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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
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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.
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Physiology
Unrestricted
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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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Macečková, Kateřina. "Kompetence manažera v multikulturním prostředí společnosti INVIA.CZ, s.r.o." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2010. http://www.nusl.cz/ntk/nusl-409530.
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Master´s thesis is focused on managerial competence issue in travel agency INVIA.CZ, Ltd. This company has recently expanded into new markets in Poland, Hungary and Romania. All these subsidiaries are managed from the Czech parent entity. Aim is to identify how the managers´ competence is influenced by this expansion and to propose an improvement of their managing style.
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Rowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.
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Fry, Heather Lynn. "The application of virtue ethics to the practice of counseling psychology." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121745359.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains ix, 70 p. Includes bibliographical references (p. 47-50). Available online via OhioLINK's ETD Center
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Brown, Christopher J. "Developing a common understanding of a teacher competency framework through video analysis : experiences of Victorian regional independent middle school teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/153.
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This study was deliberately focussed upon the careful examination of a model of professional learning for Middle School teachers, which has at its core, a Teaching and Learning Framework depicting essential elements of effective teaching practice. Set within the context of Middle School classrooms in a Regional Independent school, the intent was to research the impact of the framework on the professional learning of a group of teachers. Research was also undertaken to investigate the effectiveness of feedback and analysis structured around the framework, using video recordings taken from classroom observations.
A group of eight Middle School teachers participated actively in the study to determine how the use of video-stimulated reflective processes might affect improvements in their practice and professional learning. Professional learning opportunities were examined and explored in termsof the impact of the observation and feedback cycle on individual teacher’s progress and against rubric levels within the framework.
At a time when the issue of the tenuous links between professional learning and school improvement is at the forefront of the educational agenda in schools and school systems, it is of significant importance to be able to reflect on a range of models designed to improve teaching, and in turn student learning outcomes in schools. The Teaching and Learning Framework including its subsequent feedback and professional learning processes investigated within this study served to add valuable perspectives to these links.
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Loskoski, Amy Teague. "Prediction of student achievement in Georgia high schools based on principal competency as defined by the Interstate School Leaders Licensure Consortium standards [electronic resource] /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/amy_t_loskoski/Loskoski_amy_t_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 199-212) and appendices.
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Hoek, Elizabeth Antoinette. "South African unit standards for a general music appraisal programme at NQF levels 2-4, with special reference to ensemble specialisation for available instruments." Thesis, University of Pretoria, 2001. http://hdl.handle.net/2263/30172.
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Dlamini, Buyi P. "Housing knowledge of final year student teachers at Esikhawini College of Education : implications for the development of housing unit standards." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53450.
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Thesis (MConsumerScience)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. 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, research pointed to the need for a sustainable longterm solution in the form of education and training of the housing consumer. There must be a concentrated effort to provide housing education to consumers, since everyone has a constitutional right of access to adequate housing. Unless consumers are equipped with adequate knowledge and information to make informed choices, this right will not be realised and the housing market shall not function effectively. The main objective of the research study was to determine the basic housing knowledge of the senior student teachers of the Esikhawini College of Education in KwaZulu Natal. The second objective was to develop an illustrative Unit Standard for teacher qualification programmes on the fifth level of the National Oualificationa Framework (NOF). The sixteen housing education and training core concepts identified by Serfontein (2001 :120) namely Basic Housing Technology, Community, Cultural Aspects of Housing, Environment, Financial Aspects of Housing, Housing Consumerism, Housing Design and Decoration, Housing Market, Housing Needs, Housing Policy, Legal Aspects of Housing, Resource Management, Role-players in Housing, Sources of Housing Information, Tenure Options and Types of Housing were used to compile a questionnaire which was administered to the senior students of Esikhawini College of Education. The aim was to determine the basic knowledge that respondents possessed. The data collected formed the background for the illustrative Unit Standard for Housing Education that was developed in this research study. The development of Unit Standards for Housing Education is very necessary and timely as the Department of Housing, who seeks to develop a systematic housing consumer education framework for South Africa, have recommended that Housing Education should be included in the formal education curriculum. If the recommendations of the Department of Housing are implemented and housing education is included in the school curriculum, well-qualified and trained teachers would be needed to facilitate the learning of the content. Therefore housing education should be included in student teacher training programmes. The illustrative Unit Standard for Housing Education developed in this research study is ideally suited for this purpose.
AFRIKAANSE OPSOMMING: Die beskikbaarstelling van behuising in Suid-Afrika is 'n nasionale prioriteit. Aangesien baie aspirant huiseienaars nog nie vantevore huise besit het nie, is hulle nie noodwendig ingelig oor die struikelblokke van huiseienaarskap nie. Alhoewel die regering korttermyn pogings aangewend het om behuisingverbruikers toe te rus met die nodige kennis en vaardighede om ingeligte en verantwoordelike behuisingsbesluite te kan neem, toon navorsing dat daar 'n behoefte is aan 'n langtermyn, standhoudende oplossing in die vorm van opvoeding en die opleiding van behuisingsverbruikers. Daar moet 'n doelgerigte strewe wees om behuisingsopvoeding aan verbruikers te verskaf aangesien almal die konstitusionele reg tot gepaste behuising het. Tensy verbruikers toegerus word met gepaste kennis en inligting om ingeligte besluite te kan neem, sal hierdie reg nie gerealiseer kan word nie, en sal die behuisingsmark nie effektief kan funksioneer nie. Die hoofdoelwit van die navorsingstudie was om die basiese behuisingskennis van senior onderwysstudente aan die Esikhawini College of Education in KwaZulu Natal te bepaal. Die tweede doelwit was om 'n Eenheidstandaard vir Behuisingsopvoeding vir onderwysprogramme op die vyfde vlak van die Nasionale Kwalifikasie Raamwerk (NKR) te ontwikkel. Die sestien Behuisingsopvoeding en -opleiding kernkonsepte wat deur Serfontein (2001: 120) geïdentifiseer is, naamlik Basiese Behuisingstegnologie, Gemeenskap, Kulturele Aspekte van Behuising, Omgewing, Finansiële Aspekte van Behuising, Behuisingsverbruik, Behuisingsontwerp en -versiering, Behuisingsmark, Behuisingsbehoeftes, Behuisingsbeleid, Regsaspekte van Behuising, Hulpbronbestuur, Rolspelers in Behuising, Bronne van behuisingsinformasie, Huisverblyfopsies en Tipes Behuising is gebruik om 'n vraelys op te stel wat ingevul is deur die senior onderwysstudente aan die Esikhawini College of Education. Die doel was om die basiese kennis van die respondente te bepaal. Die data wat ingesamel is, het die onderbou gevorm van die Behuising Eenheidstandaard wat in dié navorsingstudie ontwikkel is. Die ontwikkeling van Eenheidstandaarde vir Behuisingsopvoeding en Opleiding is noodsaaklik en tydig vir die Departement van Behuising, aangesien hulle poog om 'n sistematiese behuisingsverbruikers-opvoedingsraamwerk vir Suid-Afrika daar te stel. Die Departement het aanbeveel dat behuisingsopvoeding ingesluit moet word in die formele onderwyskurrikulum. As die aanbevelings van die Departement van Behuising geïmplementeer word, en behuisingsopvoeding in die skoolkurrikulum ingesluit word, sal goedgekwalifiseerde, opgeleide onderwysers benodig word om hierdie inligting aan die leerders voor te hou. Om hierdie rede moet behuisingsopvoeding ingesluit word in die opleidingsprogramme van onderwysstudente. Die Eenheidstandaard vir Behuising wat in hierdie studie ontwikkel is, sou optimaal aangewend kon word vir hierdie doel.
