Academic literature on the topic 'Competency-based Regulatory Sciences Education'
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Journal articles on the topic "Competency-based Regulatory Sciences Education"
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Ekeigwe, Abigail, Bethany McGowan, Loran Parker, Steven Byrn, and Kari Clase. "Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review." Pharmacy Education 22, no. 4 (September 18, 2022): 42–62. http://dx.doi.org/10.46542/pe.2022.224.4262.
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Background: Competency-based regulatory sciences education could expand the workforce of regulatory scientists in sub-Saharan Africa. A competency framework is foundational to developing competency-based education. Objective: To identify the entry-level competency requirements of regulatory scientists in sub-Saharan Africa. Method: This research was a systematic review of the literature based on a pre-registered protocol. The research used the "framework synthesis" systematic review model to deductively identify competencies and code them into clusters with NVivo 12 software. Result: Three broad clusters of competencies were identified – enabling behaviours, knowledge, and skills. The knowledge and skills clusters were further subdivided into sub-clusters: the knowledge cluster into administrative, regulatory governance/framework, and scientific knowledge, and the skills cluster into functional and technical skills. Conclusion: The identified competencies will assist in developing an entry-level competency framework required for competency-based regulatory sciences education in sub-Saharan Africa.
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Abah, Theresa, and Linda Paumer. "Experiential Service Learning: Promoting Competency-based Education for Gerontology Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 758. http://dx.doi.org/10.1093/geroni/igab046.2811.
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Abstract Service-learning is an effective pedagogical approach meant to deepen learners understanding of course content by linking scholarship and social action when structurally organized based on attainment of professional core competencies. The recent COVID-19 pandemic caused a rethinking of the way service learning practicum is delivered, especially as it relates to training health professionals who engage collaboratively with older persons (individuals aged 65 years and older). This poster examines the challenges faced by gerontology students as they transitioned to fully virtual learning and practicum format, the lessons learned, and how to close the gap between theory and practice for better programmatic processes. The data used to gather students experiences include; student reflective journals, class discussions and survey questions to students (n=44). The analytic framework utilized is the Social Cognitive Theory, (SCT)- which explains how individuals can master concepts through verbal and physical persuasion, including peer modelling. The goal is to promote leaners self- regulatory skills to achieve the course learning objectives, as obtained from the SCT six strategies for setting achievable goals, through: Feedback, self-instruction, self-monitoring, use of support and goal setting. Some of the lessons learned suggest students benefit more from service learning when they receive continuous feedback about how to develop intergenerational relationships with older adult partners assigned to in the community (68%), than from goal setting strategies (24%). The implication for practice is: there is a need to develop structured service-learning guidelines for undergraduate students in gerontology program to be prepared to better serve older adults.
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Dangal, Ganesh. "An Overview and Changing Scenario of Post-graduate Medical Education in Nepal: What Is the Way Forward?" Journal of Nepal Health Research Council 18, no. 4 (January 21, 2021): I—III. http://dx.doi.org/10.33314/jnhrc.v18i4.3345.
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The goal of the Postgraduate (PG) Medical Education Program in any country is to produce high quality professionals with required clinical competency and capability in teaching, research, leadership, communication, collaboration and health advocacy in addition to sound knowledge of the given specialty. Countries like Nepal should adopt the contemporary global trends and implement innovative approaches in medical education utilizing skill labs, information technologies; computer assisted teaching learning, simulation-based learning if practicable and others. The MD/MS/ or National Board curriculum should reflect and be in line with the core principles advocated by the world leaders/institutes of medical education. Additionally, an institution imparting postgraduate program should provide facilities consistent with the overall academic program including exposure in applied basic medical sciences and other related subjects/areas as prescribed by the regulatory bodies like Medical Education Council (MEC), Nepal Medical Council (NMC), academia and the line ministries; in addition to the required number of faculties of related specialties for facilitating teaching/ learning as per the set guidelines along with facilities of ancillary departments related to the concerned subject as per the requirement of the curriculum as well.
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Simatupang, Mustafa Hizkia. "MEMERDEKAKAN PEMBELAJAR DI TENGAH TERGERUSNYA ROH PENDIDIKAN." INSTITUTIO:JURNAL PENDIDIKAN AGAMA KRISTEN 6, no. 2 (December 28, 2020): 87–97. http://dx.doi.org/10.51689/it.v6i2.238.
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Abstract: Public expectations for improvement of the National Curriculum rise up again, while a positive response to the appointment of the Minister of Education and Culture from the millennial generation. Fundamental improvements in the educational system appear to be more in line with the demands of the works and the current development. The liberating education is closely related to the strategy of liberated learning. Community resistance related to new policies in primary and secondary education as well as high education is regarded as a reasonable reaction as the changes constantly intersect with the unaccommodated interests of certain groups. However, regulatory breakthroughs are vital to the effort of leapfrogging progress. In order to promote national education, it must be accompanied by an increase in teacher competency. It requires some considerations such as, a) the quality of students; b) whether it is concise, measurable and expandable; c) evidence-based and research results; d) refers to the role of teachers and e) whether it is adaptive to the current development. Offsetting the development of digital science and technology in this third millennial era, the teacher’s competence model must also be flexible to the changes. The categories that need to get a touch of the teacher’s competency model include: 1) Professional Knowledge Mastery; 2) Professional Learning Practices, and 3) Sustainable Professional Development. Teacher Professional Education Program (PPG) is able to increase the professionalism of teachers. Improving teacher’s competence and quality training is able to cause to emerge or refine the motivation and passion of teachership. Regular and programmed training and continuous monitoring/evaluation will liberate the teacher and encourage students to reason that is the spirit of liberating education.Keywords: Liberating, Liberated Learning, The Spirit of Education, Professional Teacher, Students.
