Relevant bibliographies by topics / Competency standards

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Competency standards'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Competency standards"

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Stretton, Alan. "Australian competency standards." International Journal of Project Management 13, no. 2 (April 1995): 119–23. http://dx.doi.org/10.1016/0263-7863(94)00012-2.

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Lubinsky, Jay. "Standards-Based Competency." ASHA Leader 8, no. 12 (June 2003): 15. http://dx.doi.org/10.1044/leader.otp3.08122003.15.

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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.

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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.
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Mohd Sani, Ruuhina Binti, and Arumugam Raman. "Identifying the Information Literacy Competency Standards for Teachers." International Journal of Research and Review 8, no. 2 (May 24, 2021): 119–26. http://dx.doi.org/10.52403/ijrr.20210220.

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In line with the ministry of education to enhance students’s higher order thinking skills; teachers should take advantage of ICT use in classroom. The main purpose of this conceptual paper is to discuss the elements of information literacy competence for teachers in Malaysia. The literature review on existing standard competency literacy will be basis of this discussion. The ministry want to ensure that basic ICT infrastructure are in place throughout the system and the main priority is that all teachers have basic competency in ICT. Based on proposed framework, it is presumed that there were three dimensions related to information literacy competence (knowledge, skills and attitude). Keywords: ICT, Information literacy competence, ICT Competency Literacy Standards.
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Gair, Stuart, and David Salt. "International Standards for Responders1." International Oil Spill Conference Proceedings 2003, no. 1 (April 1, 2003): 1051–53. http://dx.doi.org/10.7901/2169-3358-2003-1-1051.

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ABSTRACT Effective spill response requires trained and competent people, but how do we assess the competence of staff involved in the operation? Within the oil spill response industry there are few systems which assess the competence of staff to undertake their roles. Suitability is often left to the discretion of the response contractor, based on the provision of training but training does not guarantee competence. Therefore as an industry, when using response contractors, does the organisation using the services of the clean-up contractor really know that the team is competent to accomplish the job and are they getting value for money? The terminology used to describe the roles of members in a response team is not common, having a different interpretation in each country. In many cases it is better to describe the competency for the job rather than the use a post title. These are the questions that the OSRL / EARL Alliance have been answering over the past year. A solution has been achieved by developing a Competency Matrix / Database. Through the use of this database we have been able to gain many useful outputs such as personnel development plans, training needs and most importantly a measure of staff competence. By having the ability to measure staff competence, we are now able to demonstrate the level of competence that our response staff require to complete the different tasks required in a spill response. It is important that the industry has confidence the response to the spill is being conducted in the most effective manner and that safety, quality and efficiency are not being compromised at any time. This paper will describe how a system of competency management can ensure that competence is assessed and measured and thus benchmarks and standards can be set for the whole industry.
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Moore, Helen A., Rilda Mossop, and Judy M. Simpson. "Competency Standards for Biostatisticians." New South Wales Public Health Bulletin 14, no. 5 (2003): 6. http://dx.doi.org/10.1071/nb03s56.

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Lund, Mark E. "Interventional Pulmonology Competency Standards." Journal of Bronchology 13, no. 1 (January 2006): 1–5. http://dx.doi.org/10.1097/01.lab.0000200008.74858.54.

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Chappell, Clive, and Paul Hager. "Values and Competency Standards." Journal of Further and Higher Education 18, no. 3 (September 1994): 12–23. http://dx.doi.org/10.1080/0309877940180302.

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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (September 2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.

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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.
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Sverdlova, Iryna, and Maryna Rubtsova. "Assessment of a Language Teacher’s Professional Competence." 93, no. 93 (September 12, 2021): 84–89. http://dx.doi.org/10.26565/2227-8877-2021-93-11.

