Dissertations / Theses on the topic 'Competency Based Training'
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1
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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Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.
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Robinson, Pauline, and n/a. "Competency based training : a certain game of truth." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.144735.
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This thesis develops a multi-faceted picture of competency based training
and the impact it is having on vocational education. The thesis is a personal
attempt to act agentically by deconstructing the discourse of vocational
education within which I am positioned in my working life. It is an attempt
to push back the boundaries of the discourse and to explore and create
spaces for contestation.
In order to do this I undertake three different readings of a set of texts. The
texts come from two sources. The first is a set of documents identified in the
Framework for the Implementation of Competency Based Training and which
represent the official government position on competency based training.
The second is a set of interviews I undertook with teachers at the Canberra Institute of Technology regarding their views about competency based
training. Details of the texts are provided in Section 2 of the thesis.
The body of the thesis is a set of three readings of these texts. The particular
view of 'reading' used in the thesis is a post structuralist one. Each of the
readings brings into play the understanding of the texts created within a
particular discourse. I draw on the work of Michel Foucault for the
understanding of discourse used in the thesis.
The first reading is from within the discourse. It is a reading which seeks to
understand competency based training in its own terms, and in relation to
the critical debates within the literature of vocational education. I argue in
this reading that competency based training emerges as a grand but flawed
vision for the future of vocational education.
The second reading takes the viewpoint of the work of Michel Foucault, and
in particular his book Discipline and Punish. It uses the metaphor of the
panopticon to explore the nature of power/knowledge within competency
based training and the regime of truth which it brings into being.
The final reading is from a feminist post structuralist position. I argue in this
reading that the discourse of competency based training is phallocentric. I
explore the liberatory claims of the discourse and conclude that the claims
are limited because they do not challenge the fundamental and powerful
dualisms through which competency based training is constituted.
Finally in the conclusion I briefly explore whether I have achieved the aim
of the thesis. I question what it means to act agentically and whether the
type of thesis I have undertaken constructs the possibility of doing so.
4
Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.
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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
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Mhlongo, Nanikie Charity, and n/a. "Competency-Based assessment in Australia - does it work?" University of Canberra. Education and Community Studies, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.094237.
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South Africa since the liberation in 1994 has faced a lot of changes. The changes
include being a member of the international community. As part of the international
community, South Africa is finding itself largely faced by the challenges associated
with this position. Looking at other countries South Africa is realizing that the world
is looking at better ways of educating their people and organizing their education and
training systems so that they might gain the edge in an increasingly competitive
economic global environment. Success and survival in such a world demands that
South Africa has a national education and training system that provides quality
learning and promotes the development of a nation that is committed to life-long
learning.
Institutions of higher education in South Africa are currently changing their present
education system to conform to a Competency-Based Training (CBT) system. This
system has only been planned but not implemented yet and it is not clear how CBT
will be implemented, especially how the learners are going to be assessed.
Competency-Based Assessment (CBA) is an integral part of CBT that needs
particular attention if the new system is to succeed.
The key aims of this thesis are to investigate the current assessment policy and
practice at the Canberra Institute of Technology (CIT) underpinned by Competency-
Based Training system. The project will describe and analyze the Competency-Based
Assessment system used within CIT's CBT system. The project will focus on:
Observing classroom practice of CBA, analyzing students' and teachers' perceptions
of their involvement with CBA, and analyzing employers' perceptions of the
effectiveness of CBA.
The main aim of this thesis is to suggest recommendations for an assessment model
that will be suitable to implement within hospitality training institutions in South
Africa.
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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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Bajis, Dalia. "Competency-Based Pharmacy Education and Training in the Eastern Mediterranean Region." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21022.
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Competency-based pharmacy education (CBPE) is a useful pedagogical approach to curricula development, improvements in the knowledge, skills and attitudes of learners, as well as enhanced health service delivery. The International Pharmaceutical Federation (FIP), developed evidence-based frameworks to support global advancement of pharmacy education. The overall aim of this thesis was to explore the extent of CBPE in the Eastern Mediterranean Region (EMR). The EMR has the second largest number of trained pharmacists in the world. And while pharmacy education has experienced rapid changes in the EMR, pharmacy practice remains stunted. By utilising FIP education frameworks as mapping tools, a mix of literature review, qualitative and quantitative research was conducted. A systematic literature review supported the development of qualitative research interview guides. Semi-structured interviews and focus group discussions were carried out to identify and explore pharmacy stakeholders’ perspectives of pharmacy education in the EMR. Findings from qualitative research led to conducting interventional and competency-based educational studies with pharmacy students in Jordan. This body of research has made a significant contribution to the academic literature on the status of pharmacy education and quality assurance in the EMR. It has shed light on a region fraught with political, social and economic complexities, and how these can permeate education, such as pharmacy education. Advancing pharmacy education in the EMR and elsewhere in the world calls for purposeful rethinking of competence; in relation to performance of the whole pharmacist required to function in a specific working environment, and not merely competencies; academic reform, teaching, learning and assessment methods; and teacher preparation.
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Bukhala, Peter W. (Peter Wisiuba). "The perceived use of competency-based instruction by physical education teachers /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60028.