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Aperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 4, no. 1 (December 18, 2019): 1. http://dx.doi.org/10.18063/jmds.v2i2.163.
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“No research without trained researchers” has become the mantra of the EU-funded Innovative Medicines Initiative (IMI) education and training projects. However, it is often hard to determine the type of training required at different stages of a scientist’s career. The situation is further complicated by the constantly changing environment, e.g. the growth of disruptive technologies, societal expectations of biomedical sciences, the greater need for multi-disciplinary collaborations, and conservative or changing regulatory requirements. This article summarises the experience from a series of five EMTRAIN Public Private Partnership PhD workshops that included both scientific and transferrable skill training. This is followed by an example of a recently developed training programme, including a competency profile, for translational research and medicines development; the C-COMEND teaching programme. The emphasis is on competencies as a new currency for continuing professional development. Finally, this paper describes what we consider to be the next steps required by the scientific community to address solutions to the current training challenges so that society can benefit from the innovations that only science can provide.
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Aperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 3, no. 1 (August 17, 2017): 163. http://dx.doi.org/10.18063/jmds.v3i1.163.
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“No research without trained researchers” has become the mantra of the EU-funded Innovative Medicines Initiative (IMI) education and training projects. However, it is often hard to determine the type of training required at different stages of a scientist’s career. The situation is further complicated by the constantly changing environment, e.g. the growth of disruptive technologies, societal expectations of biomedical sciences, the greater need for multi-disciplinary collaborations, and conservative or changing regulatory requirements. This article summarises the experience from a series of five EMTRAIN Public Private Partnership PhD workshops that included both scientific and transferrable skill training. This is followed by an example of a recently developed training programme, including a competency profile, for translational research and medicines development; the C-COMEND teaching programme. The emphasis is on competencies as a new currency for continuing professional development. Finally, this paper describes what we consider to be the next steps required by the scientific community to address solutions to the current training challenges so that society can benefit from the innovations that only science can provide.
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Boronenko, T. A., and V. S. Fedotova. "Formation of digital competence of teachers of computer science." Vestnik of Samara University. History, pedagogics, philology 28, no. 2 (July 14, 2022): 85–92. http://dx.doi.org/10.18287/2542-0445-2022-28-2-85-92.
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Current socio-cultural situation requires the teacher to understand the general strategy of the digital transformation of education, knowledge of the regulatory framework regulating it, the specifics of conditions for the implementation of pedagogical process in the digital environment, and the readiness to integrate digital technologies into pedagogical activities. Using the potential of the digital educational environment requires solving the problem of forming the digital competence of an informatics teacher. The authors use the ideas of competency-based and activity-based approaches in selecting the content of advanced training programs for computer science teachers. The authors use the principles of a systematic approach in determining the structure of digital competence. The authors describe scenarios of interaction between a teacher and students in a digital educational environment. The authors conclude that it is necessary to additionally prepare the teacher to create high-quality digital educational content, manage the cognitive activity of schoolchildren when teaching using digital learning environments; create a comfortable and safe educational space, and productive communication. The programs are united by a logical line of content in the formation of digital competencies from their application in everyday activities to creative use in pedagogical activities.
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Драчева and Elena Dracheva. "Organizational and Pedagogical Conditions for Developing the Regulatory Universal Educational Activities in the Course of Natural-Science Education Based on Individualized Curricula." Profession-Oriented School 4, no. 1 (February 17, 2016): 48–51. http://dx.doi.org/10.12737/18351.
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The Regulatory Universal Educational Activities (RUEA) are crucial to forming the learners’ abilities for self-organization of their educational activities,
and thus are core to the successful training outcomes. RUEA can be formed not only based on the subject contents, but also through the organizational
forms of education. One of such models is the training based on the individualized curriculum (IC), because in the process of drawing and implementing
the IC the learner has to master all the stages of the RUEA development. In the course of arranging the set of conditions, needed for the IC-based training
model, the eff ect of these conditions on forming the RUEA in upperclassmen, trained in natural sciences in terms of subject-oriented education, has
been identifi ed. It was found, that in students, specializing in natural sciences, all types of universal educational activities are better developed. Due to
mastering the very methodology of educational activities, this educational model allows to maintain and enhance learning outcomes not only in the
groups of subject-oriented study of natural-science disciplines, but also in the basic education groups.
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Drago, Daniela, Paige McDonald, and Gaetano R Lotrecchiano. "Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 219–34. http://dx.doi.org/10.28945/4030.
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Aim/Purpose: This paper describes the regulatory affairs discipline as a useful case in the study of both inter- and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. Background: In the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. Methodology: A convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master’s program in regulatory affairs using a transdisciplinary framework. Contribution: An applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education. Recommendations for Practitioners: This paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs. Impact on Society: This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.
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Hornung, Carlton A., Phillip A. Ianni, Carolynn T. Jones, Elias M. Samuels, and Vicki L. Ellingrod. "Indices of clinical research coordinators’ competence." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 75–81. http://dx.doi.org/10.1017/cts.2019.381.