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The intent of the article is to study approaches that could be used to assess a language teacher’s professional competence. The authors state that authorities often do not distinguish the concepts “competence” and “competency”, and there is no one unique approach for assessing teachers’ work. We showed that the problem could be investigated within the frames of a competency-based approach. The term competency is wider than competence, and it embraces not only the sub-competencies, such as micro and macro skills, but personal qualities, which should also become the object of assessment. The following competencies of a teacher’s competency were distinguished: professional, social, personal, and pedagogical. For designing assessment standards, we dwelt on a teaching skills competence, which is a complex combination of the following abilities: the ability to formulate and realize lesson goals; motivate students; plan a lesson; conduct a lesson; control and evaluate students’ achievements. Five standards for assessing teachers’ professional competence were proposed. Each standard includes an indicator, which gives competence characteristics, and a grading scale. A survey was conducted among the teachers of secondary schools. Its purpose was to get teachers’ opinion on the content of the standards. We found out that the issues concerning sets of exercises, active learning techniques, critical thinking need more detailed explanation. The following conclusion was drawn. The problem of assessment of teachers’ competency is urgent nowadays; and teachers do really need the assessment professional development guide. With the purpose of measuring the effectiveness of the designed standards, the experiment is planned.
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Dissertations / Theses on the topic "Competency standards"

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Fields, Sally. "Revision and validation of the Australian Competency Standards for Occupational Therapy Driver Assessors to ensure best practice." Thesis, Federation University Australia, 2022. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/186813.

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Occupational therapy driver assessment and rehabilitation is an advanced and complex area of practice. Users of this service require that occupational therapy driver assessors are, and remain, competent in their role. Competency standards support and inform occupational therapy driver assessment and rehabilitation practice, ensure standardisation of practice, and determine whether practice can be deemed competent. Competency standards for occupational therapy driver assessors in one Australian state, Victoria, were published in 1998 to provide a benchmark for service provision and guide training. Since then, occupational therapy driver assessor practice has undergone further developments and growth, including a significant increase in research evidence underpinning this advanced practice area. As a result, the competency standards required revision to reflect contemporary practice and enable their use and application across all Australian states and territories. The purpose of the research program reported in this thesis was to revise and validate the Australian Competency Standards for Occupational Therapy Driver Assessors and determine if education and practice using these standards led to increased adherence to their use in clinical practice. A sequential, exploratory, mixed methods design was used within a pragmatist research paradigm to revise and validate the competency standards for occupational therapy driver assessors from a national perspective. Four separate research studies were conducted. In the first study, an overview was undertaken to summarise the current evidence for including cognitive and perceptual assessments within fitness-to-drive evaluations, to inform the revision of the competency standards for occupational therapy driver assessors. The second study involved focus groups with Australian occupational therapy driver assessors and expert educators and identified the changes and revisions required to be made to the Victorian competency standards for occupational therapy driver assessors. Content themes and changes were extracted from the focus groups and combined with research evidence to draft the revised standards. The third study collected feedback from consumers and Australian driver licensing authorities to incorporate into the revised draft. This was followed by a two-round Delphi process with Australian occupational therapy driver assessors to achieve consensus and validate the Australian Competency Standards for Occupational Therapy Driver Assessors. A high level of consensus on the content of all competency standards and underlying practice behaviours was obtained in the final round. Finally, a mixed-methods multiple case-study methodology was adopted, and multiple forms of evidence were collected from file audits, semi-structured interviews and an individualised education session with occupational therapy driver assessors. This study demonstrated that, for this sample, occupational therapy driver assessors’ adherence to the Australian Competency Standards for Occupational Therapy Driver Assessors increased following an individually tailored education package about the standards. The research in this thesis has contributed to the evidence base for occupational therapy driver assessor practice. The Australian Competency Standards for Occupational Therapy Driver Assessors have been revised, validated and published, and the impact of an education package to increase adherence has been investigated. These competency standards: (i) assist occupational therapy driver assessors’ clinical practice, support occupational therapy registration and regulatory agencies to evaluate practice against a standard and (iii) provide universities with a framework to deliver postgraduate training in occupational therapy driver assessment and rehabilitation. Finally, this research has described a process that can be utilised in other areas of occupational therapy practice to develop and validate competency standards.
Doctor of Philosophy
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Clarke, Maureen. "A grounded theory approach to Standards of Leadership competency framework development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ54550.pdf.

