Competency-based Approach Research Articles

Assessment of generic competences for foreign-language professional communication through applying the ADDIE model

Introduction. The paper aims to assess generic competencies for foreign-language professional communication formed through applying the ADDIE model. The goal of the study was to identify the way generic competencies are developed throughout the ESL course for veterinary students based on the authors’ implementation of the ADDIE model. Materials and Methods. The research was based on theoretical review of literature, comparative analysis of sources, terminological analysis, and investigation of teaching practices. The ADDIE method of instructional modeling was used as a fundamental research approach taken to designing a teaching aid and developing a training course, respectively. While testing, a sample of 59 first-year veterinary students and 5 lecturers of the Foreign Language Department at Omsk State Agrarian University were involved. In order to collect and study the research data, the authors applied the following evaluation methods: observation, survey and testing of students. The academic outcomes were evaluated by examining dynamics of foreign language communicative competence by expert teachers. The Wilcoxon T-test and Fisher test were used as mathematical statistics methods. Results. The authors applied the ADDIE instructional model to design a professional communication course in English for veterinary students based on competency-based approach. The materials were delivered during the 2022-23 academic year. The learning outcomes demonstrated by participants in the control and experimental groups proved the effectiveness of the author's teaching procedure in the formation of generic competencies for foreign language professional communication, the validity of which was confirmed using mathematical statistics methods. Conclusions. The proposed technology for designing a foreign language course based on the ADDIE model has demonstrated its effectiveness in the development of generic competencies for foreign-language professional communication, which was confirmed by more pronounced positive dynamics in the experimental group.

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.

CHALLENGES IN PREPARATION OF GUIDE TRANSLATORS

This article examines the problems in the preparation of guide-translators. High-quality training of guides and interpreters requires a developed educational program that is oriented towards modern market requirements, a competency-based approach and is capable of eliminating these contradictions. It is expected to focus on the formation of the communicative competence of the guide-translator using a foreign language. It is concluded that the excursion game “I am a tour guide” with a real visit to the museum and the use of interactive teaching methods help prepare students for future professional activities.

The regenerative liminalities of Global Citizenship Education

Abstract Global citizenship education (GCE) is an active entanglement in the civic priorities of the planet. In recent research, the concept has emerged as a multivalent coalescence of being, an engagement with planetary tensions and revisions of cosmopolitan ideology. In this article, I argue for a theoretical interpretation of GCE reliant on liminal-oriented practice and the potentialities of regenerative agency. Privileging Axel Honneth’s interpretation of social freedom and Boaventura de Sousa Santos’ postabyssal thinking, I argue that interfaces with the limit of our global perception reveal the regenerative qualities of our relations, allowing us to conceive ourselves as uniquely influenced by globality and possessing critical agency for otherness. Although such global perceptions can only ever be wrought within the ideological constraints of locality, a globally situated agency is more agile as a regenerative set of dispositions and interknowledge ‘globalities’. I further argue that regenerative liminalities hold significant implications for teaching and learning, as they signify the importance of a global consciousness over a technologically rationalized competency-based approach.

Організаційно-економічний механізм функціонування компетентної організації

In the article, methodological aspects of forming the organizational and economic mechanism for the functioning of a competent organization are examined. The concepts of «organizational and economic mechanism», «competent organization» and «organizational and economic mechanism for the functioning of a competent organization» are defined. An author’s definition of a competent organization is proposed as an organization that possesses the necessary knowledge, skills, and resources to achieve its goals, effectively utilizes its assets to create value for stakeholders (customers, employees, shareholders, society) through the implementation of innovations, while maintaining its competitive positions under the influence of external and internal environmental factors. The main characteristics of a competent organization are highlighted (presence of a clear strategy, strong leadership, effective processes, competent employees, high level of organizational culture, result orientation). A conceptual scheme of the organizational and economic mechanism for the functioning of a competent organization is proposed, which includes the following elements: object, subject, goal, tasks, principles (general management principles, general principles of organization functioning, specific principles of competent organization functioning), support subsystems, functions, means of management influence (approaches, methods, levers, tools), three basic components (organizational, economic, competency-based). Specific principles of the functioning of a competent organization are defined. The essence and features of the competency-based approach in organizational management are considered. The competency-based approach is an effective tool for improving organizational management efficiency and developing its personnel, ensuring quick adaptation to changes in the external and internal environment. Digital management tools are systematized, the use of which will allow the organization to improve operational efficiency, adapt more quickly to the impact of external and internal factors, and ensure market competence. Keywords: competent organization, competence, organization development, organization management, organizational and economic mechanism, functioning of a competent organization, management principles, competency-based approach, digital tools.

