An Experiential Competency Application Framework

Objectives Competency-based education in Korean higher education is twofold - university-wide key competencies which shape the educational direction of the institution and discipline specific major competencies on which major education is based. As such, linking key competencies and major competencies in a systematic way can contribute to achieving totality and unity of university's major curricula. This study aims at laying the foundation for the systematization of competency-based higher education by developing systematic ways of linking key competencies and major competencies via understanding of the current status of competency-based education in Korean universities.
 Methods This study proposes four models of linking key competencies and major competencies that are developed from the comparative analysis of five universities in Korea. To validate the proposed model, FGI is conducted with curriculum experts, and the applicability of the model is explored by a survey among professors at major universities in Korea.
 Results First, this study finds the current competency-based education in Korean universities exhibit both a limitation and an advantage. Competency-based education was introduced among Korean universities as a means to evaluate education quality by the Ministry of Education. Oftentimes, competencies were selected without the interest and consensus of school members and competency-based curricula were not properly implemented. As a result, competency-based education in Korean universities was not fully functional in developing students' actual competencies. Nevertheless, the introduction of competency-based education contributed to the advancement of education quality management by systematizing a curriculum feedback system that reflects the needs of learners and society and emphasizing educators' responsibilities. Second, this study proposes four models of linking key competencies and major competencies, which are labelled as core major competencies model, equivalent key-major competencies model, overlapping key-major competencies model, inclusive major competencies model. They differ by the relative scope and specificity of key and major competencies.
 Conclusions Competency-based education in Korean higher education is in its initial stage. The four models that this study proposes can be utilized to further develop current competency-based major curricula.

There are three issues to consider when building an embedded training system for a task domain involving the operation of complex equipment: (1) how skill is acquired in the task domain; (2) how the training system should be designed to assist in the acquisition of the skill, and more specifically, how an intelligent tutor could aid in learning; and (3) whether it is feasible to incorporate the resulting training system into the operational environment. This paper describes how these issues have been addressed in a prototype training system that was developed for operations in NASA's Deep Space Network (DSN). The first two issues were addressed by building an executable cognitive model of problem solving and skill acquisition of the task domain and then using the model to design an intelligent tutor. The cognitive model was developed in Soar for the DSN's Link Monitor and Control (LMC) system; it led to several insights about learning in the task domain that were used to design an intelligent tutor called REACT that implements a method called 'impasse-driven tutoring'. REACT is one component of the LMC training system, which also includes a communications link simulator and a graphical user interface. A pilot study of the LMC training system indicates that REACT shows promise as an effective way for helping operators to quickly acquire expert skills.

The article discusses the idea of competency-based education (CBE), which is increasingly used to improve training for the modern knowledge-based economy. A general description of such training has been made, in the center of which is the learner. The ideas for ADDIE were used – a training model that meets the objectives of the UNCCD. The article focuses on self-assessment as one of the characteristic forms of CBE assessment. The results of the self-assessment of students participating in the training in the profession “Applied Programmer” are presented. The study involved students studying under the National Program “IT Career Training” (NPITC), with which the CBE was conducted and a group of students in which traditional training in the profession was conducted. The prepared self-assessment questionnaire includes questions related to the development of basic and specific competencies. The questions on specific competencies are based on the competency models used in the IT sector. The results of the survey show that students who participated in the CBE have a higher self-esteem than students trained in the traditional approach. It is necessary to conclude that the CBE is suitable for use in modern education, despite the need for serious preparation before its implementation.

BackgroundCommunity Health Workers (CHWs) play a critical role in supporting the delivery of health services globally. Competency-based learning programs can improve the transfer of learning to practice. This scoping review aims to characterize the published literature on competency-based education as an instructional and curricular strategy in community health worker training programs. We conducted a scoping review of the literature to identify how, by who, and in what ways CHWs are trained using competency-based education; and to characterize the extent of available evidence, as well as the gaps in that evidence.MethodsWe conducted a review of the peer-reviewed literature on CHW competency-based education and training published between January 2010 to March 2023, drawing from four databases: EMBASE, OVID Medline, Web of Science, and CINAHL. We followed the PRISMA guidelines for scoping reviews. A total of 713 articles were reviewed and 236 were included for extraction based on the inclusion and exclusion criteria. Due to methodological heterogeneity, results were analyzed and synthesized only through a descriptive approach.ResultsThe literature on competency-based CHW education and training is most voluminous in high income contexts, primarily the USA. Overall, the included studies described very small-scale training interventions. Study types included observational (qualitative, quantitative, mixed methods, case studies) intervention or experimental studies, systematic or scoping reviews, and literature reviews. The most common practice area included was ‘promotive and preventive services’, whereas ‘personal safety’ was the rarest.Learning programs tailored to CHWs with low-literacy, content tailored to local cultural contexts, and curricula that were co-designed with CHWs were identified in the literature as effective strategies for converting learning to practice.Information on institutional support for CHWs was not provided in most of the articles reviewed. While the focus of our review was on education and training and not broader supports for CHWs, we still found it notable that training was usually discussed in isolation from other related supportive factors, including professionalization and career progression.ConclusionsWe found considerable academic interest in utilizing competency-based education to support CHWs and improve their work, yet this exploration was largely limited to smaller, ad hoc programs, in high income settings.Learning programs should be tailored to the realities and practice requirements of CHWs. Further work should illuminate the extent to which the design and delivery of education and training activities lead to acquiring and maintaining the requisite competencies.