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Kelly, Ann. "The work of clerical trainees in local government council offices : an ethnomethodological study of competence and competency standards /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17370.pdf.

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Hjafta, Corneels, and n/a. "Implementing national competency standards in the professions in Australia : lessons for Namibia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060725.095855.

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This study originated from a professional interest of the researcher in competency standards and their implementation in the professions. The study was conducted with the aim of informing policy development and implementation in Namibia in this area by drawing lessons from the Australian experience. It set out to identify the factors that influenced the implementation of this policy in Australia, the importance of these factors and the strategies employed by implementors to enhance successful implementation. The study is grounded in policy implementation theory. Twenty professions have been involved in developing and implementing competency standards in Australia under the guidance and with the support of a national government organisation called the National Office of Overseas Skills Recognition (NOOSR). The main objectives of the Australian government in implementing this policy were the improvement of migrant skills recognition and the achievement of recognition for professional qualifications across state and territory borders. Time and budgetary constraints would not allow the involvement of all the professional groups in this study, so four groups were selected based on their size and progress made in developing and implementing the standards. The groups ranged from a very large professional group (more than 250 000 members) to a very small professional group (approximately 3 500 members). Eleven respondents from NOOSR and the professional groups participated in the study. Data was gathered by structured interview, a rating schedule and document analysis. The study found that there were seventeen factors that influenced this process as perceived by the respondents. These factors were classified into five categories: technical, political, economic, administrative and political, and then placed on a matrix with the levels at which they exerted their greatest pressure: external, internal to the professional body, and on the steering group. This classification of factors gave indications of the types of strategies and the level of intervention which may address implementation problems best. The study compiled a list of the factors in order of importance as rated by the respondents. This ranking showed that leadership was the most important factor, followed by experience and expertise of the steering group and the need for and appropriateness of the standards for the professions. The study also found that the Australian government employed inducement, capacity building and facilitation strategies to enhance the successful vii implementation of the standards, while the professional bodies employed mainly staff development and training as strategies. The study concluded that Namibian policy makers and implementors can draw the following lessons from the Australian experience: 1. there is a need for a balance between pressure and support from government; 2. there is a role for a national implementation plan; 3. the main attraction of national competency standards is still the many uses it can be put to and the many purposes it serves for different organisations; 4. assessment strategies need to be considered from the beginning; 5. the methodology of using a representative steering group to lead standards development is one of the best features of the Australian approach; 6. Over time, the original objectives of the policy became low priority for NOOSR and the government; 7. the classification matrix can be used as a planning tool; and 8. the ranking of the factors indicates the importance of organisational, technical and economic factors.
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Addie, Karen Lee. "Proficiency-based standards reform : implications for teacher professionalism and accountability /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181079.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-179). Also available for download via the World Wide Web; free to University of Oregon users.
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Bodone, Françoise M. "Enabling or disabling all learners : teachers discuss standards-based education /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978248.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 221-235). Also available for download via the World Wide Web; free to University of Oregon users.
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Mostert-Wentzel, Karien. "Development of standards for undergraduate community physiotherapy education in South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32938.