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The purpose of the present study was to investigate the extent to which physical education teachers perceive that they use competency-based instruction and to assess some of the factors that influence them to use competency-based instructional strategies. It was also the intent of this study to design the Perceived CBI questionnaire specifically for this study.The results indicated that physical educators did not utilize many of the CBI strategies frequently or all the time. Most evident was the lack of involvement of parents and volunteers in the instructional planning of individualized programs. Also evident was the limited use of the initial assessment information gathered from students to plan instructional programs that would meet the individual student's needs. A significant relationship between the perceived use of CBI by teachers and the years teachers have taught students with disabilities was noted. No significant relationship was noted between teachers perceived use of CBI and (1) the number of years they have taught physical education, (2) the number of courses taken in adapted physical education and (3) the number of courses in special education. Significant differences were noted between the perceived use of CBI by teachers and the level of education, and the type of school setting.
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Brings, Stanley Dean. "Competency-based assessment techniques : evaluating the effectiveness of community college contract training /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095237.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Kazeni, Mungandi Monde Monica. "Development and validation of a test of integrated science process skills for the further education and training learners." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04302008-145702/.
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Jonas, Judith Ann. "Students' perceptions of ministry preparedness : an exploration of the impact of a competency-based education and training approach on ministerial training /." Free full text is available to ORU patrons only; click to view, 2009. http://proquest.umi.com/pqdweb?did=1856056311&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Child, Brenda. "The impact of competency-based education and training policy on the healthcare professions." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242960.
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Van, Heerden Alan Joshua. "The development of a competency based model for training operators within the confectionery industry." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/83.
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Most South African manufacturing companies provide some sort of training for its shop floor employees to help them improve productivity and reduce wastage. Unfortunately, training presented on-the-job to operators is more often than not implemented in an unstructured and unplanned manner, usually when a crisis occurs and fires need to be put out quickly. The introduction of the National Qualifications Framework (NQF) demands that training practitioners structure their training efforts and ensure that all training leads to national qualifications. This study is aimed at making a contribution towards the NQF and in particular, the development of shop floor employees. Firstly, a model for operator training was developed from a survey of the relevant literature. This phase of the study identified the components of the model and their respective guidelines. Secondly, the model was e.mailed to managers working in confectionery companies requesting their opinion on the guidelines of the model. Lastly, the feedback received from the empirical study was evaluated, conclusions were drawn and recommendations made, based on the information obtained from both the literature study and empirical study. The results from the empirical study indicated strong concurrence with the theoretical model on operator training. In contrast to theory that the use of rewards after training results in improved productivity, the majority of respondents disagreed with the implementation of a reward What are the long term benefits to an organization with a productivity reward system in place? · What kind of reward system would work best in the confectionery industry? · How would management implement an effective performancerelated reward system at shop floor level?
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Michel, Stefan. "Increasing X-ray image interpretation competency in aviation security with computer-based training /." [S.l.] : [s.n.], 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000296314.
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Higgins, Marion N. G. "Use of self-paced learning in the context of competency-based training at TAFE." Thesis, Queensland University of Technology, 1996.
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The aim of this study was to monitor the adaptability and perceptions of students and teacher who were in transition from traditional to self-paced learning in the context of competency-based training using action research paradigm. The context for this study was in the area of hospitality,
specifically in computer education, where students and teachers are using hospitality specific software for food and beverage stock management education.
As a result of the implementation of competency-based training, many alternative methods of delivery for educating are being sought. One of these alternative methods of delivery is that of self-paced learning. This
study reports on the development of the subject in competency-based training format, development of material for self-paced style of learning and modification of the material based on one semester long implementation. Recommendations for future development are made.
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Hellwig, Silke. "Zur Vereinbarkeit von Competency-Based-Training (CBT) und Berufsprinzip : Konzepte der Berufsbildung im Vergleich /." Wiesbaden VS, Verl. für Sozialwiss, 2007. http://d-nb.info/987522698/04.
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Kenworthy, John. "Evaluation of the effectiveness of using computer-based training simulations to develop managerial competency." Thesis, Henley Business School, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426205.
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MacKinnon, Marjorie M. "Competency-based indicators of counsellor development : an examination of changes in cognitive skills of counsellors-in-training." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29080.
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The purpose of this study was to strengthen our understanding of counsellor development by examining changes in trainees' knowledge and thinking during master's training in counselling psychology. Forty-two volunteers (21 practicum and 21 internship students) critiqued a 20-minute segment of a counselling videotape before and after one academic year.Qualitative analysis of pretest-posttest responses revealed substantial improvement in students' understanding of the counselling process and adjustment to the counsellor role. Greater self-confidence was also conveyed by a significant increase in trainees' use of clinical terminology. However, students' ability to observe and conceptualize the client, to establish therapeutic goals, and their overall counselling effectiveness did not differ over the academic year. Given that changes were related to training emphasis, results call attention to the need for more systematic training in a wider range of cognitive competencies.
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Bester, Marianne. "An outcomes-based training model for textile technologists." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1911.