Given the revolutionary changes occurring in the health care industry, there is increasing agreement that academicians and practitioners must collaborate to identify and prioritize major educational outcomes for health care management. Several competency initiatives have been undertaken or completed in health care and health care management in the last 5 to 7 years. Health care leaders who have undertaken such endeavors reveal that the task is most formidable. This article provides: (1) a summary of progress in competency identification for health management, (2) an historical overview on competency-based education and assessment, (3) a glossary of terms used in discussions on competency-based education and training, and (4) an outline of the challenges and benefits associated with competency modeling.

This chapter focuses on interpretations of the concept of competence that are used to critique and inform its application in adult education settings. Postmodern perspectives add a further dimension to debates on the appearance of competency-based education and training in contemporary adult learning. The concept of competence continues to be contested in adult education. Workplace competency standards, the benchmarks for workplace performance, are being used as a basis for determining enterprise agreements, wage rises, recruitment policies, staff development, and selection for promotion. The language currently used to explain competence in government-sponsored industrial and educational reforms in Australia seeks to distance itself from the narrow view which characterised the Competency-based training movement. The exclusive emphasis on skills and outcomes in competency analysis proposed by the National Training Board in 1990 alienated large parts of the education sector. The move to competency-based education has stimulated a major re-examination of fundamental features of the education and training system in the 21st century.

This study aims to determine whether personal techniques, top management support, training and education partially and simultaneously have a positive and significant effect on the performance of accounting information systems at the company PT. Bank Mandiri Taspen Medan. The data analysis technique used is the Associative method with the help of the SPSS program. This study uses multiple linear regression analysis. The research sample was 70 respondents. Primary data collection using a questionnaire. The results showed that personal techniques, top management support, training and education partially and simultaneously had a positive and significant effect on the performance of the accounting information system at the company PT. Bank Mandiri Taspen Medan.

BackgroundThe student population on college campuses continues to evolve, including an influx of adult learners. With the specific needs of this student population, states and institutions must assess the current learning environment and explore alternative pathways to earning a credential, including competency‐based education (CBE). This article provides an overview of recent legislation and policy activity regarding CBE. Institution examples are presented as well as policy considerations for policymakers and institutions to keep top of mind when exploring CBE programs.Materials & MethodsPolicies explored were pulled from a databased housed at Education Commission of the States (ECS). ECS began tracking specific higher education policies in 2014, hence this article covers CBE policies beginning that year. The author reviewed introduced and enacted legislation from 2014 to 2017. The author also reviewed institution examples of CBE programs not set in legislation.Results2014 and 2015 saw four states introduce CBE legislation with two bills ultimately being enacted. In 2016, three states considered CBE bills, one of which was enacted. At least five states considered CBE bills in 2017, ultimately seeing three of those enacted. In addition to legislative activity, many institutions implement CBE on their campuses without policy. The article highlights three including Western Governors University, the University of Wisconsin Flex option, and Davis Technical College. Policy and practice considerations include: Institutions should consider moving away from a credentialing approach to an instructional approach; States need to modernize state financial aid policies to allow students to utilize state funds for CBE programs; Institutions offering CBE should support students and enhance the educational experience by providing coaches or mentors to navigate both academic rigor and administrative tasks; and Coordinate efforts between institutions and industry leaders. ConclusionAs this article highlights, CBE policies in states and at institutions are at various levels of sophistication. Many states are continuing to explore CBE through expert committees, research, and legislative action. With the ever‐increasing number of adult learners coming to campuses, states and institutions need to assess the needs of their student populations and how CBE could benefit all students. A change to the instructional model in postsecondary education can increase completion rates and help states ultimately reach their lofty attainment goals.

