scholarly journals Pengabdian Kepada Masyarakat Uji Kompetensi Siswa-siswi Bidang Keahlian Teknik Kendaraan Ringan di SMK Rigomasi Bontang

2021 ◽  
Vol 1 (1) ◽  
pp. 34-41
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Professional Competence ◽  
Assessment Criteria ◽  
Ministry Of Education ◽  
Professional Certification ◽  
Main Equipment ◽  
Product Service ◽  
Assessment Guidelines ◽  
Exam Scores ◽  
Practice Questions ◽  
Industry Professional

The Expertise Competency Test (UKK) aims to measure the achievement of student competence at a certain level according to the competence of skills taken during the learning period in SMK. UKK is implemented by education units in the form of practical exams that test aspects of knowledge, skills, and attitudes. UKK is implemented using standards set by industry, Professional Certification Institutions, and/or test kits issued by the Ministry of Education and Culture. The education unit that organizes UKK must be declared eligible as a place for professional competence testing. As in the previous year, UKK scores will be calculated as school exam scores for vocational competency subjects. The UKK toolkit issued by the Ministry of Education and Culture is open and test takers can practice using the exam tool before the exam. In general, the Expertise Competency Test consists of: (1) Vocational Practice Questions (SPK) in the form of assignments for test participants to create or process and work on a product/service; (2) Practice Question Assessment Guidelines (PPSP) are instruments used to score each assessment component, competency achievement, and assessment criteria/rubric, assessment sub-component, competency achievement, and assessment criteria/rubric; and (3) the Verification Instrument for the Operator of the Vocational Practice Exam (InV) is an instrument used to assess the feasibility of an educational unit or other institution as a place to administer the Vocational Practice exam. Verification Instrument contains standard requirements for main equipment, standard supporting requirements, standard requirements for place or room and contains standard requirements for testers consisting of External examiners

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

scholarly journals Strategies for effective vocational training of high school students in electrical engineering

2020 ◽  
Vol 154 ◽  
pp. 07010
Author(s):  
Lesіa Zbaravska ◽  
Olha Chaikovska ◽  
Tetiana Bilyk ◽  
Lyubov Budnyak ◽  
Ella Dobrovolska ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Professional Competence ◽  
Training Programme ◽  
Academic Disciplines ◽  
Ministry Of Education ◽  
School Students ◽  
Wide Range ◽  
Basic Characteristics

The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.

scholarly journals Teknik Ceklis sebagai Asesmen Perkembangan Sosial Emosional di RA Insan Mulia Bambanglipuro

2019 ◽  
Vol 4 (4) ◽  
pp. 35-42
Author(s):  
Fitria Fauziah Hasanah ◽  
Muhammad Abdul Latif
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Development ◽  
Community Education ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Childhood Education ◽  
Directorate General ◽  
Assessment Guidelines

This study aims to analyze the use of checklist techniques as an assessment to determine the emotional social development of early childhood. The method used in this research is descriptive qualitative by describing checklist techniques as an assessment used to determine emotional social development. This research uses data collection techniques including observation, interviews and documentation conducted at RA Insan Mulia Bambanglipuro, Bantul, Yogyakarta. Based on the results of research that has been carried out shows that RA Insan Mulia Bambanglipuro implement assessment techniques to assess the development of their students using three techniques namely checklist techniques, anecdotal notes and the work. including for assessing social emotional development using all three techniques, but one of the most prominent techniques to use is the checklist technique. This checklist technique is used by RA Insan Mulia in accordance with the 2015 Early Childhood Education Learning Assessment Guidelines, Ministry of Education and Culture Directorate General of Early Childhood Education and Community Education in 2015.