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Thesis (MTech (Education))--Cape Technikon, Cape Town, 2004The textile industry in South Africa is regarded as a labour intensive industry with high capital investment. Presently, the textile industry is facing the impact that globalisation will have on the local industry, which emphasises the importance of training and development in the face of decreasing levels of human resources. These decreasing levels of employment will result in the loss of highly technical expertise with no replacement source in the labour market, unless textile technologists are educated to compensate for the loss. The White Paper on the Transformation of Higher Education (1997) indicates that one of the purposes of higher education is to proVide the labour market, in a knowledgedriven and knowledge-dependent society, with the high-level competencies and expertise necessary for the growth and prosperity of a modern global economy. The establishment of the National Qualifications Framework in South Africa has diluted the rigid boundaries between education and training, requiring of Higher Education to establish programmes that are responsive to the needs of industry. The focus of this research project is to develop and evaluate an outcomes-based textile technologist curriculum based on the education and training needs of the Western Cape textile industry in particular, as a result of environmental changes impacting on the South African textile industry in general. The development and evaluation of an outcomes-based qualification in textile technology take place Within a world of constant change, where work and education are becoming increasingly interwoven, stressing the importance for higher education in South Africa to transform by developing learning programmes in harmony with industry and by specialising in making knowledge useful and applicable.
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Kligler, Benjamin, Mary Koithan, Victoria Maizes, Meg Hayes, Craig Schneider, Patricia Lebensohn, and Susan Hadley. "Competency-based evaluation tools for integrative medicine training in family medicine residency: a pilot study." BioMed Central, 2007. http://hdl.handle.net/10150/610034.
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BACKGROUND:As more integrative medicine educational content is integrated into conventional family medicine teaching, the need for effective evaluation strategies grows. Through the Integrative Family Medicine program, a six site pilot program of a four year residency training model combining integrative medicine and family medicine training, we have developed and tested a set of competency-based evaluation tools to assess residents' skills in integrative medicine history-taking and treatment planning. This paper presents the results from the implementation of direct observation and treatment plan evaluation tools, as well as the results of two Objective Structured Clinical Examinations (OSCEs) developed for the program.METHODS:The direct observation (DO) and treatment plan (TP) evaluation tools developed for the IFM program were implemented by faculty at each of the six sites during the PGY-4 year (n = 11 on DO and n = 8 on TP). The OSCE I was implemented first in 2005 (n = 6), revised and then implemented with a second class of IFM participants in 2006 (n = 7). OSCE II was implemented in fall 2005 with only one class of IFM participants (n = 6).Data from the initial implementation of these tools are described using descriptive statistics.RESULTS:Results from the implementation of these tools at the IFM sites suggest that we need more emphasis in our curriculum on incorporating spirituality into history-taking and treatment planning, and more training for IFM residents on effective assessment of readiness for change and strategies for delivering integrative medicine treatment recommendations. Focusing our OSCE assessment more narrowly on integrative medicine history-taking skills was much more effective in delineating strengths and weaknesses in our residents' performance than using the OSCE for both integrative and more basic communication competencies.CONCLUSION:As these tools are refined further they will be of value both in improving our teaching in the IFM program and as competency-based evaluation resources for the expanding number of family medicine residency programs incorporating integrative medicine into their curriculum. The next stages of work on these instruments will involve establishing inter-rater reliability and defining more clearly the specific behaviors which we believe establish competency in the integrative medicine skills defined for the program.
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Xaymountry, Bounpanh. "Die Implementierung von Competency-based-training-Ansätzen in Südostasien Fallstudien für Laos, Thailand und Vietnam." Hamburg Kovač, 2008. http://d-nb.info/993422713/04.
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Sirimanna, Pramudith Vishwantha. "Development of an Evidence-Based Training Curriculum and Assessment Tool for Laparoscopic Appendicectomy Surgery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21159.
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The existing paradigm of many surgical training programs continue to follow a timebased apprenticeship model where learning occurs serendipitously in the clinical environment. Recently, there have been several drivers for a change in this pedagogical ideology to one that is competency-based. These include concerns regarding the effect of training on patient safety and health economics, the implementation of work-hour restrictions, the advent of minimally invasive surgery and increase in post-training fellow appointments, which have all served to reduce the learning opportunities for surgical trainees. Thus, additional methods of training and assessing operative skills are required to bridge this gap. Not only has simulation-based training been demonstrated to improve technical skills, but the skills acquired have also been shown to be transferable to the operating theatre. Virtual reality simulators can do this through a high-fidelity, standardised and reproducible environment with the ability to deliver immediate objective feedback on performance. Feedback within the operating theatre is possible through the use of objective assessment tools that allow quantitative evaluations of operative performance. These can be used to identify weaknesses for deliberate practice. The laparoscopic appendicectomy (LA) is one of the most common emergency procedures conducted. Although frequently performed by trainees, LA is associated with a significant learning curve of between 20 to 30 cases, and often provides trainees with their first experiences of laparoscopic surgery. Despite this, little research in training and assessing skills for LA has been previously conducted. This thesis had two main aims. The first was to develop a proficiency-based technical skills training curriculum for LA surgery using a high-fidelity VR simulator. The second aim was to develop an evidence-based objective procedure-specific evaluation tool designed to assess technical performance during LA surgery. Prior to this, the need for such training and assessment tools was determined and used to guide their development by investigating the practice patterns of LA surgery in Australia. A population-based study demonstrated that there was a rapid increase in the utilisation of LA surgery in New South Wales between 2000 and 2010. This provided the initial evidence for the need for a method of training and assessing skills in LA surgery. Further evidence for this need was shown in a retrospective study of the practice patterns of LA surgery within a single tertiary centre, which found that surgical trainees had limited and selective learning opportunities, as well as longer