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Introduction: Education of physiotherapists still fails to meet the health and social needs of society. One instrument to steer change in health sciences education is a re-designed curriculum. The overall intent of this study was to develop standards of competencies, teaching and learning strategies, and assessment, for an undergraduate community physiotherapy curriculum in South Africa. The grounding for this research was pragmatism. The Six-step model for curriculum development and the Clinical Prevention and Population Health Curriculum framework guided the research process and main analysis. Methods : A sequential mixed method design was used. First, a two-phase parallel situation analysis was conducted which included a qualitative document analysis of community physiotherapy curricula of the eight physiotherapy university departments in South Africa and a review of health policy documents. The experience of 12 purposively selected physiotherapists who had completed a compulsory community service year was qualitatively explored through interviews within an appreciative inquiry stance. In phase 2, input was gained from physiotherapists, from all ecological levels, on the community physiotherapy curriculum through a Delphi study. Three rounds were used. Round 1 explored the roles of physiotherapy in community health, round 2 quantified consensus in overarching competency domains, and round 3 gathered learning and teaching, and assessment, strategies to gain these competencies. Results : All eight universities had gaps in their community physiotherapy curriculum and were variedly aligned with South African health policies and health profile. Graduates need to be able to provide physiotherapy over the lifespan, to conditions mirroring the quadruple burden of disease, in settings varying from hospitals to homes of clients, with emphasis on health education and promotion within an interprofessional team. They must be prepared for suboptimal practice environments and to utilise the compulsory community service year as a gateway in professional development. Graduates need resilience to cope during the year and awareness about the importance of identifying a mentor in the frequent absence of a profession-specific supervisor. Community physiotherapy needs three core knowledge and skill sets; i.e. clinical physiotherapy, population health and community development. Consensus of 70%+ was gained on competency criteria in the domains of the following professional roles: clinician, professional, communicator and collaborator, scholar, health promoter, public health practitioner, community developer (change agent), and manager/leader. Service-learning was identified as a strategy to develop these roles supported by learning and assessment portfolios. Reflection in different formats – essays, presentations, case analysis, projects such as community wellness programmes, diaries - is a core activity to facilitate learning. A range of complementary strategies were suggested that included direct observation, role-play, and journal clubs. Core to assessment for professional competencies is for the students to be able to give evidence of their own learning (e.g. in a portfolio or oral examination) and to get frequent formative feedback. Conclusion : The physiotherapy profession is important for improving the health status of the South African population. Physiotherapy students should be educated to take on relevant professional roles through the application of appropriate educational standards. The study recommends that the curriculum standards be implemented and evaluated and that the application of complex theory in the further development and implementation of the curriculum be investigated. Lastly, future research in the generic professional domains, such as public health and community development, should be interprofessional in nature.
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Physiology
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Vanterpool, Maureen Olivia. "Concerns of training managers about the competency standards prescribed by the American Society for Training and Development /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216806.

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McNeill, Matthew, and n/a. "Approaches to the development of human resources management competency standards in the Australian Public Service." University of Canberra. Professional and Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20061013.142754.

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This thesis is derived from a work project, the consideration of approaches to the development of Human Resource Management competency standards for the Australian Public Service. The thesis is a vehicle for examining and exploring a complex Human Resource Development strategy, through dealing with the details of the project. This project was undertaken from 16 January to 13 April 1995. The project occurred in a turbulent environment with limited resources. The decision whether or not to develop Human Resource Management competencies was an important step in the implementation of the National Training Reform Agenda by the Australian Public Service, being influenced by a number of changes in the national environment as well as having to accommodate a number of factors internal to the Australian Public Service. Factors included: the impact of changes to vocational education and training at the national level such as the introduction of the Australian Qualifications Framework; the impact of a devolved management structure; the differing needs of stakeholders; the need to accommodate industrial relations issues; and the impact of resource constraints (including time). The thesis explains the context and conduct of the project. It critically examines the development of action plans and progress made over the course of the project. It explains the process and content of project activities and provides comments on them. This allows insights into the development of Human Resource Development policy in the public sector. In particular it shows how the nature of the project changed from its anticipated focus on competency identification to its final focus on preparing advice to the Joint Australian Public Service Training Council. That advice recommended that separate Human Resource Management competency standards should not, after all, be identified. It concluded that they should be integrated with the core competency standards for the Australian Public Service. The thesis reflects on key aspects of the project including its subject matter, processes, and outcomes. Some of these concern the impact of the systemic, conceptual and structural changes in the National Training Reform Agenda on strategic Human Resource Development. In addition the thesis reflects on the many roles of the project officer in strategic Human Resource Development activities, suggesting that the project officer should act as a consultant rather than servant. To illustrate this point the thesis describes how the project officer was able to facilitate processes during this project that resulted in management accepting outcomes that differed from their expectations but better met their needs. The work of Lippitt and Lippitt (1986) is found to be helpful in identifying the project officer's roles. Finally the thesis considers the outcomes of the project in the light of the publication of the Karpin report (1995) and finds that the outcome is consistent with the thrust of that report.
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Reyes, Natasha. "The Psychology Surrounding Legal Standards of Competency and Representation for Children in U.S. Immigration Court." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2097.