Competence-Based Trainings for Psychological Treatments - A Transtheoretical Perspective.

Although in most countries psychotherapy trainings focus on one treatment orientation, such an approach is associated with systematic shortcomings. The priorities from teaching one theoretical framework should be moved to a more rigorous orientation in science and evidence-based practice, and to the needs of patients, even if strategies of different theoretical approaches need to be combined. We discuss whether competence-based trainings in psychological treatments offer a better framework to facilitate the progress of psychological treatments to a professional academic discipline with transtheoretical exchange, and we provide an example of a transtheoretical education in the basic competences of psychological treatments. A transtheoretical education program requires an umbrella model for case formulation and a transtheoretical definition of intervention goals. We provide an adaptation of the traditional model distinguishing vulnerability/resilience, exacerbation, and maintenance of clinical problems for case conceptualization. Dynamic network models offer a further perspective for developing modern, transtheoretical case formulations. Treatment methods should be better classified according to their transtheoretical goals, which offers opportunities to better compare or combine them. We report a case example of how to transform a general competence-based approach in the training of psychological treatments in the academic education system, which found exceptional acceptance from participating students. Thus, a rigorous competence-based approach to training early clinicians in applying psychological treatments helps to bridge the artificial divide between psychotherapeutic traditions. It also supports the evolution of psychological treatments into an academically robust and highly professional, integrative discipline.

Predicting career success in the hospitality industry of Cyprus: a competency-based approach

ABSTRACT In today’s highly disruptive business environment, the development of a new set of specific key competencies is crucial for career and organizational success. Based on a survey study carried out within the context of the hospitality industry of Cyprus, this paper proposes a novel framework for competency development, grounded in the insights of hospitality industry professionals. The study addresses the gap in existing competency frameworks in light of recent technological advancements and sectoral restructuring. The proposed model encompasses six key core competency categories: communication, operational knowledge, cultural diversity, human resource management, leadership, and information technology; each integral to organizational performance and individual career success. The resulting framework offers invaluable guidance for educators, hospitality industry managers, and government institutions in designing effective educational programs, thereby equipping hospitality management graduates with the necessary competencies for a successful career in a turbulent digital globalized economic realm.

The Concept Of A Competency-based Approach To Teaching A Foreign Language

The actuality of this article is due to the fact that independence is necessary both at school and in everyday life in order to differentiate information, highlight the most significant, so that in the future you do not experience difficulties in generalizing and systematizing knowledge and skills and easily turn to your own experience (as educational and everyday).

한의과대학 재학생의 한의사 역량에 대한 교육요구도 및 우선순위 분석

Objectives In 2015, the Institute of Korean Medicine Education & Evaluation undertook a study to develop a competency model for Doctors of Korean medicine, with the aim of transitioning the educational system of Korean medical colleges to a competency-based approach. Anticipating future societal changes, the research identifies educational needs for core competencies in Korean medicine, intending to enhance a competency-based curriculum for prospective doctors.
 Methods The study involved a survey of 44 students in Korean traditional medicine to investigate the importance and current implementation of core competencies. It utilized the Borich Needs Assessment and The Locus for Focus model to analyze the educational needs. Additionally, a survey was conducted to assess the competencies needed for traditional Korean medicine doctors in future.
 Results Results highlighted the highest educational needs in ‘Participating in Developing Policies for Public Health,’ ‘Finance & Human Resources Management,’ and ‘Manage Medications & Supplements.’ Conversely, lower needs were observed for ‘Participating in Public Health Events Locally & Nationally’ and ‘Learning & Research Activities.’ Essential competencies for future Korean medicine doctors included utilizing electronic medical records, understanding telemedicine technology, and proficiency in artificial intelligence and big data analysis.
 Conclusions The results showed a higher importance than implementation for all competencies, highlighting the need to review the current educational curriculum. Specifically, there is a need to cultivate competencies in traditional Korean medicine related to law, policy, and system involvement, and to enhance management skills as practitioners. The study also underscored the necessity of incorporating digital technology competencies for future Korean medicine doctors.The findings underscore the necessity for a curriculum redesign.

