scholarly journals Envisioning new high school curricula and graduation requirements in NYC: Competency‐based education & workplace learning experiences at the core

2021 ◽  
Author(s):  
Audra M. Watson
Keyword(s):  
High School ◽  
Workplace Learning ◽  
Learning Experiences ◽  
Graduation Requirements ◽  
Competency Based Education ◽  
The Core ◽  
Competency Based ◽  
School Curricula

A conceptual framework of student professionalization for health professional education and research

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Marilou Bélisle ◽  
Patrick Lavoie ◽  
Jacinthe Pepin ◽  
Nicolas Fernandez ◽  
Louise Boyer ◽  
...  
Keyword(s):  
Health Professional ◽  
Conceptual Framework ◽  
Learning Strategies ◽  
Professional Education ◽  
Group Learning ◽  
Learning Experiences ◽  
Health Professional Education ◽  
Competency Based Education ◽  
Core Components ◽  
Competency Based

Abstract Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.

scholarly journals Effectiveness Competency Based Curriculum To The Student Value Course Prodi D3 Midwifery Stikes Harapan Bangsa Purwokerto

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Feti Kumala Dewi ◽  
Maya Safitri
Keyword(s):  
Core Curriculum ◽  
Core Competencies ◽  
Secondary Data ◽  
Assessment System ◽  
Chi Square ◽  
Grade Point ◽  
Competency Based Education ◽  
The Core ◽  
Kolmogorov Smirnov ◽  
Competency Based

Competency-based education emphasizes the ability to be possessed by the graduates, Implications of competency-based education is the development of syllabi and competency-based assessment system. Education curriculum Midwifery Studies Program D III STIKES Harapan Bangsa Purwokerto consists of an academic curriculum that covers 60% of the core curriculum and 40% of the curriculum of the institution. The core curriculum reflects the Learning Outcomes (LO) and core competencies, while the institutional curriculum represents the specificity / featured from courses / institutions, each of which consists of 50% and 50% of global capabilities institutional capacity. Outcomes of the educational curriculum Midwifery Studies Program aims to achieve competence D3 Studies Program. Curriculum development Midwifery Studies Program D3 STIKES Harapan Bangsa Purwokerto based on a curriculum workshop organized by the institution in two time periods: in 2010 and 2011 resulted in the curriculum is competency-based curriculum, which commenced in 2012.This research is an analytic correlational. Sampling in this study using purposive sampling, sample of this research is secondary data from BAAK about Value 9 Subjects (Pregnancy, Childbirth, Postpartum, BBL, Midwifery Community, Communications, Ethics in Midwifery, Reproduction, and BEONC) and Grade Student Prodi Midwifery D3 STIKES Harapan Bangsa Purwokerto academic years 2013-2014 and 2014-2015. The analysis was performed with the Mann whiney, Chi Square and Kolmogorov Smirnov. The results of the study are Competency Based Curriculum (KBK) effectively against Prodi Midwifery Student Achievement Index D3 STIKES Harapan Bangsa Purwokerto with the results of the Mann Whitney U test p = 0.001. Competency-Based Curriculum (KBK) effectively against Value Subjects Midwifery in the Community Midwifery Prodi D3 STIKES Harapan Bangsa Purwokerto. Keywords: Competency-Based Curriculum, Values Subject, Grade Point

scholarly journals Competency-Based Education: The What, Why, and How: 2019

2019 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Elizabeth Huttner-Loan ◽  
Kelley Hirsch ◽  
Abigail Machson-Carter ◽  
Garrett Beazley ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
The United States ◽  
Online Course ◽  
Competency Based Education ◽  
Competency Based ◽  
The Creation

Competency-Based Education: The Why, What, and How (January 31-March 13, 2019) was amassive open online course (MOOC) that invited learners to consider the nature of competency-basededucation (CBE), why schools pursue it, and the opportunities and challenges educators and others facewhen implementing it. The course featured schools at various stages of implementing competencybased education, including Crosstown High (a member of the cohort of XQ schools in Tennessee, USA),Montpelier High School (Vermont, USA), and Noble High School (Maine, USA). Nearly 4,000 educatorsand others from across the United States and 120+ countries enrolled and many engaged inreflective activities and assignments, notablyworking towards the creation of an artifact thatwould support a conversation around CBE with astakeholder in their context.

Competency-based Education and the High School Diploma

1978 ◽  
Vol 62 (417) ◽  
pp. 94-108 ◽  
Author(s):  
James W. Keefe ◽  
Constance J. Georgiades
Keyword(s):  
High School ◽  
High School Diploma ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Developing competency-based assessment at vocational high school (VHS) in Bali

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Dessy Seri Wahyuni
Keyword(s):  
High School ◽  
Workplace Learning ◽  
Vocational Teachers ◽  
Vocational High School ◽  
Work Activities ◽  
Learning Contexts ◽  
Competency Based ◽  
Certification Organizations ◽  
Fair Degree ◽  
Competency Based Assessment

This paper aims to resolve the difficulties of implementing competency-based assessment (CBA) in vocational high school while practicing in the workplace. This research was performed employing a qualitative exploratory descriptive (QED) method. The respondents are 109 participants from vocational teachers, industry experts, VHS students, and technical certification organizations. The implementation of CBA generates graduates' competency standards in schools that meet the industry's competency needs. CBA is carried out by creating competency levels, college and workplace learning as students practice doing industrial work. This study's findings suggest aspects of CBA that provide a fair degree of application of the student's business work activities and presents an approach to explaining training that is not limited to learning contexts.

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