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In recent years, immigration detentions have spiked. Further, the Zero Tolerance Policy enacted by President Trump has separated thousands of children from their families. Because many children are without their parents, and immigration court is civil in nature, thousands of children are placed in deportation hearings without representation each year. Child psychological research is at odds with the current deportation practices as psychological research deems children unable to understand the complexities of the court system or the impacts of deportation proceedings. A minimum competency to stand trial must be enacted to protect young children’s due process rights, regardless of citizenship. Further, children should be protected through a guardian ad litem or other legal representatives as they are a vulnerable class. This paper examines the relationship between the current legal standards for immigration court, relevant child psychological research, and explores policy recommendations for immigration competency standards and representation requirements.
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Books on the topic "Competency standards"

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Williamson, Vicki. Competency standards in the library workplace. Adelaide: Auslib Press, 1996.

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Association of College and Research Libraries. Information literacy competency standards for higher education. Chicago, IL: ACRL, 2000.

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Birkett, William P. Competency profiles for management accounting practice and practitioners. New York, N.Y: International Federation of Accountants, Financial and Management Accounting Committee, 2002.

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Therapists, Australian Association of Occupational. Australian competency standards for entry-level occupational therapists. Fitzroy, Victoria: AAOT, 1994.

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Australian Association of Occupational Therapists. Australian competency standards for entry-level occupational therapists. Fitzroy, Victoria: AAOT, 1994.

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National Center for Higher Education Management Systems. The competency standards project: Another approach to accreditation review. Washington, D.C: Council for Higher Education Accreditation, 2000.

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Aligning and balancing the standards-based curriculum. Thousand Oaks, Calif: Corwin Press, 2005.

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Marion, Scott F. Issues and consequences related to state-level minimum comptetency testing programs: Report to the Wyoming Legislature. Cheyenne, WY: Wyoming Dept. of Education, 1998.

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Clement, Ute. Kompetenz zwischen Potenzial und Standard. Stuttgart: Franz Steiner, 2008.

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The superior project manager: Global competency standards and best practices. New York: Marcel Dekker, 2001.

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Book chapters on the topic "Competency standards"

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Brawner, Keith. "Standards Needed: Competency Modeling and Recommender Systems." In Adaptive Instructional Systems, 179–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_15.

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Rakhmatullina, A. R., A. L. Fursov, and E. Yu Bobkova. "Professional Competency of a Mediator: Criteria and Standards." In Digital Economy and the New Labor Market: Jobs, Competences and Innovative HR Technologies, 343–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60926-9_44.

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Grealish, Laurie. "Professional Standards in Curriculum Design: A Socio-Technical Analysis of Nursing Competency Standards." In Professional and Practice-based Learning, 85–98. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9502-9_6.

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Falender, Carol A., and Edward P. Shafranske. "Supervisees who do not meet professional competence standards." In Supervision essentials for the practice of competency-based supervision., 101–5. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15962-007.

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Abeyratne, Ruwantissa. "Article 42 Recognition of Existing Standards of Competency of Personnel." In Convention on International Civil Aviation, 471. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00068-8_43.