Modern technologies in the development of higher education teachers’ professional competence

The relevance of the research. The current stage of the historical development of the world community is characterized by the acceleration of scientific, technical and social progress, the large-scale dissemination of new ideas and technologies. Therefore, the reproduction of knowledge carriedout on an innovative basis is relevant and has an increasing impact on the rate of economic growth. The problem statement. The modern education system is gradually beginning to fully use theresources of the competency-based approach. In vocational education this approach is the conceptual basis for the implementation of an innovation system. The problem of the research is to identify the features of the formation of professional competence of higher education teachers. The purpose of the article is to substantiate modern technologies for developing the professional competence of vocational education teachers to increase their readiness to train future specialists on innovative principles. The research methods used are theoretical analysis of scientific literature on the research problem; study of regulatory documents in the field of education; analysis and synthesis; systematization and generalization; survey. The results and key conclusions. The need for continuous professional development of teachers based on innovative principles and updating of the problem under consideration has been identified. The use of modern pedagogical technologies of distance learning, project-based learning and production technologies for the formation of professional competence of higher education teachers, as well as modern forms of training future qualified specialists, have been justified.

First Level of Health Care: The Autonomous Role of Nurses

Introduction: Although nursing autonomy is advancing with national legislation towards a competency-based approach, a positivist vision centered on biomedical aspects persists, limiting comprehensive care. Despite training and experience, role conflicts and oppression by the medical team persist, impeding freedom of decision and leading to job dissatisfaction.Objective: To analyze the professional autonomy of nurses in type A, B and C health centers at the first level of care in Health District 09D04 - Febres Cordero.Method: Qualitative, descriptive, and dialectical approach, based on the perceptions of nursing professionals about their autonomy in Health District 09D04.Results: The perception of autonomy in the first level of health care is limited, under pressure and subject to demanding schedules. There are restrictions imposed by parameters and regulations, although benefits such as quality care and educational responsibility are recognized. Legal limitations, lack of support and restrictions affecting nurses' autonomy are also identified.Conclusions: To empower nurses, a series of measures are required at both the practical and educational levels. These include the implementation of laws that support their autonomy, ongoing training, the promotion of a favorable work environment, and the strengthening of their educational background with a focus on leadership and solution-finding skills.

КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ ЧЕЛОВЕЧЕСКОГО КАПИТАЛА

The article provides various definitions and interpretations of the concept of human capital by domestic and foreign researchers. The chronology of the development of the theory of human capital is revealed. The contribution and significant scientific works of foreign and domestic economists-researchers of human capital problems are analyzed. The features and justification of various concepts in the study of the theory of human capital are presented: "income function", the concept of "overtaking", "earnings function", the new economic theory of the family. The structure, types, components of human capital, investments in human capital, characteristics of the human development index are presented. The competence-based approach in education and its features, investments in human capital as the basis for the development of competitiveness of economic entities and the national economy are substantiated.

РОЛЬ ЦИФРОВОГО ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ У ФОРМУВАННІ ДИДЖИТАЛЬНОЇ КУЛЬТУРИ СТУДЕНТІВ

The article is devoted to the theoretical and applied aspects of pedagogical support of students' personal and professional development in the digital educational environment (DEE) of a higher education institution (HEI). The purpose of the article is to analyse approaches to defining the essence and content of the phenomenon of the DER of a higher education institution, to characterise the pedagogical support of students' personal and professional development with regard to this type of environment (content and directions, stages, technologies). The concept of digital culture of students of a pedagogical university is revealed. The structure and properties of DLC that contribute to the formation of digital culture of students are considered. The study of the DSC of higher education institutions is carried out through the theoretical analysis of modern research on this issue. The structure, components, functions of this type of environment, their impact on the development of university students are considered. The methodological basis of the study of pedagogical support of students in the conditions of the HEI CLC was the activity-based, personality-oriented, competence-based approaches. The study helped to clarify the capabilities of the CLC. Based on personal practical experience, advisory, career guidance, developmental and other activities, the authors of the article summarised and analysed extracurricular formats of information and communication technologies (ICT) in supporting the personal and professional development of university students. It has been established that the DLC of higher education institutions can be the basis for improving and intensifying the process of pedagogical support of the personal and professional development of students.

Perspectives on systematic capacity building in pharmaceutical regulation for regulators of medical products.