operating times than experts. A survey of all General surgery trainees in Australia suggested that a proportion of these trainees had performed unsupervised LA surgery whilst still being on the documented learning curve. This has important implications regarding patient safety and further suggested a need for tools to train and assess skills in LA surgery. The most frequently used techniques and instruments were elicited from the surveyed trainees to guide the development of these tools. The first internationally applicable proficiency-based VR simulation curriculum to train technical skills in LA surgery was developed after demonstrating the face, content and construct validity of the LA modules on the LAP MentorTM VR simulator and obtaining benchmarks of expert performance. A Delphi methodology was then used to attain expert consensus regarding the steps and descriptors of “poor”, “average” and “excellent” performance at each of these steps. These were used to develop the first multiinstitutionally derived procedure-specific evaluation tool for LA surgery. This tool was then demonstrated to have high inter-rater and test-retest reliability, as well as construct and concurrent validity when objectively assessing intra-operative performance during LA surgery. The educational tools developed in this thesis not only bridges the gap created by the increasingly limited learning opportunities, but also provides an avenue for competency-based surgical training. Through the training of skills to proficiency using the curriculum developed in this thesis, surgical trainees can enter the operating theatre as a ‘pre-trained novice’ with an attenuated learning curve. They would then be ready to undergo supervised training in actual LA surgery with continual objective assessment and feedback using the procedure-specific evaluation tool we developed. This would allow a cycle of training and assessment, where specific strengths and weaknesses can be identified, practiced deliberately and re-assessed for improvement, until a defined level of competence in LA surgery is attained. Such a paradigm would represent a shift in the ideology of surgical training to one that focuses on the demonstration of competence and proficiency and, above all else, the optimisation of patient safety.
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.
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Thesis (PhD)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
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Baldwin, Shannon L. "The use of a proficiency-based clinical tool in the evaluation of clinical knowledge and skills in the athletic training setting." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/10934.
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Larrea, Sotomayor Maria F. "Contributions of training and situated learning to Cabin crew competence." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/401448.
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This study explores how formal training and situated learning combine to shape the competence of airlines’ cabin crew. The purpose of this study is to broaden the understanding of cabin crew learning by incorporating a ‘social practice’ approach. Cabin crew learning, still little explored in the literature, provides insights into a complex social practice context. Traditionally, cabin crew learning has been conceptualised in terms of initial training; they are trained and evaluated from a predominantly behavioural competency-based perspective, away from actual work contexts. At work, cabin crew engage in complex interactions with various people (colleagues, passengers, pilots), undertake different duties (e.g., customer service, safety-related tasks), in diverse situations (i.e. from routine flying to abnormal situations and emergencies). At the same time, they are committed to high standards of safety and passenger service enforced by airlines and flight safety authorities. The learning from these experiences has not been part of the thinking of airline training departments and therefore the question arises of how it relates to or combines with the outcomes of formal training regimes.
Building on contemporary perspectives of learning, particularly those informed by situated learning theory (Lave & Wenger, 1991), it is argued that cabin crew members develop knowledgeable skills for participation in a social practice constituted by the confined, intimate environment of the cabin. However, competence as such is seen to arise in a negotiation between this practice and the knowledge and values fostered in training. The concept of ‘social practice’ as a complex interaction of knowledge, skills, context, social relationships, and identity in a historically unfolding setting suggests that potentially, in the case of cabin crew, both the workplace and formal training experiences constitute two social practices – each with its own perspectives on the work of cabin crew – and that cabin crew member learning in fact spans the different sources of learning and identity.
The argument developed through the thesis is based on modified ethnographic research into the training and work environment of the cabin crew of one airline operating regional flights. The findings of the project contribute to the situated learning literature by suggesting not only that significantly different ‘situations’ shape cabin crew learning, but that formal training programs can themselves be regarded as a social practice rather than something to be written off as an inauthentic precursor to real learning. The study thus aligns with findings of situated learning researchers like Østerlund (1996) who argue that contemporary workplace learning can be seen as a process of crossing between differed situations or practices, and is critical of the tendency of researchers, such as Lave and Wenger (1991), who have not recognised formal training contexts as a social practice. These findings advance our knowledge of cabin crews’ work practices and their learning processes, potentially contributing to the improvement of the current training regimes. Further, this study emphasises the importance of qualitative exploration of situated learning in cabin crew contexts, which may inform possible solutions to contemporary concerns about training effectiveness in aviation. It might also contribute to better understand learning in other areas that combine intense formal training with a highly social work context, such as hospitality or healthcare.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School of Education and Professional Studies
Arts, Education and Law
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Harris, Kellen-Jade S. "Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849622/.
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Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.
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Hannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.
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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.
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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.
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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.
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Cilliers, Willem Johannes. "An experiential learning process for the advancement of previously disadvantaged employees in an industrial context." Thesis, Pretoria : [s.n.], 1999. http://upetd.up.ac.za/thesis/available/etd-11062006-153522.
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Al-Taan, Tara, Silvia Figueroa, Elizabeth Park, Beverly Pascua, Sachi Sosna, Serap Spaltro, and Allison Sweeney. "Cultural Humility Art-Based Training in the Helping Professions." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/907.