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AbstractIntroduction:There is a clear need to educate and train the clinical research workforce to conduct scientifically sound clinical research. Meeting this need requires the creation of tools to assess both an individual’s preparedness to function efficiently in the clinical research enterprise and tools to evaluate the quality and effectiveness of programs that are designed to educate and train clinical research professionals. Here we report the development and validation of a competency self-assessment entitled the Competency Index for Clinical Research Professionals, version II (CICRP-II).Methods:CICRP-II was developed using data collected from clinical research coordinators (CRCs) participating in the “Development, Implementation and Assessment of Novel Training In Domain-Based Competencies” (DIAMOND) project at four clinical and translational science award (CTSA) hubs and partnering institutions.Results:An exploratory factor analysis (EFA) identified a two-factor structure: the first factor measures self-reported competence to perform Routine clinical research functions (e.g., good clinical practice regulations (GCPs)), while the second factor measures competence to perform Advanced clinical functions (e.g., global regulatory affairs). We demonstrate the between groups validity by comparing CRCs working in different research settings.Discussion:The excellent psychometric properties of CICRP-II and its ability to distinguish between experienced CRCs at research-intensive CTSA hubs and CRCs working in less-intensive community-based sites coupled with the simplicity of alternative methods for scoring respondents make it a valuable tool for gauging an individual’s perceived preparedness to function in the role of CRC as well as an equally valuable tool to evaluate the value and effectiveness of clinical research education and training programs.
Dissertations / Theses on the topic "Competency-based Regulatory Sciences Education"
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Courteau, Brigitte. "Competency-based education in plastic surgery training." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.
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In Plastic Surgery, learning objectives have been outlined by the Royal College of Physicians and Surgeons of Canada, however, a defined curriculum to meet these objectives is absent. Several factors are reducing the practicality of the current time-based model and as a result, a competency-based training model has been proposed to replace the traditional model. Implementation of a competency-based curriculum requires several steps including the identification of both specialty specific procedures and procedural steps. The present project aims to develop a methodology for identifying procedural steps for individual Plastic Surgery procedures. Previous studies have highlighted the lack of resident exposure to several areas of Plastic Surgery, particularly aesthetic surgery. Avenues for increasing resident exposure and training opportunities must be explored. An additional aim of this project is to achieve this through the development of a pilot simulator mannequin for aesthetic surgery training. The identification of Plastic Surgery procedural steps together with simulator training is a novel step forward towards implementation of competency-based education in Plastic Surgery training.En chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.
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Peloagae, Makunye Joseph. "Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-02152010-052329.
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Booi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.
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1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of the new curriculum. It has been concluded that the educators at Cape College of Education need to be empowered about strategies that will help them function along the principles embracing Curriculum 2005 specifications. The educators have shown not to be ready to practice social constructivism and the assessment strategies incorporated in their programmes do not embrace a variety of approaches that will enable their learners to develop conceptually, skill wise and enable them to develop change in attitudes and values. Investigative approaches to practical work appear to be lacking in the college teaching/learning and this also indicates that Curriculum 2005 will take time to be properly implemented at Cape College of Education. 2. This study is based on the practices of science educators in the squatter-camp school in Khayelitsha, a densely populated area for blacks near Cape Town. Teachers at Vuselela primary school were interviewed about their teaching assessment strategies to establish whether they incorporate a learner centred approach, which is the necessity for the Outcomes Based Education approach. Also some of the lessons they taught were observed in order to find out whether they validate what transpired from the interviews through a process of triangulation. It has become evident that the teachers are to some extent aware of the changes the education system is going through in South Africa. It also became clear from the study that the teachers are still lacking expertise as to how to practice along the lines of Curriculum 2005, the South African version of Outcomes Based Education (OBE). They also showed that they are keen to learn and practice OBE even though more opportunities need to be created for their epistemological empowerment as well as empowerment on the content of science.
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Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.
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Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.
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Mokhaba, Mmori Benjamin. "Outcomes-based education in South Africa since 1994 policy objectives and implementation complexities /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09212005-143124.
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Hlalukana, Sibonginkosi. "Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020821.
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South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
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Saud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.
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Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice.
Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated.
Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners.
Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance.
Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.
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Rogers, Lambert. "Die voorbereiding van onderwysers vir uitkomsgebaseerde onderwys binne die leerarea sosiale wetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53391.
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Thesis (PhD)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions.
AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.
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Snyman, Margaretha Alberta. "Assessment of professional behaviour in occupational therapy education: investigating assessors’ understanding of constructs and expectations of levels of competence." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20037.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The development of professional behaviour is one of the core components of occupational therapy education. The assessment of professional behaviour poses a problem as the constructs and expectations are not clearly defined; this results in compromised inter-rater reliability. The purpose of the study was to investigate assessors’ understanding of the constructs and the expectations deployed during the assessment of professional behaviour of third and fourth year occupational therapy students during clinical practice. A case study design was used in the qualitative study. Clinical supervisors were involved in: (1) a focus group interview to scrutinise the usefulness of the current assessment instrument and (2) a participatory discussion to determine their understanding of the constructs of professional behaviour and the level of expectations to be set for third and fourth year students respectively. This study confirms that the development of effective assessment of professional behaviour entails a number of pivotal steps that include developing a shared definition of the constructs thereof and the expectations at different levels of undergraduate training, the refinement of the assessment instrument and training of assessors in the use of this assessment instrument.