Translators’ competence profiles versus market demand

Babel ◽  
2018 ◽  
Vol 64 (5-6) ◽  
pp. 692-709 ◽  
Author(s):  
Zita Krajcso
Keyword(s):  
Labour Market ◽  
Present Article ◽  
Professional Competence ◽  
Primary Objective ◽  
Market Demand ◽  
Translator Training ◽  
Training Institutions ◽  
Market Needs ◽  
Industry Professional

Abstract The primary objective of this paper is to find out which competences translators need in order to meet the increasingly sophisticated demands of the translation market. First, European initiatives on translators’ competence profiles will be analysed. The results will be examined in light of the latest translation industry surveys in order to identify whether the skills profiles (and thus translators’ abilities) match the needs of the labour market. The analysed data reflects on the most essential requirements set by industry: professional competence followed by technological and domain competence. The findings of the present article aim to support translator training institutions in tailoring study programmes to market needs.

scholarly journals Kelayakan Operasional Hotel Nonbintang di Sulawesi Selatan

2020 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Daniel Adolf Ohyver ◽  
Nursjam Nursjam ◽  
Kurnia Yusniar Rahman
Keyword(s):  
Applied Research ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
South Sulawesi ◽  
Regional Tourism ◽  
Analysis Technique ◽  
Product Service ◽  
Assessment Guidelines

This research aims to know the condition of non-star hotels in relation to product, service and management aspects. In addition, this research was also carried out with the intention of evaluating the feasibility of operating non-star hotels in South Sulawesi. This type of research is applied research with a qualitative approach. Information is obtained through observation using check lists, interviews, and documentation in the form of assessment guidelines. Determination of informants was taken in 10 regions with a total of 56 hotels, each hotel has one informant, plus 10 informants from the Regional Tourism Office, so the number of informants became 66 people. The analysis technique used is descriptive analysis. The results showed that, of the 56 non-starred hotels studied there were 23 that were less feasible, 19 were feasible and 14 were very feasible.

scholarly journals Score-rating system influence on the formation of general professional competence of students in technical universities

2019 ◽  
Vol 69 ◽  
pp. 00051 ◽  
Author(s):  
Galiya Igtisamova ◽  
Doniyor Nosirov
Keyword(s):  
Credit Rating ◽  
Professional Competence ◽  
Rating System ◽  
Academic Disciplines ◽  
Academic Education ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Point Scale ◽  
Professional Activities ◽  
Qualified Personnel

The Ministry of Education and Science of the Russian Federation has established a score-rating system to assess the achievement quality within academic disciplines. The word "rating" is a foreign-language term, literal translation into Russian means "assessment". The second meaning of the word "rating" is a numerical measure; it characterizes performance of a student, pupil, etc., during a certain period of training, usually by the 20-point scale, or 100-point scale. This article highlights the history of formation and implementation of a score-rating system into the curriculum. Due to development of advanced technologies, there is a need for training highly qualified personnel to solve increasingly complex problems in professional activities. In our opinion, pedagogical assessment of student's knowledge in the form of score-rating system is a key role for preparing highly qualified personnel. The authors study processes of training skilled professionals in the course of academic education in technical universities of our country. Key words: score-rating system (SRS), competence, student, progress, credit, rating, factor.

scholarly journals DISCOVERING POLICY, ATTITUDE, AND CONSTRAINTS ON SCHOOL-BASED MANAGEMENT

2020 ◽  
Vol 8 (3) ◽  
pp. 39-48
Author(s):  
Burhanuddin Yasin ◽  
Ika Apriani Fata
Keyword(s):  
Management Practices ◽  
Community Care ◽  
Professional Competence ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
Roles And Responsibilities ◽  
School Based ◽  
Policy Attitude ◽  
School Based Management ◽  
School Stakeholders