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There has been a lack of training and implementation of cultural humility in the helping professions. Clinician’s awareness of their own biases, assumptions, and cultural identities is critical when working with individuals who each have their own array of cultural identities. The following research examined the efficacy of cultural humility art-based training courses through surveys and examining the art experiential activity that was provided. The purpose of this research was to determine whether cultural humility art-based training would effectively increase mental health practitioners’ comfort, ability, and confidence in addressing culturally sensitive issues in their clinical work. The training focused on introducing the tenets of cultural humility with art directives to help participants reflect on their cultural identity. 47 Participants completed surveys that were analyzed in addition to their art in order to gain qualitative data. The data suggests that cultural humility art-based training effectively increased participant’s comfort, ability, and confidence in practicing cultural humility in their work with clients/patients and colleagues. More training and research are needed to generalize findings and determine their longevity.
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De, Bruler Curran A. "Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=131.
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Thayne, Tim R. "Solution-Focused Leadership: The Development and Evaluation of a Marriage and Family Therapy-Based Leadership Training Program." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30318.
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This research project utilized concepts and methods from the field of marriage and family therapy, to help leaders from business organizations develop greater relationship competency. A training workshop was designed and then evaluated to improve the quality of the training process, and to answer the following question: what, if any, effect did the workshop have on the participants1 relationship competencies in their work and/or family roles?
The workshop participants were 12 people from small to medium sized business organizations who held leadership positions in their companies. The training model consisted of an initial three-day session, followed by a two-month interim period where the participants were given individual coaching, concluded by a two-day follow-up session. Several qualitative methods were used for obtaining data including the use of focus groups, in-depth interviews, and case notes.
Formative evaluation processes provided information critical to the program1s improvement. Summative evaluation results indicate that the training was effective in helping individuals increase their relationship competency in the following four areas: 1) increased awareness, 2) greater relationship orientation, 3) new relationship-oriented behaviors, and 4) perceived outcomes. Participants reported having greater awareness of their own cognitive and emotional processes, as well as greater empathy for the experiences of others. Participants1 attitudes became more relationally oriented and were followed by new behaviors that promoted closer family relationships and collaborative work relationships. Participants credited the training with positive relational outcomes such as greater trust, more intimacy, and better communication in selected relationships. Other outcomes, specific to the experience of particular individuals, were also attributed to the training experience.
The results provide preliminary evidence that MFT processes may be effective in helping leaders develop interpersonal or relationship competencies in a workshop setting. This study adds to the collection of research where family therapy models have been successfully utilized in diverse human systems contexts.Ph. D.
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Rankapole, Koena Jacobeth. "Developing writing competencies a case study of educators' experiences with a READ Educational Trust training programme in primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-160018.
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Shivers, Audrey H. "Development and Evaluation of a Large-scale Pyramidal Staff Training Program for Behavior Management." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700014/.
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Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.
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Yules, Melanie R. "Competencies required of high school principals in the administration of school-based special education programs." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49968.
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The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the Virginia Educational Directory. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority.
Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources.Ed. D.
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Engelbrecht, Frederik Daniel Jacobus. "A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1425.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.
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Burton, Noreen. "Using the local environment for outcomes-based education: issues raised for INSET by teachers' perceptions of agents of change." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1003704.
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South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage teachers to reconstruct their beliefs about teaching and learning. INSET programmes in the past were aimed at either "topping up" qualified teachers, or "adding on" for under qualified teachers - neither of which have proved successful. It is therefore unlikely that applying similar methodologies to support teachers in the shift to OBE will meet with success, nor will simply "training" teachers to use the new learning programmes. Government documents on Education Policy are calling for teachers to become reflexive practitioners, able to guide learners in their efforts to achieve the critical outcomes which are intended to develop a competent citizenry of lifelong learners. Therefore, teachers ought to be empowered as curriculum developers in their own right. This interpretative case study hoped to find out from teachers themselves what aspects of an activity-based environmental education course acted as change agents in assisting them to begin the shift to constructivist theories of teaching and learning. A variety of research tools were used, including questionnaires, interviews, journals, narratives and concept maps, all of which provided a rich source of data for interpretation. From what was gained from four participants in this research, tentative suggestions for incorporation into the next cycle of action research in future INSET programmes are made.
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Benabed, Ammar. "Les enjeux didactiques de la formation initiale et continue des enseignants d'anglais L2 en contexte algérien : entre objectifs institutionnels et attentes des enseignants." Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21966/document.
