competence ◽  
Core Competencies ◽  
Communication Competence ◽  
Core Competency ◽  
Leadership Role ◽  
Global Competence ◽  
The Core ◽  
Leadership Competence ◽  
And Gender

In order to achieve global competitiveness, university students should have core competency as creative convergent talent that can actively respond to changes, recreate culture with new ideas, and play a leadership role in a constantly diversifying society. Therefore, it is very important to analyze the core competencies of university students according to their major, grade, and gender, and to develop differentiated and systematic curriculum based on this. In this study, a core competency test (by S University, 2016) was conducted on 5770 students in years 1 to 4 at “S University” in Seoul. We analyzed the core competencies of students (creative competence, convergence competence, community competence, communication competence, leadership competence, and global competence) according to their major, grade, and gender. The results showed that there were differences in the 6 core competencies among college students according to their majors(p<.05): creativity and convergence competence were the highest in Art and the lowest in Law and Sports; communication and leadership competence were the highest in the convergence specialized free majors, and the lowest in Art; the highest communication competence was found in the humanities, and the lowest in convergence specialized free majors; global competence was the highest in the humanities, and lowest in the sports majors; Overall the six core competencies of Soongsil are the highest among those students in the convergence specialization. In addition, there were differences in core competencies among Korean university students according to the year of study students were(p<.05) in all 6 core competencies (p<.05), with the students in the 4th year being the highest in all 6 core competencies including the core competency total. The core competence of students was found to be higher in males than females in all areas of creativity, convergence, global competence and core competence, except communication. Based on these results, universities should develop appropriate curriculum considering majors, grade, and gender in order to effectively cultivate core competencies of students.

scholarly journals Demand for Competence-based Education for Worker of Public Health Care Service in Ulsan Metropolitan City

2021 ◽  
Vol 5 (1) ◽  
pp. e8
Author(s):  
Hyrean Jeong ◽  
Jeehee Pyo ◽  
Minsu Ock
Keyword(s):  
Public Health ◽  
Health Care ◽  
Work Ability ◽  
Care Service ◽  
Core Competencies ◽  
Health Care Service ◽  
Core Competency ◽  
Public Health Care ◽  
The Core ◽  
Education Demand

Introduction: In order to strengthen the core competencies of workers, systematic education tailored to their needs is necessary. In this study, a survey was conducted on workers in public health care service in Ulsan Metropolitan City (Ulsan) to investigate the demand for education according to core competencies.Methods: A total of 70 workers who work for public health care service in Ulsan participated in this online survey. The questionnaire consisted of socio-demographic factors, work ability, education demand, and preference of education form.Results: The core competency with a high level of work ability is ‘Expertise on health and disease’ (41, 58.6%). On the other hand, the core competency with a low level of work ability was found to be the ‘Evaluation-related theories of public health care service’ (57, 81.4%). The core competencies with the highest demand for education were “Resident-centered service implementation” and “Public health care service strategy development” (64, 91.4%), followed by ‘Public health care service cases review’ and ‘knowledge of public health service plan’ (63, 90.0%). The preferred form of education is offline education (49, 40.8%). The most important factor in education was ‘work utilization’ (Offline: 57, 81.4%; Online: 48, 68.6%), both online and offline.Conclusions: Through the research results, it was possible to find out education demand according to core competencies and preference of education form. Based on these results, we will develop a core competency education program tailored to actual demand. In the future, it is necessary to continuously conduct research on such education demand.

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