As technology has progressed new tools have become available which can be used to provide assistance to managers and controllers in the process of handling an incident. To date these tools have tended to address specific problems requiring a number of different tools to be used to deal with an incident effectively. Technology advances now allow all the tools to be integrated into a single system and together with the use of 'Intelligent software' can enable considerable improvements in effectiveness to be achieved. This paper provides an explanation of the current state of technology relating to the design and use of these integrated 'Crisis Management/Incident Response' systems and how they, together with the use of 'Intelligent' software, can effectively be used to:Reduce the operational risk by providing:Simulation and training systems which allow highly realistic training to be undertaken at the time and place convenient to the company or studentIntelligent monitoring systems which provide a fully automatic and consistent level of supervision to operatorsMinimise effects of serious events by:Providing systems which provide and assist in administering all information, facilities and decisions required for dealing with a such an eventUsing intelligent systems to filter the amount of information, provide assistance in decision-making and automate processes throughout the incident response process. An example of how such a system can be implemented to deal with a scenario such as an oil spill occurring on an offshore platform is included. The example shows that the integration of the training, control and event management systems is a relatively easy process and that by doing so many of the goals of previous systems can now be achieved offering the possibility of significant improvements in the management of the overall operation and in the event of an incident occurring. Introduction When undertaking normal day-to-day activities, how those activities are managed is dependent upon how the information on which the activity is based is processed. This processing capability may just be based on the experience and expertise of the individual operator or manager using his/her knowledge to make an assessment and act upon it. Where larger activities are involved, the processing may comprise of groups of people assisted by other sources of information such as databases or tools and procedures that have been developed over time. The one feature about managing activities in a normal day-to-day situation is that time and or resources are normally readily available to enable the evaluation and processing of the information to be conducted in a regulated and detailed manner. When the normal situation changes into one involving a sudden incident or crisis that has to be dealt with rapidly there will not be the time or resources available to enable the information to be assessed in the usual way. In addition, the relative amount of information that has to be processed in the same time period increases significantly. To enable such situations to be handled, procedures and systems are implemented which endeavor to make the decision making process easier by prioritizing the information that has to be dealt with.

The existing structure of physician education has developed in siloed stages, with consecutive degrees and certifications and progressively longer training programs. As further fragmentation of health care and training systems will not improve the quality of care and education, the authors argue that a new vision of education, training, and practice as a continuum is needed.They advocate for a model of competency-based medical education that merges with competency-based medical practice. In this system, education and training will result in individual, dynamic portfolios of valid entrustable professional activities (EPAs) for which physicians are certified. Physicians can maintain and renew that entrustment as long as the EPAs remain within their scope of practice. Entrustment occurs initially during training but is then granted for new activities as physicians' careers evolve.This model accounts for the need to keep pace with changes in population health needs and expectations of competence over time. It de-emphasizes the divides between the stages of training and views the continuum from undergraduate medical education until retirement as a whole. Key obligations of self-regulating medical professionals include both the reception and the provision of supervision from and for others, respectively. Learning must be embedded in practice to address expectations regarding new knowledge and skills as they evolve with scientific and technological advances.Entrusting physicians to deliver effective and safe care, based on their performance of the requisite EPAs without supervision, should ensure that they provide high-value, quality care to patients.

The healthcare workforce plays a pivotal role in cancer care delivery, leadership, policy, education, and research in complex cancer systems. To ensure quality and relevance, health professionals must have the necessary competencies to deliver patient-centered and efficient care, coupled with the ability to work in teams and manage health resources wisely. This paper aims to review the concept of competency-based medical education (CBME) in the context of oncology to provide insights and guidance for those interested in adopting or adapting competency-based education in training programs. The results of a scoping review of CBME in oncology are presented here to describe the current status of CBME in oncology. The literature describing the implementation and evaluation of CBME in oncology training programs for medical professionals internationally is summarized and key themes identified to provide practical guidance for educators. Further, the paper identifies critical competencies for oncology education and training globally and presents recommendations and opportunities for collaboration in competency-based education and training in oncology. The authors argue for increased global collaboration and networking in the realm of CBME to facilitate the establishment of a competent global cancer care workforce.

This research is entitled Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar which aims to (1) Plan Islamic Education Quality Management at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar (2) Implement Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar (3) and Evaluating the Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar. This research is qualitative descriptive research using observation, interview, and documentation methods. While what is used is (juridical, management, phenomenological, and sociological approaches). Selection of research subjects through purposive sampling, namely determining certain people as data sources, namely the head of the madrasah, wakamad, and teachers for each subject. Furthermore, the data obtained is analyzed on an ongoing basis, namely, reducing data, presenting data, and drawing conclusions. The results showed that the Quality Management of Islamic Education at Athirah Bukit Baruga Islamic High School and Al-Azhar 12 Islamic High School Makassar began with quality education planning which had two important meanings, namely program planning and intra and extra activities by the two Athirah Bukit Baruga Islamic High Schools. and SMA Islam Al-Azhar 12 Makassar, program planning must be followed by an implementation which includes five components through student management, curriculum management, management of educators and education staff, management of facilities and infrastructure, cost management. and curriculum management must be directed so that the learning process in the classroom runs smoothly and efficiently so that it can achieve the desired goals. Evaluation of quality education management carried out by the principal of the deputy head of school and education staff, together as a community of educators and implemented into the curriculum through self-development programs (routine school activities, spontaneous activities, exemplary, and conditioning), integration in subjects, and through the school culture. It is directed so