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La présente thèse s’insère dans le domaine de la recherche exploratoire sur les enjeux didactiques de la formation initiale et continue des enseignants d’anglais L2 dans le contexte algérien : entre les objectifs institutionnels et les attentes des enseignants. L’étude s’intéresse à la formation initiale et continue des futurs enseignants telle qu’elle est prescrite par la tutelle et telle qu’elle est mise en œuvre par l’institut de formation. Appuyée sur les données collectées à partir des différents outils utilisés à cet effet, à savoir quatre questionnaires, deux interviews et l’analyse du cursus de formation, la recherche met en lumière le décalage qui existe entre le prescriptif et le descriptif de la formation. Le monde dans lequel nous vivons est en perpétuelle métamorphose ; celui de l’éducation l’est autant. Les changements et les réformes auxquelles nous assistons ces temps-ci sont dictés par le seul souci de bien-faire, dans le cadre de la mondialisation. Néanmoins, les réformes entamées dans le système éducatif algérien ne peuvent atteindre leurs objectifs que si elles sont menées de manière réfléchie, intelligente, méthodique et rationnelle. Dans une société en pleine transformation, la formation professionnelle des enseignants s’avère une nécessité urgente. Ces enseignants doivent développer une pratique réflexive : une posture fondamentale, parce que la capacité d’innover, de négocier et de réguler leur pratique passe impérativement par une réflexion sur l’expérience, favorisant la construction de savoirs nouveauxThe present thesis fits into the field of the exploratory research on the didactical issues of the initial and in-service trainings of teachers of English as a foreign language in the Algerian context: between institutional objectives and the teachers’ expectations. The study focuses on the initial and in-service trainings of the future teachers as it is required by the employer and as it is carried out by the training institute. Founded on the collected data from the various tools used for the purpose, namely the questionnaires, the interviews and the initial training curriculum analysis, the research highlights/sheds light on the gap between the prescriptive and the descriptive trainings. The world in which we live is in perpetual metamorphosis that of education is the same. The changes and reforms we are witnessing these days are dictated solely by the desire to do well in the context of globalization. Nevertheless, the reforms undertaken in the Algerian educational system cannot achieve their goals unless they are conducted in a thoughtful, intelligent, methodical and rational manner. In a changing society, training of professional teachers is an urgent need. These professional teachers have to develop reflective practice, a basic posture, because the ability to innovate, negotiate and its practice necessarily involves a reflection on experience, encouraging the construction of new knowledge
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Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.
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The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
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Chen, Yi-Ching, and 陳怡靜. "The Development of Competency Model and Competency-based Training Course of Scaffolder." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3vexpu.
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碩士文藻外語大學
國際事業暨跨文化管理研究所
106
Construction industry is highly labor-intensive and technically professional. The work environment is complicated and variable, therefore, the construction site often suffers from unsafe environment, poor operation methods, and unsafe personal behaviors, which result in high occupational disasters incidence. Scaffolder is clarified high-risk work in construction industry, because scaffolder needs to carry heavy materials and climing on the heights. According to the pioneer of the American occupational safety, W.H. Heinrich, who proposed the famouse “domino theory”, claiming that the factors of accidents have causality and the unsafe personal behaviors are more likely to cause accidents and injuries than unsafe environment. Also, unsafe behavior is mostly caused by the lack of corresponding knowledge and skills. Thus, the purposes of this study are to discuss and development the competency model and competency-based training course of scaffolder in order to help raise scaffolders’ competency and decrease incidence of occupational disasters. This study uses secondary data and expert focus group meeting as data collecting methods to confirm the labor and course requirements and use ADDIE model to develop the competency model whick contains 8 elements, 35 performance indicators, 32 kinds of knowledge, 21 kinds of skills, and 9 kinds of attitude. Also, the competency-based trinaing course is developed based on the competency model.
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Curwood, Maurice Robert. "Competecy-based training and assessment in the workplace." 2005. http://repository.unimelb.edu.au/10187/1097.
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Through the late 1980s and early 1990s, a series of Federal Government papers and major reports called for changes and improvement in the skills formation of the Australian workforce, in an attempt to create a highly skilled and flexible workforce. Training reform was seen as a means of achieving the flexibility and skill levels required for general economic improvement. The Federal Government proposed increased investment in training by industry and government, and the transformation of the training system from a time-based approach to a competency-based approach. A National Training Board was established to assist in the implementation of the reform. The National Training Board perceived the national training reform agenda as a national response to increase the competitiveness and productivity of industry through the implementation of competency-based vocational education and training. (For complete abstract open document)
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Chen, Kan, and 陳甘. "Competency-Based Education and Training Courses for International Aromatherapist." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/38etnh.
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碩士國立臺北商業大學
企業管理系研究所
107
The pursuit of the leisure spa body mind relaxation of the modern people, has led to the vigorous development of beauty aromatherapy industry and the urgent need of professional and technical persons. Facing industrial structure and technological change rapid market, cultivation of talent in education planning, but also faced with changes in response to the environment, the adjustment to the times can enhance the competitiveness, aspiring to change jobs, or to aromatic therapy, those who are interested in technology or who wish to enhance their professional skills will be able to acquire it in a short period of time to get the most practical professional knowledge. Knowledge, employment skills and professional certification, and cultivate the correct working attitude, take the precision finest, that can quickly put into the job of the workplace. This study takes qualitative research of two functional analysis methods were used, namely, General interview method and Butterfly Survey Method. Invite experts holding seminars to discuss the course training program, Base on the therapy corresponding behavior guidelines and development competence of division's job responsibilities. Setting competence by decile: 3rd Grade. The Learning maps for spa aromatherapist professional needs, design the course and reorganization of course results, cover the list of three major items including: A, NAHA, USA Junior Therapist First Class Course(Knowledge surface 30H). B, professional practice technology, Operation Course(Skill surface 42H). C: Aromatherapy Workplace Due Cognitive Course(Attitude surface 12H). Final Integration and Consolidation Skill total 84 hours.Evaluation of course implementation after processing, Its research the result is four point discovery: (1) High satisfaction feedback to the training institutions to improve their professionalism and teaching quality (2) To pay attention to the functional development of enterprises can indeed meet their employment needs (3) To develop functional orientation courses with functional connotation, the post-training aromatherapy the professional functions boost positive benefits (4) After the training can be qualified to participate in the United States NAHA first-order aromatic therapist Certification. At last, the conclusion of this study is that international aromatic therapist training certification course developed based on the function oriented course quality audit mechanism. Through training and also authentication method can narrow the gap between theory and practice. Motivate them to effectively mention enhance job competitiveness, increase employment opportunities, and accumulate high quality human capital of enterprises.