AFRIKAANSE OPSOMMING: Die ontwikkeling van professionele gedrag is een van die kern komponente in arbeidsterapie opleiding. Die assessering daarvan bied egter uitdagings aangesien die konstrukte en verwagtings nie duidelik gedefinieer is nie; dit het gekompromiteerde geldigheid en betroubaarheid tot gevolg aangesien verskillende assessore die professionele gedrag van studente verskillend assesseer. Hierdie studie het die ondersoek van kliniese toesighouers se begrip van die konstrukte en hul verwagtings tydens die assessering van professionele gedrag van derde- en vierdejaar arbeidsterapiestudente tydens kliniese prakties ten doel gehad. ‘n Gevallestudie ontwerp het die basis van ‘n kwalitatiewe ondersoek gevorm. Kliniese toesighouers is betrek in: (1) ‘n fokusgroeponderhoud om die bruikbaarheid en gebruikersvriendelikheid van die huidige assesseringsinstrument te bepaal; en (2) ‘n deelnemende groepbespreking om hul begrip van die konstrukte van professionele gedrag en die verwagte vlakke van funksionering vir onderskeidelik derde- en vierdejaar studente te ondersoek. Hierdie studie bevestig dat die ontwikkeling van effektiewe assessering van professionele gedrag ‘n aantal essensiële stappe behels. Hierdie stappe sluit die ontwikkeling van ‘n gedeelde definisie van die konstrukte en verwagtinge van professionele gedrag in, asook die verskil in verwagtinge op die onderskeie vlakke van voorgraadse opleiding, die verfyning van die bestaande assesseringsinstrument en die opleiding van assessore in die gebruik daarvan.
Books on the topic "Competency-based Regulatory Sciences Education"
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Minor, Kent J. Social studies: Ohio's model competency-based program. Columbus: Ohio Dept. of Education, Division of Curriculum, Instruction, and Professional Development, 1995.
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Kit, Marshall, ed. Performance-based curriculum for social studies: From knowing to showing. Thousand Oaks, Calif: Corwin Press, 1998.
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Makádi, Mariann. A kompetenciaalapú pedagógia: Lehetőségei a tanítási-tanulási folyamatban. Szeged: Mozaik, 2009.
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Killoran, James. Mastering Ohio's grade 8 social studies achievement test. Ronkonkoma, N.Y: Jarrett Publishing Company, 2009.
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1963-, Hasni Abdelkrim, Lenoir Yves 1942-, and Lebeaume Joël, eds. La formation à l'enseignement des sciences et des technologies au secondaire: Dans le contexte des réformes par compétences. Québec: Presses de l'Université du Québec, 2006.
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Adamchuk, Natal'ya, Rustam Azimov, Tamara Belousova, Denis Bryzgalov, Ekaterina Bryzgalova, Tat'yana Verezubova, Zeynegul' Esymhanova, et al. Insurance in the digital economy: science, practice, education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1816154.
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The monograph deals with the transformation of the insurance business in the conditions of digitalization. The logic of scientific analysis is based on the impact of digitalization on all environmental systems of the insurance business, which, in turn, require the transformation of all aspects of the insurer's activities. The scientific analysis of the usefulness of insurance services is given, the influence of digitalization on the formation of information flows and business processes in the insurance business is considered.
The experience of Russia, Belarus, Kazakhstan, Uzbekistan and Turkey in the development of digitalization of the insurance market is summarized, development problems are formulated and a number of practical recommendations are given.
A significant block of material is devoted to the analysis of social aspects of the insurance business, including the tasks and opportunities of insurance organizations in the formation of sustainable development. The problems of ensuring the quality of insurance services in the conditions of digitalization, regulatory activities in this area, protection of the interests of the consumer of insurance services are considered.
New approaches to training personnel for the insurance market are considered, domestic and foreign experience is summarized. The results of a study of the use of digital technologies at the Financial University under the Government of the Russian Federation and partner universities are presented.
For a wide range of readers interested in insurance problems. It can be useful for students, postgraduates and teachers of economic universities.
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Andre, Terence. Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in ... in Intelligent Systems and Computing). Springer, 2017.
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Quality Basic Education: The Development of Competence (Educational Sciences). Bernan Press, 1992.
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Stanley, Gordon. Accreditation and Assessment in Vocational Education and Training. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.6.
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Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.
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Shengelia, Revaz. Modern Economics. Universal, Georgia, 2021. http://dx.doi.org/10.36962/rsme012021.