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Waghid, Y., and Noel David Adams. "A conceptual analysis of teacher education in South Africa in relation to the norms and standards for educators." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16031.
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Thesis (PhD (Education))--University of Stellenbosch, 2004.241 leaves printed on single pages, preliminary pages i-xii and numbered pages 1-230. Includes bibliography.
Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes promulgated through policy frameworks by the Department of Education in South Africa. However, whether these teachers are equipped to implement education policy or whether they have interacted sufficiently with policy issues remains a contentious issue. My contention is that pre-service and in-service teachers are expected to perform certain roles and demonstrate certain competences, as required or implied by changing education policy frameworks, like the Norms and Standards for Educators (Department of Education, 2000), but might not necessarily be equipped to do so. This dissertation utilised conceptual analysis and a literature review, as research methods, to explore constitutive meanings of the concept 'education policy' in relation to teacher education transformation in post-apartheid South Africa, with reference to the Norms and Standards for Educators (Department of Education, 2000). Constitutive meanings (Fay, 1975) of post-apartheid teacher education refer to all those shared assumptions, definitions, and conceptions, which structure teacher education transformation and post-apartheid teacher education in certain definite ways. Without these constitutive meanings, according to Fay (1975: 76), social practices, like teacher education, could not exist. By revealing these constitutive meanings, in terms of the interpretive paradigm (Fay, 1975: 78), I have given a possible explanation of post-apartheid teacher education, by articulating the conceptual scheme that frames post-apartheid teacher education. These constitutive meanings, which were extracted from a literature review, were explored in relation to the main question of this dissertation: Can the new teacher education policy framework, as set out in the Norms and Standards for Educators of 2000, improve teaching and learning in South African schools? I argue that the latter process will not materialise because of question marks over the transformative potential of the Norms and Standards for Educators (Department of Education, 2000). The mentioned policy framework may be an inappropriate framework to structure and guide the transformation of existing teacher education practices because of certain conceptual gaps. These conceptual gaps are stumbling blocks to transform existing teacher education practice and improve teaching and learning in our schools in the post-apartheid era. I argue that these gaps could be bridged if the Norms and Standards for Educators are reconceptualised along the lines of Benhabib's (1994) deliberative democratic model. Deliberation is necessary because policy alone cannot lead to the transformation of post-apartheid teacher education. Deliberation is also necessary because of the limitations on the state's power to enforce its will through promulgated policy. More engagement, via deliberation, is needed between the government, educational leaders, policy-makers and the other policy actors, like teachers, bureaucrats and teacher education institutions. The arguments of Burbules (1997) and Biesta (2004) seem to substantiate my claim that education policy, alone, cannot lead to the improvement of teaching and learning in our schools. Burbules (1997) posits that teaching is a complex human endeavour that is characterised by predicaments or dilemmas, which cannot be permanently solved. I argue against the integration of the seven roles, as advocated by the Norms and Standards for Educators, because of certain dilemmas. We need the tragic perspective on teaching, of Burbules (1997), to approach teaching differently. Biesta (2004) also urges us to approach teaching differently, by advocating a new language for education.
AFRIKAANSE OPSOMMING: Daar word van Suid-Afrikaanse opvoeders by skole verwag om opvoedingsbeleid veranderinge, wat via beleidsraamwerke gepromulgeer is deur die Departement van Onderwys, te implementeer. Wat egter 'n kontensieuse kwessie bly is of hierdie opvoeders toegerus is om opvoedingsbeleid te implementeer en of hulle genoegsaam omgegegaan het met beleidskwessies. My argument is dat daar van voor-diens- en indiens opvoeders verwag word om sekere rolle te speel en sekere kompetensies of bekwaamhede te demonstreer, soos vereis of geimpliseer deur veranderende opvoedingsbeleid raamwerke, soos die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), maar dat hulle nie noodwendig toegerus is om dit te doen nie. Hierdie proefskrif utiliseer konseptuele analise en 'n literatuur oorsig, as navorsingsmetodes, om konstituerende betekenisse van die konsep 'opvoedingsbeleid', in verhouding tot onderwyseropvoeding transformasie in postapartheid Suid-Afrika, met verwysing na die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), te eksploreer. Konstituerende betekenisse (Fay, 1975) van post-apartheid onderwyseropvoeding verwys na al daardie gedeelde aannames, definisies, en konsepsies, wat onderwyseropvoeding transformasie en post-apartheid onderwyseropvoeding op sekere definitiewe maniere struktureer. Sosiale praktyke soos onderwyseropvoeding kan volgens Fay (1975: 76) nie sonder hierdie konstituerende betekenisse bestaan nie. Ek het hopelik, deur die ontbloting van hierdie konstituerende betekenisse, in terme van die interpretatiewe navorsingsparadigma (Fay, 1975: 78), 'n verduideliking gegee van post-apartheid onderwyseropvoeding, deur my artikulasie van die konseptuele skema wat die realiteit van onderwyseropvoeding op sekere maniere definieer. Hierdie konstituerende betekenisse, wat onttrek is van 'n literatuur oorsig, was geeksploreer in verhouding tot die hoof vraag van hierdie proefskrif: Kan die nuwe onderwyseropvoeding beleidsraamwerk, soos uitgespel in die Norme en Standaarde vir Opvoeders van 2000, onderrig en leer in Suid-Afrikaanse skole verbeter?