One of the main suppliers of the workforce for the engineering industry and the economy in general is the higher education sector. The higher education sector is consistently being challenged by the fast evolving industry and hence it is under constant pressure to fulfill the industry's ever-changing needs. It needs to adapt its academic curricula to supply the industry with students who have update-to-date and relevant competencies. Nevertheless, the gap still exists between what education curricula offer and the skills that are actually needed by the industry. Therefore, it is crucial to find an efficient solution to bridge the gap between the two worlds. Bridging the gap helps the industry to cut the costs of training university graduates and assists in higher education advancement. In response to these issues, competency-based education was developed. It was first developed in the United States, in response to the growing criticisms towards traditional education that was seen as more and more disconnected from the societal evolutions, especially changes within the industry. Despite some criticisms, the competency-based education pedagogical approach has been employed by several western countries to improve their upper-secondary vocational curricula. In recent times, it started to be more and more adapted to the higher education, as a way to update and improve academic courses. In this research work, a semantic ontological model is presented to model the competencies in the domains of education and the industry. It illustrates the use of ontologies for three identified end users: Employers, Educators, and Students. Ontologies are best used to solve problems of interoperability between different domains, provide a shared understating of terms across domains and are helpful in avoiding the wasted effort when translating terminology between domains. They also provide opportunities for domain knowledge reuse in different contexts and applications. Ontologies can also act as unifying framework between software systems and eliminates interoperability and communication issues that are faced when trying to translate concepts between systems. The scope of the research work is to build an ontology representing the domain concepts and validate it by building competency models. The competencies from the domains of education and industry are defined and classified in the ontology. Then by using a set of logical rules and a semantic reasoner, we would be able to analyze the gap between the different education and industry profiles. We will propose different scenarios on how the developed ontology could be used to build competency models. This paper describes how ontologies could be a relevant tool for an initial analysis and focus on the assessment of the competencies needed by the engineering market as a case study. The research questions this work investigates are: 1) Are semantic web ontologies are the best solution to model the domain and analyze the gap between industry needs and higher education? 2) What ontology design approaches are more suitable for representing the competencies model? 3) What are the limitations of ontology modeling? Two main limitations are discussed: The Open World Assumption and the Semantic Reasoner limitations. This work is part of the Qatar Foundation NPRP Pro-Skima research project.

This article intends to accentuate the contribution of Computer Science Education (CSE) fostering key competencies. Besides an outline of its contribution to convey general education a first approach of a competence model will be presented. It is elaborated within the project MoKoM granted by the German Research Foundation (DFG), which is proposed to cover competence aspects concerning informatics modeling and system comprehension. Another chapter will present relevant key competencies according to the OECD's Definition and Selection of Competencies Project (DeSeCo). Finally it will be shown, how the competence components covered by the competence model contribute to the development of key competencies within the scope of CSE.

Purpose– The purpose of this paper is to investigate the competency models used by organizations to assess the strategic thinking ability of their leaders, managers, and other employees.Design/methodology/approach– A basic interpretive study was conducted with human resource executives across a broad range of large organizations. Participants were interviewed, and competency models in use were shared, reviewed, and discussed. The model development process was also explored in depth. Findings were verified via member checks and triangulation.Findings– Models in use either identify strategic thinking as a stand-alone competency, or embed it under three different areas. Most cover one or more executive levels, stating varying expectations for strategic thinking by job title or level, or differentiating strategic thinking performance levels. The models include descriptions of strategic thinking behaviors that cross seven categories of strategy development, implementation, and organizational alignment.Research limitations/implications– The study provides indications of potential generalizations that should be considered with more organizations across sectors.Practical implications– The findings provide practitioners with format and content examples to enhance the assessment of strategic thinking in existing competency models, as well as process considerations for model development/revision. The findings also identify how competency model components are used across the spectrum of talent management activities.Originality/value– The study fills a gap in the literature by providing empirically based identification of the strategic thinking behaviors organizations consider essential competencies and how they are assessed. In so doing, the study provides a glimpse of how strategic thinking is used in practice and across a range of strategic management activities. In addition, the study links strategic thinking to the competency development literature, illustrating details of competency model development for strategic thinking, and identifying opportunities for related theory development in both domains.