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Economy and mankind are inextricably interlinked. Just as the economy or the production of material wealth is unimaginable without a man, so human existence and development are impossible without the wealth created in the economy. Shortly, both the goal and the means of achieving and realization of the economy are still the human resources. People have long ago noticed that it was the economy that created livelihoods, and the delays in their production led to the catastrophic events such as hunger, poverty, civil wars, social upheavals, revolutions, moral degeneration, and more. Therefore, the special interest of people in understanding the regulatory framework of the functioning of the economy has existed and exists in all historical epochs [A. Sisvadze. Economic theory. Part One. 2006y. p. 22]. The system of economic disciplines studies economy or economic activities of a society. All of them are based on science, which is currently called economic theory in the post-socialist space (the science of economics, the principles of economics or modern economics), and in most countries of the world - predominantly in the Greek-Latin manner - economics. The title of the present book is also Modern Economics. Economics (economic theory) is the science that studies the efficient use of limited resources to produce and distribute goods and services in order to satisfy as much as possible the unlimited needs and demands of the society. More simply, economics is the science of choice and how society manages its limited resources. Moreover, it should be emphasized that economics (economic theory) studies only the distribution, exchange and consumption of the economic wealth (food, beverages, clothing, housing, machine tools, computers, services, etc.), the production of which is possible and limited. And the wealth that exists indefinitely: no economic relations are formed in the production and distribution of solar energy, air, and the like. This current book is the second complete updated edition of the challenges of the modern global economy in the context of the coronary crisis, taking into account some of the priority directions of the country's development. Its purpose is to help students and interested readers gain a thorough knowledge of economics and show them how this knowledge can be applied pragmatically (professionally) in professional activities or in everyday life. To achieve this goal, this textbook, which consists of two parts and tests, discusses in simple and clear language issues such as: the essence of economics as a science, reasons for origin, purpose, tasks, usefulness and functions; Basic principles, problems and peculiarities of economics in different economic systems; Needs and demand, the essence of economic resources, types and limitations; Interaction, mobility, interchangeability and efficient use of economic resources. The essence and types of wealth; The essence, types and models of the economic system; The interaction of households and firms in the market of resources and products; Market mechanism and its elements - demand, supply and price; Demand and supply elasticity; Production costs and the ways to reduce them; Forms of the market - perfect and incomplete competition markets and their peculiarities; Markets for Production Factors and factor incomes; The essence of macroeconomics, causes and importance of origin; The essence and calculation of key macroeconomic indicators (gross national product, gross domestic product, net national product, national income, etc.); Macroeconomic stability and instability, unemployment, inflation and anti-inflationary policies; State regulation of the economy and economic policy; Monetary and fiscal policy; Income and standard of living; Economic Growth; The Corona Pandemic as a Defect and Effect of Globalization; National Economic Problems and New Opportunities for Development in the conditions of the Coronary Crisis; The Socio-economic problems of moral obsolescence in digital technologies; Education and creativity are the main solution way to overcome the economic crisis caused by the coronavirus; Positive and negative effects of tourism in Georgia; Formation of the middle class as a contributing factor to the development of tourism in Georgia; Corporate culture in Georgian travel companies, etc. The axiomatic truth is that economics is the union of people in constant interaction. Given that the behavior of the economy reflects the behavior of the people who make up the economy, after clarifying the essence of the economy, we move on to the analysis of the four principles of individual decision-making. Furtermore, the book describes how people make independent decisions. The key to making an individual decision is that people have to choose from alternative options, that the value of any action is measured by the value of what must be given or what must be given up to get something, that the rational, smart people make decisions based on the comparison of the marginal costs and marginal returns (benefits), and that people behave accordingly to stimuli. Afterwards, the need for human interaction is then analyzed and substantiated. If a person is isolated, he will have to take care of his own food, clothes, shoes, his own house and so on. In the case of such a closed economy and universalization of labor, firstly, its productivity will be low and, secondly, it will be able to consume only what it produces. It is clear that human productivity will be higher and more profitable as a result of labor specialization and the opportunity to trade with others. Indeed, trade allows each person to specialize, to engage in the activities that are most successful, be it agriculture, sewing or construction, and to buy more diverse goods and services from others at a relatively lower price. The key to such human interactions is that trade is mutually beneficial; That markets are usually the good means of coordination between people and that the government can improve the results of market functioning if the market reveals weakness or the results of market functioning are not fair. Moroever, it also shows how the economy works as a whole. In particular, it is argued that productivity is a key determinant of living standards, that an increase in the money supply is a major source of inflation, and that one of the main impediments to avoiding inflation is the existence of an alternative between inflation and unemployment in the short term, that the inflation decrease causes the temporary decline in unemployement and vice versa. The Understanding creatively of all above mentioned issues, we think, will help the reader to develop market economy-appropriate thinking and rational economic-commercial-financial behaviors, to be more competitive in the domestic and international labor markets, and thus to ensure both their own prosperity and the functioning of the country's economy. How he/she copes with the tasks, it is up to the individual reader to decide. At the same time, we will receive all the smart useful advices with a sense of gratitude and will take it into account in the further work. We also would like to thank the editor and reviewers of the books. Finally, there are many things changing, so it is very important to realize that the XXI century has come: 1. The century of the new economy; 2. Age of Knowledge; 3. Age of Information and economic activities are changing in term of innovations. 1. Why is the 21st century the century of the new economy? Because for this period the economic resources, especially non-productive, non-recoverable ones (oil, natural gas, coal, etc.) are becoming increasingly limited. According to the World Energy Council, there are currently 43 years of gas and oil reserves left in the world (see “New Commersant 2007 # 2, p. 16). Under such conditions, sustainable growth of real gross domestic product (GDP) and maximum satisfaction of uncertain needs should be achieved not through the use of more land, labor and capital (extensification), but through more efficient use of available resources (intensification) or innovative economy. And economics, as it was said, is the science of finding the ways about the more effective usage of the limited resources. At the same time, with the sustainable growth and development of the economy, the present needs must be met in a way that does not deprive future generations of the opportunity to meet their needs; 2. Why is the 21st century the age of knowledge? Because in a modern economy, it is not land (natural resources), labor and capital that is crucial, but knowledge. Modern production, its factors and products are not time-consuming and capital-intensive, but science-intensive, knowledge-intensive. The good example of this is a Japanese enterprise (firm) where the production process is going on but people are almost invisible, also, the result of such production (Japanese product) is a miniature or a sample of how to get the maximum result at the lowest cost; 3. Why is the 21st century the age of information? Because the efficient functioning of the modern economy, the effective organization of the material and personal factors of production largely depend on the right governance decision. The right governance decision requires prompt and accurate information. Gone are the days when the main means of transport was a sailing ship, the main form of data processing was pencil and paper, and the main means of transmitting information was sending letters through a postman on horseback. By the modern transport infrastructure (highways, railways, ships, regular domestic and international flights, oil and gas pipelines, etc.), the movement of goods, services and labor resoucres has been significantly accelerated, while through the modern means of communication (mobile phone, internet, other) the information is spreading rapidly globally, which seems to have "shrunk" the world and made it a single large country. The Authors of the book: Ushangi Samadashvili, Doctor of Economic Sciences, Associate Professor of Ivane Javakhishvili Tbilisi State University - Introduction, Chapters - 1, 2, 3, 4, 5, 6, 9, 10, 11,12, 15,16, 17.1,18 , Tests, Revaz Shengelia, Doctor of Economics, Professor of Georgian Technical University, Chapters_7, 8, 13. 14, 17.2, 17.4; Zhuzhuna Tsiklauri - Doctor of Economics, Professor of Georgian Technical University - Chapters 13.6, 13.7,17.2, 17.3, 18. We also thank the editor and reviewers of the book.