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Shirazi, Ali. "Perceptions of effective management performance in the 21st century : an empirical study of project managers." Thesis, Queensland University of Technology, 2001.
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Myburgh, Hester Magdalena. "The development and validation of a generic non-managerial performance measure." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80083.
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Thesis (MComm)--Stellenbosch University, 2013.To access data please use IBM SPS Statistics software.
ENGLISH ABSTRACT: The human resource function attempts to proactively and reactively affect the work performance of employees through advice, diagnosis and interventions in a manner that will benefit the quality of the product and service an organisation provides to the market. In this study a generic performance construct (that can be applied to non-managerial, individual positions), was defined based on previous studies in the area of generic performance. A South African performance measure was designed accordingly that can be used to obtain multi-rater assessments of the generic, non-managerial, individual performance construct. This questionnaire was validated by evaluating the fit of the measurement model, using confirmatory factor analysis. Most of the data for this study was obtained from OK Furniture. A few questionnaires were completed by a non-probability sample of non-managerial personnel from a variety of organisations. The total sample size comprised of 205 respondents. Item and dimensionality analysis was performed on the 12 subscales to assess the success with which they represented the underlying performance constructs. In the item analysis two items were identified as somewhat problematic but both were judged not to be sufficiently problematic to delete them from the GPQ. Results from the dimensionality analysis showed satisfactory evidence that the items of each subscale reflect a common underlying factor. A spectrum of goodness-of-fit statistics was used to assess the measurement model fit. The hypothesis of exact fit was rejected but the hypothesis of close fit could not be rejected (p>.05). The position that the measurement model fits the data closely in the population was found to be a tenable position. The fit indices reflected good model fit in the sample. The measurement model parameter estimates indicated that the indicator variables represented the latent performance dimensions satisfactorily. Discriminant validity was investigated. Mixed evidence on discriminant validity was obtained. The sample size of this study was satisfactory when viewed from the perspective of statistical power given the method of item parcelling that was used, but a larger and more representative sample would have been preferable in that it would have allowed the GPQ measurement model to be fitted with individual items as indicator variables. Another limitation seemed to have been the language of the questionnaire. Informal feedback suggested that some respondents, especially those that are not fluent in English, struggled to fully understand all the questions. Recommendations for future research are made.
AFRIKAANSE OPSOMMING: Die menslike hulpbronfunksie in organisasies poog om die kwaliteit van die produk of diens wat die organisasie aan die mark lewer te verbeter deur werknemers se werksprestasie proaktief en reaktief te beïnvloed deur middel van menslike hulpbronbestuursadvies, -diagnose en -intervensies. In hierdie studie is 'n generiese prestasiekonstruk gedefinieer (gerig op individuele nie-bestuursposte) gebaseer op vorige studies van generiese prestasie. Dit is hoofsaaklik gemik op individuele nie-bestuursvlak poste. ‘n Suid Afrikaanse prestasiemeetinstrument is ontwikkel wat gebruik kan word om multi-beoordelaar assesserings van die generiese nie-bestuursprestasiekonstruk te verkry. Die vraelys is gevalideer deur, met behulp van bevestigende faktorontleding, die pasgehalte van die metingsmodel te ondersoek. Die meerderheid data vir hierdie studie is verkry vanaf die OK Furniture-kettingwinkelgroep. Enkele vraelyste is ook voltooi deur 'n nie-waarskynlikheid steekproef van nie-bestuurspersoneel van ander organisasies. Die totale steekproefgrootte het bestaan uit 205 respondente. Item- en dimensionaliteit-analise is uitgevoer op die 12 subskale om die sukses waarmee hulle die onderliggende prestasiekonstrukte verteenwoordig te evalueer. In die item-analise is twee items geïdentifiseer wat moontlik problematies kan wees maar nie sodanig problematies dat dit hul verwydering uit die GPQ regverdig het nie. Die resultate van die dimensionaliteit-analise het aangetoon dat die items van elke subskaal inderdaad redelik bevredigend ’n gemeenskaplike onderliggende faktor reflekteer. 'n Spektrum van pasgehaltestatistiek is gebruik om die pasgehalte van die metingsmodel te beoordeel. Die hipotese dat die model die data perfek pas is verwerp, maar die hipotese van benaderde passing kon nie verwerp word nie (p>.05). Die pasgehalte maatstawwe dui op goeie modelpassing in die steekproef. Die skattings van die metingsmodelparameters dui daarop dat die aanwyserveranderlikes die prestasie-dimensies bevredigend verteenwoordig. Diskriminantgeldigheid is ondersoek. Gemengde bewyse van diskriminantgeldigheid is verkry. Beskou vanuit die perspektief van statistiese krag was die steekproefgrootte van hierdie studie bevredigende (gegewe die gebruik van item pakkies) ‘n Groter en meer verteenwoordigende steekproef sou egter wenslik gewees het insoverre dit die passing van die GPQ metingsmodel met individuele items sou toelaat. ‘n Verdere oënskynlike beperking was die vraelys se taalgebruik. Informele terugvoer dui daarop dat sommige respondente, veral dié wat nie vlot Engels praat nie, gesukkel het om sommige vrae te verstaan. Aanbevelings vir verdere navorsing word gemaak.
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Crawford, Lynn. "Project management competence : the value of standards." Thesis, Henley Business School, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327115.
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Hayes, Linda Scaparra. "Methods Used to Determine Technology Competence for Virginia Teachers." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27317.
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By July 1, 2003, all Virginia public school teachers must demonstrate proficiency on technology standards mandated by the Virginia Department of Education (VDOE). The responsibility for verifying each teacher’s level of proficiency was delegated to the local school divisions. Public schools across the Commonwealth of Virginia were not given specific direction on how to provide staff development or assess instructional personnel in technology skills except to suggest different web sites on the Department of Education’s home page. The Virginia Department of Education commissioned a study to assess the availability and use of technology in Virginia’s public schools (Virginia Department of Education, 1998a). Recommendations from the study suggest that Virginia should maintain high proficiency standards for teachers and administrators and should consider statewide prototypes, although no prototypes have been recommended by the VDOE. The purpose of this study is to describe and analyze the various methods utilized to assess instructional personnel across the Commonwealth of Virginia on technology standards. A survey was distributed electronically to the directors of technology in each school division in the Commonwealth of Virginia. Methods of assessing instructional personnel, perceptions of effectiveness and cost effectiveness of each method, incentives to meet demonstrated proficiency on the technology standards, and percentage of teachers meeting demonstrated proficiency on the technology standards were assessed on the survey instrument. A 79% response rate indicated that workshops, college courses and portfolio assessment were the methods most used in Virginia public schools. The most effective methods were reported to be workshops, mentoring, performance assessment and college courses. The most cost efficient methods were reported to be portfolio, and signed demonstrative proficiency statement. Recertification points and certificates were the most frequent incentives given to those who demonstrated proficiency of the technology standards. Sixty-nine school divisions reported 80 to 100% of their instructional personnel have demonstrated proficiency on the technology standards as of June 2002.Ed. D.