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Grover, Sonja C. "Two Different Standards for Enfranchisement: A ‘Rights Standard’ for Adults and a Supposed ‘Competency Qualification Standard’ for Minors." In Young People’s Human Rights and The Politics of Voting Age, 227–33. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8963-2_10.

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Hörmann, Bernadette. "Fixing the Future: Public Discourse on the Implementation of Education Standards in Austria." In Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms, 111–32. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3009-5_6.

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Yanchar, Stephen C. "Instructional Design as a Moral Ecology of Practice: Implications for Competency Standards and Professional Identity." In Learning, Design, and Technology, 1–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_77-1.

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Rosiawan, Muhammad. "Implementing Outcome-Based Education in Accordance with ISO 21001 Requirements." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 1067–77. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_132.

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AbstractThis paper aims to discuss the implementation of Outcome-Based Education (OBE) in the relevant ISO 21001 requirements. These requirements include understanding the organization and its context, needs of students and other beneficiaries, actions to address risks and opportunities, delivery and assessment of learning, evaluation, and corrective/improvement actions. The research method examines the requirements of ISO 21001 relevant to the implementation of OBE and provides an example of its application in one of the study programs. The study results show that ISO 21001 in higher education can be used as a management system platform to achieve the desired results under the organization’s vision, mission, and goals and implement OBE. An example of the application shows that the study program carried out the delivery of OBE in a more structured and systematic manner by referring to the requirements in ISO 21001. Structured, the study program uses an input-process-output/outcome approach in managing OBE. Meanwhile, systematic, the study program uses the PDCA cycle to improve OBE performance. Practically, study programs in Indonesia can use the ISO 21001 standard to harmonize the application of Education Standards in the National Standards for Higher Education, especially competency, content, learning process, and assessment. Furthermore, the study program uses the PDCA cycle to continuously meet and improve OBE performance.
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Wijaya, M. Burhan Rubai, Suwahyo Suwahyo, Adhetya Kurniawan, Mahaka Kurniawan, Ardy Yudo Nugroho, and Taufan Satyawiguna. "Application of Competency Test Materials Standard Motorcycle Business Techniques with SKKNI Level II Scheme Standards for Excellent and Competitive Vocational High Schools Graduates." In Proceedings of the 4th Vocational Education International Conference (VEIC 2022), 33–45. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-47-3_6.

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Conference papers on the topic "Competency standards"

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Unger, Michelle, and Phil Hopkins. "Competency Standards for the Pipeline Industry." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.

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Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.
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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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Rifon, Luis Anido. "Standards and specifications for Competency Definitions." In 2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2010. http://dx.doi.org/10.1109/ithet.2010.5480049.

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Fuhrmann, Chad N. "Mutually Responsible Competency: Dynamic Positioning Proficiency Development." In ASME/USCG 2013 3rd Workshop on Marine Technology and Standards. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/mts2013-0309.

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DP operators are trained to be reactionary — to know what to do, how to do it, and when to do it — but understanding why certain actions are performed and the potential consequences is lacking. Further, the policies and procedures enacted at the management and regulatory levels fail to address many potential risks, further endangering personnel, the environment, assets, and operations. It is therefore an industry responsibility to monitor and develop the competencies of not only DP operational personnel, but also of shore side management at all levels, and to ensure the applicability of policies and procedures that affect DP operations. Paper published with permission.
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Harvey, Chris. "Achieving and Demonstrating Pipeline Engineering Capability: The Role of Competency Standards, and Their Use for Qualifications and Registration." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78321.