Book chapters on the topic "Competency-based Regulatory Sciences Education"
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Zenkova, Daria Mikhailovna. "Components of the Pedagogical Practice of Bachelors Based on the Competence Approach." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 29–44. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99618.
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The chapter discusses the competence-based approach to the implementation of training during the practice period. The author presents in the form of a table the main types of tasks aimed at developing the professional competencies of future teachers. The conditions of pedagogical practice for students and their impact on the development of professional competencies were also studied. The author is of the opinion that practice-oriented training and individualization are the main conditions for the organization and development of the internship program by heads of educational institutions and methodologists of higher education. The author also considers the basic requirements for the organizers of the practice and analyses the current state of the problem of organizing the practice of students based on documents in the field of education and regulatory documents of a particular educational institution.
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Alcalá del Olmo-Fernández, María José, and Juan José Leiva-Olivencia. "Balancing the Initial Teacher Training in Intercultural Education in the Autonomous Community of Andalusia (Spain) in the Period 2000-2020." In Advances in Religious and Cultural Studies, 249–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch013.
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The presence of interculturality in the university curriculum is a relevant and topical pedagogical issue, which leads to the need for future education professionals to be properly prepared to face it with guarantees of success, linking the intercultural phenomenon with the approaches emanating from inclusive education. The objective of this chapter is to take stock of the discourses, theories, and pedagogical practices in the initial formation of intercultural education in the last 20 years in the Autonomous Community of Andalusia (Spain). Based on a thorough review of scientific literature, university plans in education sciences of Andalusian universities, as well as regulatory references on interculturality, the authors will proceed to carry out a critical pedagogical analysis to understand the trajectory and evolution of intercultural training in recent decades, projecting new lines of development for improvement, transformation, and impact of new intercultural training in university training spaces.
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Torop, K. S., and N. A. Yarmola. "IMPLEMENTATION OF COMPETENCY-BASED APPROACH IN EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITIES IN CONDITIONS OF INCLUSIVE LEARNING." In NEW IMPETUS FOR THE ADVANCEMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES: RESEARCH MATTERS, 260–78. Izdevnieciba “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-032-2-40.
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Méndez, Ramón, Álvaro Chaparro-Sainz, Rubén Martínez Sánchez, and María del Mar Felices-De la Fuente. "Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences." In Advances in Game-Based Learning, 259–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5240-0.ch015.
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The primary purposes of this study are to investigate the opinions and conceptions of primary education teachers undergoing initial training on active methodologies and to evaluate a training program that uses these methodologies with a particular focus on the teaching of Social Sciences. To this end, a mixed methodology has been employed, using an initial questionnaire and a focus group as research instruments. Following the data analysis, the results show a favorable assessment of these active methodologies. There were some gender differences, as women assigned greater value than men to the active strategies, resources, and evaluation approaches and were more focused on competency-based learning. Another result highlighted the suitability of using service-learning or inquiry methodology to teach Social Sciences. The authors conclude that improving the training program developed is necessary, offering more connections with practice and expanding initial teacher training in active methods.
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Sierykh, Larisa. "INTERACTION OF GENERAL SECONDARY AND OUT-OF-SCHOOLS EDUCATION IN AESTHETIC EDUCATION OF TEENAGERS: SUBJECTS OF INNOVATIVE AESTHETIC ACTIVITY." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-6.