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
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Van, Schalkwyk Susan C. "Generic learning outcomes in a technikon diploma programme : a critical analysis." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52861.
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Thesis (MPhil)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.
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Carson, Debra Jester. "Electroneurodiagnostic Education and Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.
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Haynes, Gillian Susan. "A study of the factors related to improving standards of reading in primary schools." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312362.
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Leung, Kat Lai Chun. "Measurement of Competence in Evidence Based Practice." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16900.
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Evidence based practice (EBP) is a clinical decision making process which integrates the use of best available evidence, clinical expertise, with consideration of the preferences and values of the person with health concerns. The implementation of EBP is mainly through the 5-step process: asking focussed questions, acquiring research evidence, appraising the quality of evidence, applying evidence in practice and assessing the outcome of care. Although EBP has been the focus of optimal health care for more than three decades, the uptake of EBP is still influenced by a range of individual, organisational and environmental factors such as insufficient evidence appraisal skills and heavy workload. The barriers to and facilitators for successful implementation of EBP have been extensively researched, where the ultimate goal is to minimise the evidence-to-practice gap in health services. To achieve this, the initiative of knowledge translation which aimed at reducing barriers and facilitating the use of research evidence in clinical decision making, is viewed as the bridge that brings together the behaviour change of clinicians in applying evidence-based interventions to patient care. Moving evidence into practice is a persistent challenge to all health professionals, and the translation of evidence into nursing practice is no exception to other health disciplines. Research into the facilitation of EBP implementation has highlighted the critical role of clinical nurse educators (CNEs) in supporting clinicians and fostering an evidence-based learning culture in the workplace. Nevertheless, a recent systematic review has concluded that many CNEs did not perceive themselves as comfortable in engaging with EBP. This finding was however limited by the use of self-report instruments, suggesting the need for an instrument that can more objectively measure the EBP knowledge and skills of nurse clinicians. A further problem is the lack of a validated appraisal tool to assess the quality of EBP instruments using quantitative measurements. Moreover, previous reviews of such instruments have only focussed on their validity for measuring discrete elements associated with EBP such as attitudes to research utilisation and outcome-expectancy in EBP. No review has ever been conducted to identify instruments for evaluation of competence in evidence-based nursing practice.The overarching purpose of this thesis is to gain a better understanding about the EBP knowledge and skills of nurse clinicians and educators, whose role is to support and nurture an EBP learning environment in clinical settings in Australia. This thesis used a stepwise approach to address multiple issues associated with the measurement of competence in EBP. First, the development of an appraisal tool for assessing the validity of instruments (Chapter 3), then using this tool to systematically evaluate the quality of all EBP instruments used in nursing (Chapter 4). An EBP competency framework was then developed (Chapter 5) to guide the development (Chapter 6 and 7) and validation (Chapter 8 and 9) of a new EBP instrument called the Evidence-based Practice Assessment Tool (EPAT). A minimum level of competency in EBP was then determined with a group of mainly CNEs and nurse clinicians through a standard setting procedure described in Chapter 9. Finally, a factor analysis was performed with the EPAT and the final version was a 10-item assessment tool which consists of two 5-item subscales. The ‘EBP knowledge’ subscale includes five items related to EBP steps 1-3 (PICO question for which P=Patient/problem/population, I=Intervention, C=Comparison, O=Outcome; search for evidence, appraisal of treatment effect) and step 5 (evaluate quality of care) whereas another five items in the ‘Shared Decision Making (SDM) skills’ subscale are indicators for EBP steps 3 and 4 (appraise benefit and harm of treatment options, explain choices and identify values). Participants answered all questions on the EPAT related to a clinical scenario and the provided evidence summary. Using the framework of the Construct Validity Model, four types of validity were assessed to support the psychometric characteristics of the EPAT: the content validity, response process, internal structure, and relationship to other variables. The strong correlation between the two subscales confirmed unique but theoretically related constructs, which means ‘EBP knowledge’ and ‘SDM skills’ constituted to the measurement of competence in EBP (Chapter 9). The EPAT was deemed to have good content validity and response process (Chapter 8), good internal consistency and factorial validity; and there was a significant relationship to different levels of exposure in EBP education (Chapter 9). The EPAT also demonstrated good inter-rater reliability through substantial agreement among seven markers, also reflecting the reliability of criteria set for the marking guidelines. The EPAT is deemed to be a very feasible tool for use in different educational settings with an average completion time of only 33 minutes (Chapter 9). The results of participants, described in Chapter 9, demonstrated an overall low pass rate (35%) on the EPAT, which may be associated with the participant ability or the difficulty of most EPAT items. These findings are similar to other modified Fresno tests which only measure the first three steps of EBP. Moreover, this thesis provides new information in regards to the competence of nurse clinicians in applying evidence and evaluating the quality of care (EBP step 4-5). It is disappointing to see that the average pass rate for SDM skills of this cohort participant was only 24% whereas the evaluation of care was even lower at 14%, indicating the priority for future EBP education and training in nursing. Chapters 5-9 included in this thesis represent the development and validation of the first EBP instrument for measuring the actual EBP knowledge and skills in nurse clinicians, through the 5-step implementation model. The results of this thesis have provided an important contribution to the knowledge of measurement in EBP and reveal an overall low level of EBP competence among nurse clinicians. The newly developed EPAT enables a comprehensive evaluation of learner’s ability and paves the way for a more focused EBP education and training in healthcare.
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Treinienė, Vidmantė. "Sveikatingumo trenerio kompetencijų standarto pritaikomumas Lietuvai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_120550-15249.