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There is increasing pressure on the pipeline industry to be able to demonstrate that its asset management and engineering capability management are at a satisfactory level. This is needed to give policymakers, regulators and industry stakeholders confidence in the safety and environmental sustainability of petroleum pipelines. Regulators, in particular, are seeking assurance from pipeline owner/operators that they have capable pipeline engineers designing, constructing, operating and maintaining petroleum pipelines. At present, there are no generally accepted approaches to recognising and developing pipeline engineering capability. The paper will discuss three levels of capability recognition as: (1) registration – as pipeline engineers (not just in mechanical, civil or chemical engineers (overall standing level)) – (2) qualification (sub-discipline/job level) and (3) competency (task level). The most granular and useful of these is competency. This is because it is at the level that is most immediate: the task at hand. Competency, the combination of knowledge and experience that leads to expertise, is increasingly seen as the best practice basis for learning, particularly for professionals. Significantly, once competencies have been defined in competency standards, they can become the building blocks used to define the requirements for both registration and qualification. The Australian Pipelines and Gas Association (APGA) has developed a comprehensive competency system for both onshore and offshore sectors. There are 226 onshore competency standards and 57 offshore competency standards describing, in a succinct format, what is required to be competent. The succinct format of the competency standards avoids the pitfalls of many other systems of competency description, providing enough information to be clear about what is required without unnecessary complexity. In addition to the detailed competency standards, the competency system has tools, resources and a progressive rating scale that make competency standards accessible and easily used. The competency system is characterised by such flexibility that, to date, APGA has identified 15 applications, all of which will add value to engineers and the companies that employ them. The paper will explain, in detail, APGA’s Pipeline Engineer Competency System, how it works and how it can provide the building blocks for a wide range of tasks that support the training, development and recognition of pipeline engineers’ capabilities, including defining the requirements for registration and qualification. The paper will provide case studies, based on the APGA Competency System, showing how it can be used to create requirements for qualifications and registration and to design in-house training and development plans.
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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.
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"Study on the Construction of Teachers' Competency Standards in Applied Universities." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.05.

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"Study on the Construction of Teachers' Competency Standards in Applied Universities." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.003.

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Hill, Darren, Yvanna Ireland, Jim Yaremko, Chris Harvey, and Reena Sahney. "Investigation and Adoption of APGA’s Pipeline Engineer Competency System: The Canadian Experience." In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9561.

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Abstract With the recognition of demographic change and impacts on the workforce, there is an increased focus on competency management within the pipeline industry. The Canadian Energy Pipeline Association (CEPA) is a voluntary, non-profit industry association representing major Canadian transmission pipeline companies that has been particularly active in this area. With recent publication of CEPA’s guidance document on competency management, CEPA member companies identified a need for a companion set of competency standards for technical staff. As such, the Pipeline Integrity Community of Practice (CoP) within CEPA formed a task group to identify and better understand potential solutions to address this need. The challenge in maturing competency management within the Canadian pipeline industry, as identified by the task group, is two fold: 1. First, the competency system needs to be flexible to address a broad range of topics, operation types as well as a progression of proficiencies (e.g., engineers in training through to senior level subject matter experts). 2. Second, there is a need for a system that is practical and can be developed / adopted in a relatively short time frame. In undertaking an assessment of the options available in industry, the adoption of the system that has been developed by the Australian Pipeline and Gas Association (APGA) was selected as the optimal path forward. The APGA Pipeline Engineer Competency System (APGA PECS) provides a mechanism for understanding competency as well as a means of assessing and documenting competency for pipeline engineers. Specifically, industry expert panels were used to develop the competency standards which were then published for broad consultation prior to finalizing. Within Australia, the system is now the responsibility of the APGA’s Pipeline Engineering Competency System (PECS) Committee for ongoing development, review and maintenance to ensure the system remains current and fit for purpose. One of the key characteristics of the APGA competency standards is the consistency of elements and a standard format for requirements in every stream of pipeline engineering. Further, the APGA System has been demonstrated to be practical and sustainable through use within Australia. The APGA System is now being customized for use in the Canadian Pipeline industry under an agreement announced in October 2019. This paper will provide insights into key aspects of competency system, the approach taken to assess viable options as well as the experience of customizing the APGA system for Canadian use. The system is anticipated to be available for Canadian companies in 2020 and provides a pathway to meeting the two main challenges identified for managing competency in the Canadian industry.
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Stokes, Joanne, Garry Moon, Rachael Bend, Douglas Owen, Kyle Wingate, and Ed Waryas. "Understanding the Human Element in LNG Bunkering." In ASME/USCG 2013 3rd Workshop on Marine Technology and Standards. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/mts2013-0311.