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The article describes the basis of the concept of interaction between institutions of general secondary and extracurricular education in the aesthetic education of adolescents. The first level of the concept is the mega-level, the main structural elements of which are discussed in the article. Concepts include the social component, the system of social relations, the demographic component, the legislative, normative base of research, provisions, concepts, normative and methodological documents, which operate in the conditions of interaction of institutions of general secondary and of the out-of-school education and directly and indirectly influence the development of aesthetic education of teenagers. Using theoretical methods: analysis, generalization, comparison and comparison of different normative-methodical acts, the content of the basic principles of out-of-school education and general secondary education in aesthetic education of teenagers was found out. Organization of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is based on the results of the analysis of their practical and aesthetic activities and takes into account the components of aesthetic education: emotional, informational, communicative. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The regulatory framework of the study is considered in detail. This made it possible to expand the content of the basic principles of extracurricular and general secondary education in accordance with the orientation of the specifics of educational activities offered today by general secondary and out-of-school education and to highlight the content and scope of educational concepts, provisions, phenomena that are interrelated. Based on the above it can be argued that the invariant of process of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is the aesthetic activity of teenagers, is carried out primarily in diverse social creativity. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The development of the system of aesthetic education separately as secondary and extracurricular educational institutions, which included in secondary schools: aesthetic education in the lessons of art-aesthetic cycle; aesthetic education on the lessons of other cycles in the framework of the educational goals of the lesson; in extracurricular work during the group work, electives, project, exhibition, concert, workshops and other creative student activities; work with parents. In out-of-schools education: aesthetic education in the classroom circles of artistic and aesthetic direction and other groups in the framework of educational goals; during mass events, during the organization and conduct of exhibitions, competitions, flash mobs, workshops, master classes, concerts of children and youth creativity, preparation teams and documentation accompanying the submission for the title of "Exemplary" and "Popular" children's creative teams.
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Nengomasha, Cathrine T., and Teopolina Nekulilo Shuumbili. "Library Contributions to Achievement of Namibia Vision 2030." In Advances in Library and Information Science, 287–305. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4755-0.ch015.
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Namibia's Vision 2030 aspires for a knowledge-based economy supported by quality education and training systems, which in turn will provide a good quality of life for its citizens. It is a good quality of life supported by access to information in issues related to health, education, agriculture, political, and other social economic issues. The vision is driven by access to information and communication technologies (ICTs). Libraries are well placed throughout the country to train citizens in information and computer literacy, provide developmental information, and access to ICTs. Based on a review of literature, the chapter covers the types of libraries in Namibia, the legal and regulatory framework for library services, the efforts to equip libraries with ICTs infrastructure and skills, the library services, challenges encountered in service provision, and some solutions and areas for further research. Recommendations on enhancing the contribution the libraries can make in the achievement of Vision 2030 include: development of sustainability and maintenance plans.
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Lunina, Inna, Olena Bilousova, and Nataliia Nazukova. "MODERN CHALLENGES AND NEW OPPORTUNITIES FOR FISCAL ACTIVATION OF ECONOMIC GROWTH FACTORS." In Transformation of the Economy, Finance and Management in a Pandemic: the Development of Digital Technologies. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-108-4-3.
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The article dwells upon the problematic issues of present development of Ukrainian economy and social sphere through the lenses of changes caused by the pandemic. Practical approaches to state support for business entities in certain EU countries to overcome the socio-economic effects of the pandemic were summarised. The priorities of government capital investments aimed at medium-term national economic development and the instruments of fiscal support for investment and innovation activities of enterprises are determined in the article. The role of government education financing is clarified and a conclusion on the prior role of budgetary financing of preschool and primary education for the formation of future factors of economic growth is made. The necessity of balancing resources for human capital formation between the budget, business sector and households is substantiated. Specific measures of state support for families with children are proposed, which will make it possible to activate educational driver of economic growth in the pandemic circumstances. Based on the results of the study, proposals were formed on the regulatory and legal support of fiscal measures aimed at enhancing economic growth, which cover the spheres of education, science and innovation, public investment, and the formation of financial resources of the state and enterprises.
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Tremblay, Genevieve G., and Jeff Brice. "Art + Science Knowledge Building." In Advances in Educational Technologies and Instructional Design, 106–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch007.
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ASKXXI, Arts and Science Knowledge Building and Sharing in the XXI Century, was an inter-hemispheric, post-secondary diploma program pilot aimed at fostering collaboration in art, emerging digital/virtual technologies, and the ecological sciences. New approaches to narrative creation were introduced through innovative technology workshops in visualization, 3D imaging, 3D printing, virtual, mixed reality, and data visualization. The authors share their dimensional approach that delivered cross-cultural insights, technical training, professional development, mentorship, and network development opportunities. Expanding definitions of CBE and personalized learning support, the new career opportunities in a rapidly changing landscape, the relational, place-based, collaborative, and inquiry-driven learning developed through this pilot program is what the authors identify as a frontier ecosystem in education. They reflect on and share their findings and offer new perspectives on expanded models of competency-based education for academic and workplace credentials.
Conference papers on the topic "Competency-based Regulatory Sciences Education"
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Wang, Shu, and Zijun Feng. "Constructing Competency-based Education in Vocational Colleges." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.30.
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Pike, Ron. "Enhancing Cybersecurity Capability in Local Governments through Competency-Based Education." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.247.
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Далакова, Л. М. "ANALYSIS OF CONCEPTS AND CHARACTERISTICS OF DISTANCE LEARNING." In Образование будущего: Материалы II Всероссийской научно-практической конференции с международным участием. Crossref, 2021. http://dx.doi.org/10.34708/gstou.conf.2021.27.75.001.