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Šiame magistro darbe nagrinėjama Lietuvos kūno kultūros ir sporto specialistų dirbančių sveikatingumo ir sporto klubuose profesinių kompetencijų situacija. Darbe apžvelgiama kompetencijos sąvoka, jos raida, rūšys, kvalifikacijos sąvoka, jos tobulinimo tikslinės charakteristikos. Šio darbo tikslas: Įvertinti kokiomis profesinėmis kompetencijomis vadovaujasi Lietuvos sporto, ir sveikatingumo centruose dirbantys treniruoklių salės rinkos specialistai, įvertinti kompetencijų ir kvalifikacijų tobulinimosi galimybes. Šiame darbe yra analizuojami šie uždaviniai: 1. Atskleisti kompetencijos ir kvalifikacijos ypatumus. 2. Pagrysti socialinės partnerystės vaidmenį laiduojant sveikatingumo trenerio kompetencijų tobulinimo būtinybę. 3. Apžvelgti Europos sveikatingumo sektoriaus specialistų kvalifikacijų tobulinimo situacija. 4. Išanalizuoti sveikatingumo trenerių kompetencijas (klientų požiūriu) ir jų atitikimą Europos standartui Darbo struktūra: Magistro baigiamąjį darbą sudaro 60 puslapiai: 4 dalys, įvadas ir išvados. Pateikta 1 lentelė, 22 paveikslai ir 3 priedai, iš kurių vienas projektinis pasiūlymas.It is analysis of sport coaching competence situation in Lithuania. In which included concept of competence, its development, and class. Also considering concept of sport coaching qualification, its improvement facilities. Key of this study is to find out sport coaching competence level, analyze it and make prospectives of it in Lithuania sport system, likewise to find out whose of competence standarts are the most usable by sports coaching. Goals where made like: 1 To establish competence and qualification singularity. 2 To ground sport coaches competence improovement necessity in social relationship. 3. To make a review of health and fitness coaches qualification improovement situation in the Europe. 4 To analyze health and fitness coaches competences by the client point of view and it‘s compatibility to the Europe standarts. Study composition: 60 pages, 4 parts, 1 table, 22 pictures, 3 appendixes, one of them is actualize suggestion.
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Galloway, Katherine. "The concept of occupational competence in the development of assessable standards : its treatment in two occupational areas." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413354.
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Shevchenko, V. V., and A. S. Shevchenko. "To the question of formation of engineering educational standards taking into account competence and the Bologna model." Thesis, Донецький національний технічний університет, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40903.
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Ukraine is reforming the system of higher engineering education to improve its quality and eliminate the shortage of engineering personnel. New curricula should be formed taking into account the Bologna model and competencies. The basis of the new education standards is to put the existing training modules of the Ukrainian and foreign universities of the countries participating in the Bologna process.Украина проводит реформу системы высшего инженерного образования для повышения его качества и ликвидации дефицита инженерных кадров. Новые учебные программы должны быть сформированы с учетом Болонской модели и компетентностей. В основу новых стандартов образования необходимо положить существующие учебные модули украинских и зарубежных ВУЗов стран-участниц Болонского процесса.
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Aggestam-Pontoppidan, Caroline. "From an idea to a standard : the UN and the global governance of accountants competence /." København, 2005. http://www.gbv.de/dms/zbw/489100198.pdf.
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Kolajová, Jana. "Letové standardy - Part ORA - požadavky na výcvikové organizace." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2014. http://www.nusl.cz/ntk/nusl-231229.
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The main goal of this work is to evaluate new legislation PART - ORA and its requirements relating to training organizations . In the first chapter the reader is briefly familiar with the legislation in civil aviation . Specifically JAR - FCL , which addresses this issue and PART - FCL , which it replaced. The second chapter evaluated differences in the licenses that have been issued in accordance with JAR - FCL and the licenses that are currently in accordance with NK no. 1178 /2011. The third part is about actual prescription PART - ORA . There is decribed resumé of the legislation and structure and also it talk about the differences in the requirements in JAR - FCL and PART - ORA , about transmission of training facilities and about approval process, which is an integral part. The last chapter contains a description of the safety management system and its application for organizations , which is a new and very important part of the functioning of the Authority in accordance with Part - ORA.
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Bougaa, Mohammed. "Une approche basée sur les processus et dirigée par les compétences pour l'éducation en ingenierie des systèmes." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLC050/document.
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Au cours de cette thèse, nous avons examinée les pratiques actuelles en matière d'éducation en IS. Nous avons proposé une approche centrée sur l'utilisation des processus normalisés en IS, tout en faisant en sorte que le scénario d'apprentissage soit très adaptable et qu'il puisse être piloté par les compétences d'IS acquises ou à acquérir. Ensuite, une plateforme Web a été développée pour soutenir cette nouvelle approche d'apprentissage. En utilisant cette approche, les étudiants ne seront pas seulement en mesure de bien concevoir le système demandé de manière distante et collaborative, mais ils seront aussi capables de l'élaborer de manière appropriée. Cela leur permettra d'apprendre les principes et processus fondamentaux de l'IS, à mieux communiquer dans un environement de travail, la gestion d'équipe, la collaboration et les compétences techniques connexes. Les formateurs d'un autre côté pourront mieux gérer leur parcours d'apprentissage, les ressources pédagogiques, et les résultats escomptés. En utilisant cette solution, les organisations de ces formateurs et étudiants, c'est-à-dire les universités et collèges, pourront gérer et normaliser les compétences acquises par leurs futurs ingénieurs systèmes à tous les niveauxThis thesis surveys the current practices and advancements in SE education. We ended up proposing a novel solution for SE education (an approach with its supporting web-based platform). The proposed approach is based on the recommendations of academic and industrial communities. It is centered around the use of SE standardized processes and at the same time very adaptive, with learning scenarios that can be driven by the acquired or to-be-taught SE competencies. The proposed solution is a web based platform that has been developed to support this novel approach within a distant Project Based Learning (PBL) environment. The solution aims to ease the learning at the same time of fundamental principles and processes of systems engineering, along with communication, team management, collaboration, and related soft skills. On the other hand, educators will be able to better manage their learning scenarios, training resources, and the expected outcomes. Last, educators and students' organizations using this solution will be able to manage and normalize the competencies to be acquired by their future systems engineers at every level
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Higgins, Christine Lorna. "A critical discourse analysis of the standards for the education, competence and professional conduct of educators in British Columbia." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20574.
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This dissertation examines discourses of professionalism and teacher education reform by carrying out a Critical Discourse Analysis of the British Columbia College of Teacher’s Standards for the education, competence and professional conduct of educators in British Columbia (BCCT, 2004). The broader context of the dissertation is the evolution of competing notions of professionalism in teacher education in Canada and the United States in the decades following the release of the influential policy report, A Nation at Risk (NCEE, 1983). It is argued that a more perspicuous understanding of professionalism in teaching will help prospective and practicing educators make better sense of their professional responsibilities, and will also encourage educators to enter into the ongoing discussions about appropriate directions for teacher education reform.