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Ho, Yu-Huei, and 何昱慧. "Training Programs Based on Competency for Advanced Staff in Hospital." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45729209522032012801.
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碩士東海大學
企業管理學系碩士班
101
The purpose of this research was to develop training programs for advanced staff. This inventory is based on research results of design of training program and the theory of competency. The inventory includes 9 major competences: communication, team building, the planning thing and judgment ability, performance evaluation, problem-solving ability, leadership skills, customer relationship management, financial management and risk management. The inventory using a 7-point Likert scale. The survey was conducted by mail to healthcare advanced staff working in hospitals in the great Taichung area. The sample size of the survey is 272 individuals with 199 responses. Reliability analysis, factor analysis, t-test & one-way ANOVA are statistical method employed to analyze the data collected. Internal consistency ranged from.70to.86, and construct validity is tested using factor analysis. Results supported the reliability and validity of the inventory. Finally, application of the inventory and future research directions are discussed. The result of this research finally can benefit hospital administrators and policy makers to monitor the quality of occupational service and enhance the satisfaction from not only patients but health care providers.
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Rotto, Pamela Carrington. "Competency-based parent consultation training parents to modify child noncompliance /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/23077832.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1990.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 245-271).
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wu, Jung-Hui, and 吳榮輝. "Modularizing the Competency-based training by Computer-assisted Cartography in the Mechanical Cluster of Vocational Training." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/79940791108941219337.
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碩士國立高雄師範大學
工業科技教育學系
94
This research is proceeding by the way of the association conference. Considering the symposium of experts participating、counselling experiences and the specialized degree of occupation to teach with the employment and emphatically repeatedly the sample expert advice consultation, is approximate to the archery target research. Therefore this research is engaged in the analysis in view of the sample opinion, carries on the statistical test and the deduction by no means. This Study is based on the "computer auxiliary machinery charting" which the Bureau of Empoloyment and Vocational Training arranges for competency-based material as the foundation and discusses the feasibility of curriculum modules in charting of mechanical group which provide the occupation training organization to take advanced courses in the future. The results of this research include: （一）Increase mold charting module （二）After the charting curriculum have divided into 6 modules, the curriculums are: the skill of teaching material of computer auxiliary machinery charting project have 17 items, the skill of teaching material of pipeline charting module have 6 items, the skill of teaching material of mechanical and electrical conformity charting module have 9 items, the skill of teaching material of steel structure drawing module have 10 items, the skill of teaching material of sheet metal charting module have 10 items, the skill of teaching material of have 13 items. （三）The best combines of curriculum: computer auxiliary machinery charting, computer assistance mechanical and electrical conformity charting, computer auxiliary mold charting. （四）The training times are 6~12 months. The students who have the foundation skills are not included.
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Li, Yan-Fang, and 李雁芳. "The Study on Needs Analysis of Competency-based Training Programs for Volunteers." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/87927093384668339537.
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碩士玄奘人文社會學院
公共事務管理學系
92
“Volunteer Service Law”（志願服務法） and “Peace Plan”（祥和計畫） requires the rights and duties of volunteer trainings, which outline the significance of volunteer trainings. The study is to establish the directions of volunteer training courses in terms of competency-based. The study is an exploratory research. There are three purposes as follows: I. To construct the mode of volunteer competency; II. To compare the discrepancies between the existing training courses and planned training courses; III.To design the directions of volunteer training courses. To achieve the study purposes mentioned above, specialist forums, behavioral interviews are practiced to be the research methods. “Volunteer’s Core Competency Questionnaire” was worked out according to the collective information of the documentary reviews and practical data. The questionnaire was filled up by social service volunteers in Hsinchu City, who were randomly picked up from categories of children and teenagers, the elder, disable, women and infants, and social welfares. One organization from each category was required to fill the questionnaire. The total copies are 250 pieces, out of which valid ones are 185 copies. The recall rate is 74%. The research results are as below: I. The character of social services volunteers can be divided by their working items into activity type, study company type, care taking type, consultation type, home service type, and life training type. II. Volunteers have different definitions in “leaning competency”, “communicative competency”, “expressive competency” III. Social services focus on “leaning competency”, “compassion”, and “team work.” IV. The self-evaluations of volunteers show “expressive competency”, “communicative competency” and “Positive and constructive” are most needed. V. The directions of volunteer trainings should stress on “expressive competency”, “communicative competency” and “Positive and constructive.” VI. Age, seniority and course participative level present are obviously different from social service category. VII. Different sexes, course participations, and the characters of organizations will result in great divergences to the volunteers’ self-evaluation of self core competencies.
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Shih, Hsueh-Chieh, and 施雪切. "The Relationship Between International Trade Personnel Attributes and Competency-based Training Effectiveness." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87051771093412339506.