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Современный мир диктует новые условия построения образовательного процесса. Любая образовательная организация, которая рассчитывает не просто оставаться на плаву в нынешних условиях цифровой экономики, но и следовать по пути развития и стремиться занять лидирующие позиции на рынке образовательных услуг, должна ставить перед собой четкую цель - переход на цифровую модель реализации процессов и услуг. Реализация новой организационной модели и изменение механизмов управления вузом на основе современных цифровых технологий позволит повысить качество и доступность образовательных услуг. Дистанционные образовательные технологии призваны помочь решить задачи по переходу к качественному, неограниченному пространством и временем, образовательному процессу. В первую очередь образовательной организации необходимо разработать для себя нормативную базу, основанную на нормативно-правовых документах Минобрнауки России The modern world dictates new conditions for building the educational process. Any educational organization that expects not only to stay afloat in the current digital economy, but also to follow the development path and strive to take a leading position in the educational services market, should set a clear goal for itself - the transition to a digital model for the implementation of processes and services.The implementation of a new organizational model and a change in the management mechanisms of the university based on modern digital technologies will improve the quality and availability of educational services. Distance learning technologies are designed to help solve the problems of transition to a high-quality, unlimited space and time, educational process. First of all, the educational organization needs to develop a regulatory framework for itself, based on the regulatory documents of the Ministry of Education and Science of Russia
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Buhari, Muhammad Ramli, and Kamelia Dwi Marda. "Development of Competency Based on Outdoor Education Model for Elementary School Students in Samarinda." In 2nd Educational Sciences International Conference (ESIC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200417.010.
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Palomino-Flores, Paola, and Eliana Gallardo-Echenique. "Emotional Intelligence can Make a Difference in Students from Communication under the Competency-Based Education Model." In 2019 IEEE Sciences and Humanities International Research Conference (SHIRCON). IEEE, 2019. http://dx.doi.org/10.1109/shircon48091.2019.9024874.
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Gago, Eduardo Alberto, Alicia Tinnirello, Paola Szekieta, and Lucas D'Alessandro. "THE ROLE OF TECHNOLOGY IN COMPETENCY-BASED TEACHING IN ENGINEERING CURRICULUM: AN EXPERIENCE IN BASIC SCIENCES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1796.
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Sun, Lu, and Shenghua Zhang. "Thoughts on the Construction of General Education Curriculum System Based on High Adaptability Competency." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.65.
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Alexandr, Kokovikhin. "Improving the investment environment in the region by tools of competency-based HR management." In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emehss-18.2018.29.
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I.A., Krygina, and Rybak S.V. "ECONOMIC POLICY AND TRENDS IN THE DEVELOPMENT OF MODEL LEGISLATION IN THE AGRO-INDUSTRIAL SECTOR OF THE RUSSIAN ECONOMY." In "INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION". ДГТУ-Принт, 2021. http://dx.doi.org/10.23947/itno.2021.115-119.
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The systemic and structural changes taking place in modern Russian legislation reflect those large-scale changes that primarily manifest the internal and external aspects of the state's integration into international integration associations, which significantly expands the scope of legal regulation not only in the economic segment of public relations, but also makes it possible to optimize legislative regulation in certain spheres of economic and economic activity. The purpose of this study is a special area of social relations, which is objectively included in the operating mechanism of management, but does not have its own independent legislative consolidation. We are talking about the so-called «economic legislation», a concept that in Russian jurisprudence is very conditional, since it is still not accepted to single out a separate subject of legal regulation in this sphere of relations in the legal and legislative doctrine. Guided by the set research goals and objectives, the authors attempt to analyze the regulatory framework of the mechanisms of integration interaction. At the same time, the author's vision of this problem is based on special tools and an approach that provide a comprehensive vision of the problem under consideration and is based on the dualism of its perception. Nevertheless, in recent years in the Russian legal science, an opinion has been increasingly expressed about the need for an integrated approach to this problem, which is justified by the objective processes of integrating the Russian economy into the global economic space and, accordingly, the unification of Russian legislation, in particular agrarian legislation, into the global regulatory framework regulatory system.
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Zhang, Zhenhua, and Li Zhu. "Research on Improving the Science Popularization System of Nuclear-Related Projects in China." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-90546.
Full textAbstract:
Abstract Nuclear power itself has the characteristics of safety, cleanliness and high efficiency, but due to the professional particularity of nuclear energy and the people’s lack of knowledge about nuclear energy, it leads to the “social amplification of risks” in nuclear-related projects. Some basic data in the discipline of nuclear safety and radiation protection are analyzed, and the effects of the nuclear power chain on health, environment and climate were compared with those of the coal power chain and then the advantages of the nuclear energy industry are given. The article also compares and analyzes the nuclear energy risks and other risks, and analyzes the reasons for the public misunderstanding and fear of nuclear and radiation accidents (events). Now there are many problems existing in the nuclear science popularization work, such as the trend that the risk of nuclear-related projects is easy to be amplified by the society hinders the process of the nuclear energy industry to some extent. Also there are many deficiencies of support and popularization, and many problems in the development of high-quality popular science teaching materials and models and the cultivation and sharing of high-quality resources. Based on the above analysis, it is proposed that nuclear power science popularization should make precise efforts, distinguish groups, take measures according to people, classified implementation and precise communication. Specific suggestions and measures have the following aspects: Multilevel nuclear science education should be carried out and it includes nuclear science for nuclear experts and non-nuclear experts (including educators), nuclear science for government staff and public opinion media, and nuclear science for the public; At the same time, it is necessary to improve the form of nuclear science education, and we will actively and extensively carry out popular science activities that are practical, close to the people, distinctive and effective and establish a long-term nuclear science education mechanism; Drawing on foreign experience to accelerate the formulation of China’s atomic energy law, and clarify the status of public participation in the law. So as to improve the legal and regulatory system, improve the public participation system, and strengthen the capacity building of the information disclosure platform.
Reports on the topic "Competency-based Regulatory Sciences Education"
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Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.
Full textAbstract:
Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
Full textAbstract:
Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).