The study takes the form of a critical discourse analysis (CDA). CDA is an interdisciplinary form of qualitative research that treats language as a social practice, and interprets texts in accordance with concepts such as discourse, power, and knowledge creation (Fairclough, 1995; Foucault, 1970; Habermas, 1970). The research utilizes the methods provided in Fairclough’s (1995, 2003) three step model of CDA to first describe, then interpret, and finally, to explain the relationships between understandings of professionalism and reform as these are taken up in the Standards text.
The key finding from the study is that the term professionalism as it appears in the Standards is part of a discourse best understood in light of the tensions between various conceptions of educators’ responsibilities in an age of accountability. These various and often competing notions of responsibility are intertwined with genres of texts that are described as codes of conduct, manifestos, and standards. Contested perspectives on professionalism are interconnected with offers of membership, stipulations of governance, and regulatory pacts concerning educators’ professional obligations. In conclusion, it is argued that educators’ obligations should be framed in terms of ethical commitments, and specifically as a continual search for balance between notions of individual moral responsibility and professional accountability as defined in such documents as the Standards for the education, competence
and professional conduct of educators in British Columbia.
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McIntyre, Helen Rachel. "Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27802/.
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Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework.
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Du, Bruyn René Cecilia. "Being declared competent : perspectives of oral hygiene students on clinical performance assessment." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-114046.
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Рудіна, Марина Володимирівна, and Любов Олександрівна Гастинщикова. "Формування перекладацької компетентності студентів: методичний аспект." Thesis, Аграр Медіа Груп, 2019. http://er.nau.edu.ua/handle/NAU/39431.
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The article shows scientific-theoretical and methodological aspects of the formation of translation competence of the students of philology as future specialists; special attention is paid to a wide range of domestic and foreign approaches; modern viewpoints to the methodological aspect and the usage of modern information technologies and the methods which facilitate students’ self-motivation to acquire translation being in the greatest demand on the labour market are investigated.
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Ferch, Taryn L. "Goal One, Communication Standards for Learning Spanish and Level One Spanish Textbook Activities: A Content Analysis." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1123082750.
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Megrath, Kimberley Lewis. "Interdisciplinary standards for practice in early intervention : perceptions of pediatric academic educators in professional physical therapy programs /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 324-344). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.
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Deakin, Paul Andrew. "Revisioning the religious education teacher : towards a multidimensional model for training secondary RE teachers in an age of competences and standards." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246482.
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This thesis seeks to: 1) establish reasons for the introduction of Competenceand Standards-based Initial Teacher Training (ITT) in England and Wales; 2) assess the impact ofCompetences and Standards on Secondary RE ITT; 3) offer proposals for a new 'multidimensional' RE ITT paradigm. The thesis is structured around four research questions. The first research question: Why were Competences and Standards introduced into the lIT process? informs a historical inquiry into the origins of Competences and Standards in Part 1. The second and third research questions: To what extent do documents such as 9/92 and 4/98 represent idealized models of teacher training and assessment? and How do Ofsted inspectors interpret ITT Competences and Standards in practice?, are considered in Part 2, where DfEE Circulars 9/92, 4/98 and other ITT inspection-related materials are analyzed and critiqued. The fourth research question: Can Standards be successfully integrated into ITT structures that seek to develop personal and professional qualities that lie far beyond the mechanical acquisition of depersonalized and decontextualized skills, behaviours and knowledge? leads in Part 3 to the presentation of proposals for new Secondary RE ITT structures. After outlining the salient features of these proposed ITT structures, possible barriers to their successful implementation are considered.
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Schöftner, Thomas. "Möglichkeiten von webbasierten adaptiven (online) Systemen (am Beispiel des Englisch Assistenten) zur Steigerung der Fremdsprachenkompetenz von Schülerinnen und Schülern in der Sekundarstufe 1." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226567.
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Der Weg hin zum kompetenzorientierten Lehren und Lernen und damit die Einführung von Bildungsstandards steht im Zentrum gegenwärtiger schultheoretischer Diskussionen. In der vorliegenden Arbeit wird dieser Diskurs aufgegriffen und gezeigt, dass die schulpraktische Umsetzung dieser „Outputorientierung“ eine vielschichtige und komplexe ist. Im Fokus der theoretischen Betrachtungen der Arbeit stehen die Themen Selbststeuerung und Selbstorganisation beim Lernen, Lernziele, Bildungsstandards und Kompetenzorientierung. Die empirische Studie analysiert, basierend auf den theoretischen Erörterungen, die Möglichkeiten der Steigerung der Fremdsprachenkompetenz von Schülerinnen und Schülern. Erforscht wird dies am Beispiel des webbasierten adaptiven Systems des Englisch-Assistenten bzw. Englisch.Digital. Es wurden fünf Explorationen auf Basis von drei Fragebogenuntersuchungen sowie Informelle Kompetenzmessungen (IKM) mit 75 Schüler/‑innen zweier österreichischer Hauptschulen der achten Schulstufe durchgeführt. Die Untersuchung richtete sich auf die hypothesentestende Exploration von vier Konstrukten (Allgemeine Selbstwirksamkeitserwartung – Selbsteinschätzung, Spezielle Selbstwirksamkeitserwartung im Unterrichtsfach Englisch im Bereich Lesen – Selbsteinschätzung, Selbstregulation – Selbsteinschätzung und spezielle Fremdsprachenkompetenz im Bereich Lesen – Selbsteinschätzung und Informelle Kompetenzmessung). Die Untersuchung zeigt ein differenziertes Bild in Bezug darauf, welche Schülergruppen vom digitalen Medienangebot des Englisch-Assistenten (Englisch.Digital) am stärksten profitieren, durchgehend signifikante Ergebnisse konnten in den fünf Explorationen nicht erzielt werden, was unterschiedliche Gründe haben kann (z. B. Unterschiede in den individuellen Wirkungen oder in den Unterrichtsprozessen oder auch Beschränkungen des Studiendesigns). Zusammenfassend kann festgestellt werden, dass die Frage nach den Wirkungen von digitalen Medien einer weiteren Ausdifferenzierung bedarf und keine allgemeingültigen Aussagen diesbezüglich getroffen werden können, dass digitale Medien per se eine bestimmte Lernwirkung erzeugen. Es ist festzuhalten, dass es nicht ausreichen wird, neue Technologien zu den traditionellen Lehr- und Lernmethoden lediglich hinzuzufügen, es hat auch ein Wandel der Unterrichtsstruktur zu erfolgen (vgl. Dittler, 2003, S. 193 und Lembke & Leipner, 