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博士大葉大學
管理學院博士班
103
This research is aiming at probing corrections between attributes of international trade personnel and their training effectiveness. Their job responsibilities and competency requirements for international trade personnel were defined through documentary research and interviews with experts in this trade. The Kirkpatrick’s four levels of training outcomes were applied in evaluation and taken attributes for difference analysis. As a reference for future training, this research tried to find out training needs for different attributes in international trade personnel. Target of this research is based on international trade personnel training in central Taiwan. A 300- hundred questionnaire were distributed, and collected 232 valid responses. Data analysis were conducted through descriptive statistical analysis, t-test, single factor variation analysis, correction analysis, confirmatory factor analysis, and structural equation modeling analysis. The result found: trainees course satisfaction (reaction) has positive correction to competency improvement (learning); trainees competency improvement (learning) has positive correction to job performance (behavior); trainees course satisfaction (reaction) has positive correction to job performance (behavior); different trainees trainees attributes (times of training received) has great differences in responding to course satisfaction (reaction); different trainees attributes (sex, seniority, times of training received) has great differences in responding to competency improvement (learning); and different trainees attributes (times of training received) has great differences in responding to job performance (behavior).
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Carrington, Rotto Pamela J. "Competency-based parent consultation and training to modify noncompliance in young children." 1993. http://catalog.hathitrust.org/api/volumes/oclc/30611938.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1993.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 244-274).
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Sun, Sheng-I., and 孫勝義. "A Web Environment for Competency-Based Training Needs Analysis using Gap Measurement." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/26750611185689147880.
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碩士義守大學
資訊工程學系
90
Following the trend of knowledge economy, employee training has becoming an important tool for businesses to continue developing their own human capital and remain competitive in the market. Many employee trainings programs are affected by the environment or fall into the myth of training for training, instead of following their own business vision, missions, and strategies, and compensating the gaps between desirable business’s core competency and employee’s capabilities. This research addresses a competence-based training with a needs analysis using gap measurement. From the literature review, a reference model for competence-based training with gap measurement is constructed, and a prototype web-based planning system for business training is implemented via combining the information technology and Internet techniques. The purpose of this prototype system is to assist training designer to quickly and conveniently survey employee core competency and perform a needs assessment using gap analysis. Our web-based prototype information system provides a Web-like user interface, online questionnaire editing, managing, delivering, collecting and gap analysis. On the verification of the e prototype information system, this research evaluate between the traditional employee training operations and this research propose the prototype information work type’s benefit. This research a time saving formula, we can verify the industries’ performance by this prototype information system. On the verification of acceptance of the prototype information, this research adopt give questionnaire for marker the information display, verify 31 examinees’ acceptability of the theory and concept for the prototype information system. examinees’ acceptability of this prototype information averaged 3.5,three of the acceptability in order: “accept the core competency employee training program”,” gap measurement for training program”, and” it can shorten training program time by the prototype information system” are the highest of the questionnaire items. This result can verify the acceptability of the prototype information system. In the practice, this research adopt qualitative study verify semi-structured case Interview. We let 3 examinees use prototype information in practice, then do case interview to collect the suggestions of feeling and work in practice. These examinees have the same positive opinion. They also proposed some suggestions that this system should amend. This system should provide system customization, multiple analysis, added the questionnaires transfer, press for question back, the statistical data of questionnaire answers, and the ticketing of the system. This research proposed the reference model and the e prototype information system not related research in our country. In the other country, they just do the individual research. But foreign industries have use training program based on competency and competency gap evaluation. It is not provide electronic training program, but also constructed a practical prototype information system.
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Hsiang-Yin, Chen, and 陳香吟. "Development of a Competency-based Course for Teacher Training in the Web －A Web-based Teachers’ Training Course for PowerPoint." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/31710398890915052164.
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碩士國立臺灣師範大學
教育研究所
91
With education revolution, teachers must provide with “computer operation skills” and “computer application abilities on instruction”. This research develops a competency-based course which can be taken as training for teachers. The teachers take the course by distance training using Internet. The course is implemented into two parts including units for teaching “computer operation skills” and “applications on instruction” about Microsoft PowerPoint. The research also confers with effectiveness and feasibility of the course. The results of this research are adopted in course experiment approach. There are 107 teachers at three junior high schools in Taipei to join the experiment as subjects. The experimental results are analyzed by using two-way analysis of covariance, one-way analysis of variance, and analysis of frequency distribution. The experiment also uses qualitative analysis to get more results. The research results can be concluded as follows: 1. The proposed web-based course based on competency theory can overcome the inappropriate uses in practical training of courses about teachers’ computer competencies. The web-based course is also suitable for individual learning by any time and space. 2. Teachers who use the web-based course have the higher achievement than those who learn by themselves. Learning achievements for teachers with different work experiences present no difference significantly. 3. Teachers who use the web-based course provide with the ability about PowerPoint more excellent than those who have passed the advanced certificate of “Teacher’s Computer Passport” in Taipei country. 4. A reaction to the web-based course shows that the course is greatly identified and satisfied with learners. Although they go through the course to learn hard, the results are plenty. 5. Teachers’ evaluations on the web-based course show: (1) easy to use, provided with flexibility and obvious effect; (2) distinct system, definite target and immediate feedback; (3) thoroughly considered, from the simple to the complex and easily accessible.