Having a robust, integrated regulatory system is important for ensuring the availability of safe and efficacious medical products of good quality and for protecting public health. However, less than 30% of countries globally have reached the required regulatory maturity level three, with low- and middle-income countries facing challenges in attracting and retaining qualified staff. World Health Organization (WHO) advocates for systematic workforce development, including competency-based education, to address these gaps. We provide perspectives on a systematic approach to capacity building of medicine regulators based on the experience and lessons learnt in developing and piloting the WHO global competency framework for medicine regulators through three scenarios. A systematic approach to capacity building, such as the human performance technology model, can be used to implement the WHO competency framework as part of organizational performance improvement while ensuring that initiatives are well-defined, targeted, and aligned with organizational goals. The competency framework can be used in different contexts, such as improving organization performance for individual regulatory authorities, strengthening regional collaborations, harmonization and reliance on medical products assessment and joint good manufacturing practices inspections of pharmaceutical manufacturers, and developing learning programs for medicine regulators. A competency-based learning approach for regulatory professionals ensures the transfer of learning to the workplace by integrating real-world practices in learning activities and assessments. Further work is required to develop and validate the assessment instruments, apply the competency framework in other contexts, expanding the learning programmes while continuously providing feedback for further refinement of the competency framework and implementation support tools.

DETERMINING THE PLACE OF VALUE-DEONTOLOGICAL COMPONENT REQUIREMENTS FOR A MODERN IT SPECIALIST IN NATIONAL AND INTERNATIONAL REGULATORY AND LEGAL DOCUMENTS

The article analyzes the research of national and international normative legal documents for the purpose of determining the specifics of training IT specialists. The definition of the topic of values is singled out as one of the component requirements for professional training. The fundamental importance of the opportunity to provide educational means for personal and cultural development is emphasized. The implementation of such a task is related to the formation of axiological culture and deontological thinking.
 The results of the analysis of international legal acts and the confirmation of the trend of ethnoization of social life, the relevance of the formation of a deontological type of thinking during the professional training of future specialists, in particular in the IT sphere, are presented. It is emphasized that the purpose of our research is the analysis of national and international legal act on the issue of including the formation of axiological culture and deontological type of thinking during the training of specialists in the IT industry. This kind of analysis is reliably confirmed by scientific materials and modern researchers. It is fair to analyze the materials of the leading institutions of the IT sphere – the Institute of Electrical and Electronics Engineers, the Accreditation Committee of the European Network for Quality Assurance in Computer Education. The results obtained at this stage rightly confirm the basic thesis of our research: high-quality professional training of IT specialists is impossible without a formed axiological culture and deontological thinking.
 It was noted that in scientific practice, Ukrainian researchers also pay considerable attention to the development of the axiological component o training a high-quality, competitive IT specialist. A group of British and American researchers, as well as IT practitioners, revealed that the subject of studying human characteristic is necessary t achieve success in the IT field and business. The need to introduce a competency-based approach in the training of a future IT specialist is indicated. Therefore, the analysis of legal acts and researches of practitioners of the IT industry indicated the perspective of the introduction and development of the axiological component and the deontological component in the preparation of a high-quality IT specialist.

Personalized education: Features of training future teachers of the Russian language in a pedagogical university

The authors of the article explore the issue of personalized learning for students of a pedagogical university in the course of transition of modern education to a qualitatively new level. In the conditions of the departure from the Bologna system, new tasks have been set for higher education, their implementation requires a significant update of the syllabuses of all academic disciplines by attracting modern approaches, methods and teaching aids, developing methodological recommendations for authorial courses in accordance with new requirements. The novelty of the proposed study lies in the fact that we propose to include elements of personalization in teaching disciplines of the methodological cycle at a pedagogical university (based on the development of soft skills). In this regard, the article considers the personalization of learning as a vector of the modern educational process; competence-based approach to learning at a new stage; the competence model of educational programs. The presented didactic material for conducting classes in the discipline “Methods of teaching the Russian language” was developed taking into account the personalization of education and is aimed at developing students’ soft skills. The wide range of tasks that we offer will undoubtedly require additional knowledge and a large amount of independent work on the part of the students, which, in turn, will allow individualizing education for students with different levels of training and help them build their own educational trajectory.