2015, S. 181). Eine Möglichkeit für dies und für die Umsetzung bzw. Anwendung von Informationskompetenz bietet der in dieser Arbeit analysierte Englisch-Assistent (Englisch.Digital)The road to competency-based teaching and learning, and thus the introduction of educational standards, is at the heart of current educational debate. This doctoral dissertation takes up this discussion and shows that the practical implementation in schools is a multi-layered, multi-faceted and complex one. The focus of the theoretical discussion of the current paper is the fields of self-control and self-organization of learning, learning objectives, educational standards and competence orientation. The empirical study analyses, based on the theoretical considerations, the opportunities for developing pupils’ skills in the foreign language (English). This is explored using the web-based adaptive version of the “English Assistant” or “Englisch.Digital”. Five explorations based on three questionnaires and informal competence measurements (IKM) with 75 pupils (grade eight) were carried out at two Austrian secondary schools. The empirical study focused on (the hypothesis testing) exploration of four constructs (self-assessment of general self-efficacy, self-assessment of special self-efficacy in reading, self-assessment of self-regulation and self-assessment and informal competence measurements of specific skills in reading in the foreign language). The study shows a mixed picture with respect to which groups of students benefit the most from the digital media offer of Englisch.Digital. Consistent significant results in the five explorations could not be obtained, which may be due to any of a number of different reasons (e.g. differences in individual effects/reactions, the teaching processes or limitations of the study design). To summarise, it can be stated that the question of the effects of digital media requires further differentiation and no general conclusions can be drawn with respect to the supposition that digital media produce a certain learning effect per se. It should be noted that it will not suffice to merely add new technologies to the traditional teaching and learning methods, changes to teaching structures will also have to be made (cf. Dittler, 2003, p. 193 and Lembke & Leipner, 2015, p. 181). The English Assistant (Englisch.Digital) analysed in this dissertation offers one possible solution for this and also the problem of the transposition or implementation of information literacy
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Akmaldinova, Oleksandra, Liudmyla Budko, Tetiana Shulha, Олександра Миколаївна Акмалдінова, Людмила Василівна Будко, and Тетяна Валеріївна Шульга. "Competence based approach to teaching professional English in training aviation specialists." Thesis, Kyiv national aviational university, 2018//Aviation in the XXI-sr century: the eighth world congress October 10-12, 2018, 2018. http://er.nau.edu.ua/handle/NAU/38799.
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The article deals with the problems of teaching special aviation English course in the context of flight safety. It gives an overview of human factor issues in aircraft accidents occurrence including psychological aspects of human error nature. It focuses on the impact of linguistic, cultural and environmental barriers on the safety of civil aviation operations.У статті розглядаються проблеми навчання спеціального курсу авіаційної англійської мови в контексті безпеки польотів. Надається огляд питань людського фактору в аваріях на літаках, включаючи психологічні аспекти людської помилки. Стаття зосереджується на впливі мовних, культурних та екологічних бар’єрів на безпеку операцій цивільної авіації.
В статье рассматриваются проблемы преподавания специального курса авиационного английского языка в контексте безопасности полетов. Предоставляется обзор вопросов человеческого фактора при возникновении авиационных проишествий, включая психологические аспекты ошибок человека. Основное внимание уделяется влиянию языковых, культурних и экологических барьеров на безопасность полетов гражданской авиации.
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Maile, Simeon. "Recognition of competence an empowerment model for the retention of excellent teachers in the classroom /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01312007-111506.
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American, Library Association (ALA) Association for College and Research Libraries (ACRL). "Information Literacy Competency Standards for Higher Education." 2000. http://hdl.handle.net/10150/105645.
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Contents of the standard: Information Literacy Defined; Information Literacy and Information Technology; Information Literacy and Higher Education; Information Literacy and Pedagogy; Use of the Standards;
Information Literacy and Assessment;
Standards, Performance Indicators and Outcomes;
Appendix I: Selected Information Literacy Initiatives;
Developers of the Information Literacy Competency Standards
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Terry, KJ. "The competency landscape : a critical realist exploration of the ways nurses understand and utilise competency standards." Thesis, 2013. https://eprints.utas.edu.au/17166/2/Whole-Terry-thesis-2013.pdf.
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Controversy surrounds the way in which the ANMC Competency Standards for Registered Nurses (the Standards) are understood and applied in the assessment of nurses’ competence for practice. Adopted by the Australian Nursing Regulatory Authority in the early 1990s the Standards provide a description of the registered nurse on entry to practise, and have been used to determine both beginning level and ongoing competence to practise for over two decades. How nurses’ interpret and make sense of the Standards particularly when making an assessment of competence is unknown. The study examines the deeper mechanisms which influence nurses’ interpretation and application of the Standards in the context of assessment from a critical realist perspective. This perspective, together with a mixed methods methodology, enabled the re-conceptualisation and critique required to enhance understanding of the assessment of competence landscape.
A two-phase exploratory mixed methods sequential design was employed. The questionnaire was used to gain prior insight into the context and to gain a general understanding of nurse’s opinions around competence and its assessment in relation to the Standards. These findings were analysed to inform the qualitative phase. Interviews were then conducted with fifteen nurses comprising of; academics, clinical facilitators, preceptors and graduate nurses. Thematic analysis using a continual cross-comparative approach was used to explore how and why nurses operate at the interface between agency and structures in the context of competency assessment. Threads from both phases were drawn together and mixed at the data interpretation stage to achieve a cohesive set of findings.
The thesis offers unique contributions into understanding the ways in which nurses create, negotiate and perpetuate the status quo of the Standards by focusing on the interface of nursing assessment processes and events, and their interactions with mechanisms and structures. Nurses create and operate in a state of tension created by their perception of the Standards as an important professional structure and the difficulty that they experience putting them into action in the context of practice. On the one hand, nurses support the Standards' as a mechanism to promote the collective identity of the nursing profession and accept the Standards as an integral part of the safety and quality agenda. On the other hand, nurses found the Standards difficult to operationalise for their key function of assessment.