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Scenario based learning that places you in the various roles within the LNG bunkering process. Understand the knowledge requirements necessary to maximise safety in LNG bunkering operations. Discover how to assess the competency gap between crew, terminal personnel and port staff to mitigate the human element risks in LNG bunkering. Work together to utilize this analysis to determine training that builds upon existing skills, optimizes training times and harmonises with those involved in the operations. Paper published with permission.
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Reports on the topic "Competency standards"

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Lyons, Nancy, and Nathan Wienhoff. An Analysis of Ethics Laws, Compliance with Ethical Standards, and Ethical Core Competency within the Department of the Army. Fort Belvoir, VA: Defense Technical Information Center, June 2016. http://dx.doi.org/10.21236/ad1016668.

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, December 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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Modlo, Yevhenii O., Serhiy O. Semerikov, and Ekaterina O. Shmeltzer. Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2649.

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Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering – mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible to determine the main directions of their professional training modernization.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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Ndhlovu, Lewis. Quality of care in family planning service delivery in Kenya: Clients' and providers' perspectives. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1038.

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In recent years, the increasing number of organizations that have studied quality of care in international family planning (FP) programs demonstrates the importance the topic has acquired. To define quality of care in FP, the Bruce–Jain framework of six elements of care (choice of methods, information given to clients, technical competence, interpersonal relations, continuity and follow up, and appropriate constellation of services) have been used as the standard. However, what has been overlooked in this approach is the clients' perspectives of service quality. This study sought to narrow the gap in knowledge about the comparability and consistency in views between clients, providers, and researchers. Thus, this study’s main objective was to define the laypersons' and providers' dimensions of quality of care and compare them with the Bruce-Jain elements. The study was conducted in Kenya between July and September 1994. It was the first part of the Kenyan National Situation Analysis Study (conducted in 1995), and results will provide a guide in the methodology and formulation of the study instruments.
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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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Semerikov, Serhiy O., Illia O. Teplytskyi, Yuliia V. Yechkalo, and Arnold E. Kiv. Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2648.

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The article substantiates the necessity to develop training methods of computer simulation of neural networks in the spreadsheet environment. The systematic review of their application to simulating artificial neural networks is performed. The authors distinguish basic approaches to solving the problem of network computer simulation training in the spreadsheet environment, joint application of spreadsheets and tools of neural network simulation, application of third-party add-ins to spreadsheets, development of macros using the embedded languages of spreadsheets; use of standard spreadsheet add-ins for non-linear optimization, creation of neural networks in the spreadsheet environment without add-ins and macros. After analyzing a collection of writings of 1890-1950, the research determines the role of the scientific journal “Bulletin of Mathematical Biophysics”, its founder Nicolas Rashevsky and the scientific community around the journal in creating and developing models and methods of computational neuroscience. There are identified psychophysical basics of creating neural networks, mathematical foundations of neural computing and methods of neuroengineering (image recognition, in particular). The role of Walter Pitts in combining the descriptive and quantitative theories of training is discussed. It is shown that to acquire neural simulation competences in the spreadsheet environment, one should master the models based on the historical and genetic approach. It is indicated that there are three groups of models, which are promising in terms of developing corresponding methods – the continuous two-factor model of Rashevsky, the discrete model of McCulloch and Pitts, and the discrete-continuous models of Householder and Landahl.
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Standards and Implementations for the Certificate of Clinical Competence in Audiology. Rockville, MD: American Speech-Language-Hearing Association, 1997. http://dx.doi.org/10.1044/policy.st1997-00188.

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