Development of foreign language communicative needs among students

Relevance. The dynamism of economic and socio-cultural processes in society, significantly expands the boundaries of the possibilities of the modern individual, related to the realisation of individual potential, the achievement of goals. The increasing globalization and technological progress underscore the vital importance of foreign language proficiency for navigating diverse cultural landscapes and succeeding in the globalized job market, necessitating a thorough exploration of the evolving communicative needs among students. Purpose. The purpose of this study is to analyze the development of foreign language communicative needs among students, emphasizing the role of the competence-based approach in fostering these needs. This research aims to identify the key characteristics and methods that enhance students' motivation and ability to engage in intercultural dialogue through foreign language acquisition. Methodology. The methods of theoretical analysis of scientific sources, inductive and deductive methods of generalisation of empirical data available in scientific practice concerning the problem of the development of foreign language communicative needs among students when studying foreign languages are used, in the focus of the implementation of the competence approach. Results. Implementing a competence-based approach significantly contributes to the development of foreign language communicative needs in students. By integrating pedagogical, psychological, social tools, students improve their language skills and become more effective in intercultural interactions, leading to a more harmonious multicultural personality. Conclusions. The article presents scientific data on the implementation of the competence-based approach in the process of developing a foreign language communicative need among students when teaching foreign languages. The presented scientific data on the application of the competence approach, in order to develop foreign language communicative needs of students, will expand the theoretical and methodological aspect of studying the problem of intercultural interaction of a modern personality, clarify the features and means of optimising the cognitive motivation of students studying foreign languages. Keywords: competence approach; foreign language communicative need; educational process; foreign language teaching; students

IJCM_394A: Participation of Undergraduate Medical Students in Health Research and Factors Influencing It in a Medical College of Puducherry- A Cross-Sectional Study

Background: Developing, maintaining, and sustaining undergraduate medical students’ research involvement will enable future healthcare practitioners to practice more appropriate evidence-based clinical medicine. Objective: To assess the participation in health research and factors promoting it among undergraduate medical students in Puducherry. Methodology: A descriptive cross-sectional study was conducted among undergraduate medical students in Puducherry over a period of three months (August-October 2023). Systematic random sampling was applied to recruit 360 study participants based on Chellaiyan et al. A pre-tested, semi-structured questionnaire was used to collect the data, including socio-demographic characteristics, academic performance, participants’ attitudes, perceived motivational and barrier factors towards health research, and current involvement in health research. Data were entered in MS Excel 2019 and analyzed using SPSS v16.0. Results: A total of 360 participants were interviewed, of whom 51.6% were female and the majority (86.7%) were hostelers. Among the 360 study participants, only around one-tenth of the participants”41 (11.39%)” have participated in the health research. The factors of gender, competency-based medical education approach, and grade of the participants in the recent university exam were associated with participation in health research. The majority (90.4%) of the participants were highly motivated to participate in health research. The main barriers identified are lack of funds, collaboration, mentorship, time to conduct, and systematic training in the research methodology. Conclusion: Participation in health research has doubled since the introduction of competency-based medical education. Still, participation could be improved by addressing the identified barriers. Studentship programs, young researcher awards, systematic training programs integrated into the curriculum, etc. could also compute the participation in health research among undergraduate medical students.

Independent Curriculum (Kurikulum Merdeka)-Based PAI Learning Management at Private Islamic Religious Universities (PTKIS)

The purpose of this study is to describe the implementation of the Merdeka curriculum in Islamic religious higher education at Islamic University of Jakarta. We focus on competency-based approaches, active learning, and learning methods that support the development of practical skills. Learning methods such as project-based learning, problem-based learning and collaborative learning are in line with the philosophy of the Merdeka curriculum. The method used is a qualitative research approach. The sample of this study is Jakarta Islamic University as PTKIS located in Jakarta. Data analysis is performed in several phases including a) data transcription, b) data classification, c) data validation, and d) data interpretation. The findings of this study indicate that the implementation of the Merdeka curriculum in PTKI faces challenges and progress. To achieve the goals of the Merdeka curriculum - to create more relevant learning that meets the needs of a dynamic world of work - better understanding of instructors, more partners and alignment in the practice of values. is required.

Competency-based training within the prison system: enhancing the likelihood of entrepreneurial activity upon release

ABSTRACT Recidivism rates across the world remain high, and one of the key reasons for this situation is that people leaving the prison system have great difficulty in securing employment. Addressing this issue must be explored from a broad perspective, but one potential career option that is under-explored is self-employment, with few entrepreneurship programmes available within prison systems. This study explores a competency-based approach to training, examining the knowledge, skills, and behaviours needed to enhance the prospects of persons with lived experience of prison becoming entrepreneurs. Using thematic analysis on ten in-depth interviews, this article identifies three categories of competency (generic, specific, and existing) that need to be developed, honed and leveraged through an in-prison entrepreneurship programme designed to enhance the likelihood of participants undertaking entrepreneurial activity upon release. Such findings aim to contribute to the competency-based approach to training, to the minority entrepreneurship domain, and to the entrepreneurship education literature.