The thesis sheds new light on the way nurses interpret and use the Standards to assess competence; it is these subjectivities that are considered to be a critical new factor in the development of any future assessment framework. This is not only important new knowledge, but given the link between competence and the safety and quality agenda it has implications for the quality of patient care. The implications of the study findings for practice are therefore significant. Research into how competency assessment impacts on the quality of patient care needs to move beyond a quantitative, objective measure, to consider the generative potential of the socio-cultural context of practice.
An urgent critical review of the Standards is needed to determine whether they continue to be a suitable assessment framework. The future success of any framework that assesses competence will be dependent on ensuring that both the structural forces and agentic subjectivities that shape nurses decision making are acknowledged and addressed.
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Schmollgruber, Shelley. "Development of competency standards to inform intensive care nursing practice." Thesis, 2015. http://hdl.handle.net/10539/18482.
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A thesis submitted to the Faculty of Health Sciences, University of the Witwatersrand, in fulfilment of the requirements of the degree
of
Doctor of Philosophy.
Johannesburg, 2015Purpose: The aim of this study was to explore and describe the components of best nursing practice in the care of acutely ill patients in the intensive care setting and to use this information to propose standards of competency for nursing care. The purpose was to inform responsibility and accountability in the intensive care setting, thereby contributing to excellent quality nursing care and improved patient outcome. Research method: The research method was structured in accordance with the process required to formulate nursing standards and comprised two phases, the developmental phase and the standards generation phase. Data collection: Data were collected during the developmental phase through the use of quantitative and qualitative methods. The study design was exploratory, descriptive and standards generative. Data collection was conducted using steps. Step 1, involved exploring and describing the clinical profile of critically ill patients and requirements for nursing care in the intensive care unit (n=4). This was achieved by means of a prospective, longitudinal, quantitative study. Steps 2 to 3, involved exploring the competencies nurses require in the provision of patient care in the intensive care units, which was achieved by means of an in-depth qualitative study. Unstructured interviews were held with a group of specialist nurses (clinical nurses, educators and facilitators) to elicit competencies that critical care nurses required in the provision of care. In step 3, a focus group was used to elicit the opinions of other nurse practitioners in the intensive care units as to which competencies they required or felt are used in the intensive care unit. Standards were generated during the standards generation phase. Step 4, involved compiling a set of preliminary competencies based on evidence generated in steps 2 and 3. Step 5 involved triangulation of the data obtained in the study. This was done by means of a literature review. Step 6 involved the generation of concept standards based on the information obtained in steps 1, 2, 3, and 4. Step 7, involved the validation of construct standards by means of a workshop with experts. Data analysis included descriptive statistics, content analysis, identification of themes and inductive and deductive logic. Conclusion: The conclusion included the recommendations of guidelines for the use of standards which was conducted in step 8. Context of the study: The setting for the study was four intensive care units at a university-affiliated, public sector and tertiary level health care institution in Gauteng Province, South Africa.
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Morolong, Baba Georgina. "Competency of the newly qualified registered nurse from a nursing college." Thesis, 2012. http://hdl.handle.net/10210/4391.
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M.Cur.Quality nursing care is a constitutional right of both patients and clients. This right can only be upheld if nurses are competent. It is unfortunate that this right is often violated by those members of the nursing profession who are expected to uphold it. There is evidence from literature and media reports, which reveal that the competence of nurses is often lacking and therefore leaves much to be desired. ' Reports from the media, literature and other sources prompted the researcher to conduct the study. The purpose of the study was to evaluate the competence of newly qualified nurses from a specific nursing college. To realise the purpose of the study, the researcher conducted a quantitative, non-experimental contextual research. The process of conceptualisation was done in order to clarify the concept of competence within the context of clinical nursing education. It was also important to ~ spell out the concept of competence within the contexts of higher education and training, the SAQA, the SANG, and the nursing college. Research design of the study was done in two phases, namely: the developmental and the evaluation phase. During the developmental phase, the researcher developed an instrument based on Muller's (1999) theoretical framework. Measures were taken to ensure the validity and reliability of the instrument. A manual for the instrument was also developed. A pilot study was also conducted during the developmental phase. The purpose of the evaluation phase was to evaluate the applied competence of newly qualified registered nurses. The target population of the evaluation phase included all thirty-six newly qualified nurses from a specific nursing college.
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Nash, RE. "Bringing students to their profession and the profession to students through competency standards." Thesis, 2016. https://eprints.utas.edu.au/23466/1/Nash_whole_thesis_ex_pub_mat.pdf.
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New medicines come to market daily and health services continually evolve, consequently knowledge in the health disciplines acquired at university quickly outdates. The public demands that health practitioners maintain their competence to practice. Amongst other purposes, a profession’s competency standards are an essential guide for an individual practitioner’s life-long learning.
The purpose of this research was to explore whether the National Competency Standards Framework for Pharmacists in Australia (NCS) informed pharmacy education and then to trial an approach in one Australian pharmacy program which directed students specifically to the competency standards. The research aimed to determine familiarity with the NCS amongst the profession, educators and students; to compare how competency standards inform curriculum design in Australia with how they are used internationally; and to establish the current barriers and enablers to the use of NCS in pharmacy education in Australia. These findings inspired the design of an educational intervention entitled the ‘Traffic Light Report’, trialled at one Australian university with undergraduate pharmacy students. The Traffic Light Report (TLR) was designed to ‘bring students to their profession and the profession to students through Competency Standards.’
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Marková, Lenka. "Analýza kritérií hodnocení ředitelů mateřských škol zřizovateli v Pardubickém kraji." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304491.
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TITLE: Analysis of the evaluation criteria of kindergarten headmasters by founders in Pardubicky region AUTHOR: Bc. Lenka Marková DEPARTMENT: School management centre SUPERVISOR: Mgr. Jiří Trunda ABSTRACT: This thesis analyzes the current criteria for evaluating the work of kindergarten headmasters. The criteria were created by community representatives as founders of the kindergarten. The thesis also focuses on identifying indicators leading to the fulfillment of the evaluation criteria. Monitoring headmasters views on the current criteria, which they are valued, is the part of research. Through the analysis criteria, surveys and informal interviews with representatives of the founders and headmasters the deficiencies in the structure and list of criteria were found. The research has shown inconsistency and formality outlined evaluation criteria with absence of their indicators. Based on the findings was recommended evaluation criteria to include all areas of the kindergarten headmasters. Indicators, that show the way to meet the criteria, were also suggested. This thesis aims to draw attention to current issues in evaluating the work of headmastrers at the regional education as well as to need for systemic solutions in this area. This thesis can be used as the theme for the creation of evaluation criteria...