Purpose of the study: This research mainly focuses on identifying and analyzing policies, attitudes, and constraints made by the bureaucrats of education and other school stakeholders about the existence of school-based management (henceforth called SBM), and further it examines the obstacles encountered in implementing school-based management. Methodology: The research used is descriptive analysis. In assessing data, this study used two types of measurements, namely, questionnaires and interviews. The questionnaire was used to explore the attitude of the stakeholders toward the existence of SBM. A total of 520 respondents have distributed the questionnaires which contained 60 items of each of these categories: instructional competence (10), professional competence (10), financial competence (10), and leadership issue (30). Furthermore, in the interview section, all four respondents are from each representative of four districts; Banda Aceh, Aceh Besar, Sigli, and Lhokseumawe. The framework of interview guidelines was then adapted from Daresh, et al. (2010) and the interview is eventually to grasp the respondents’ views on the obstacles and constraints on the implementation of SBM. Main Findings: The results of this study reveal that there were no written policies drawn up at the provincial and district level of the ministry of education about the implementation of SBM. Most stakeholders more than 50% tended to view the existence of SBM as positive. Although SBM has never been formally implemented in schools, some schools have started implementing some of the SBM concepts. Applications of this study: The researchers found that there are a variety of obstacles faced during the implementation, including decentralization, authority, decision-making, knowledge of management practices, roles and responsibilities, compensation, finance, leadership, and community care. Novelty/Originality of this study: To date, there is a limited amount of studies with their main focus on school-based management in Indonesia. Based on the written policies of school-based management is considered one of the vital elements to reach a good education.  Besides, schools must have SBM due to it is regarded as the guideline to examine whether the bureaucrats of education and school stakeholders have already implemented the regulation to run the education accordingly.

scholarly journals English language assessment in Malaysia: Teachers’ practices in test preparation

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Looi Chin Ch'ng
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Classroom Teaching ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Assessment Guidelines ◽  
English Language Teachers

In the context of English language teaching, many studies that claimed to investigate teachers’ assessment practices were actually exploring their perceptions and belief with little reference to what they were practising in schools. The need to address such a limitation has prompted this study to examine the current formal assessment practices of English language teachers in lower secondary schools. Specifically, this paper reports how the teachers prepare the formal assessments. Extensive structured interviews were conducted with 72 teachers from 24 schools in Kuching division, Sarawak. Relevant documents such as test papers and assessment guidelines were also collected for further analysis. The findings from this study revealed that a majority of the teachers conducted formal assessments mainly due to the requirements of the school and ministry while following pre-determined steps in preparing a test. Furthermore, the findings also revealed teachers’ reliance on commercial reference books in constructing exam questions and sample answers. The outcome of the study provides an insight on the nature of English language teachers’ assessment practices in relation to the classroom teaching and learning at the secondary level.This could help inform the Ministry of Education in providing necessary support for the teachers particularly assessment practices in ESL context as well as in formulating a better assessment policy for schools.

scholarly journals Learning Outcomes Mapping of the Three Year-Electronic Engineering Diploma in Level-5 Professional Expertise of the National Qualification Framework

2018 ◽  
Vol 24 (1) ◽  
pp. 102-115
Author(s):  
Peni Handayani ◽  
Trisno Yuwono Putro ◽  
Edi Rakhman ◽  
Su Jo -Ching
Keyword(s):  
Learning Outcomes ◽  
Graduate Program ◽  
Professional Competence ◽  
Professional Certification ◽  
Professional Qualification ◽  
Electronic Engineering ◽  
National Competitiveness ◽  
Electronic Control System ◽  
Standard Classification ◽  
Asean Economic Community

The issue of enhancing national competitiveness, in ASEAN, has been strengthened since the establishment of ASEAN Economic Community in 2015. The recognition of graduate competence becomes very crucial for this era. Polytechnic as vocational higher education needs to prepare its graduates in order to compete in the job market, such as through professional certification. This study aimed at mapping the learning outcomes among graduates of the three year - diploma in Electronic Engineering in Polytechnic of Instrumentation and Electronic Control System on professional qualification based on level-5 Indonesian National Qualifications Framework Curriculum and Indonesia Industrial Standard Classification 2015. This study used a qualitative method. Data were collected through observation and interviews of the competent persons to provide related research data. The results showed that the learning outcomes of the three year diploma in Electronic Engineering were suitable for the work of the services and processing industry category. This map can be used to develop learning outcomes into a professional competence for a particular job in accordance with the qualifications of the graduate program.

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