Competency-based Vocational Education Research Articles

Education in the Post–COVID–19 Era: possibility of competency-based vocational education

Education in the Post–COVID–19 Era: possibility of competency-based vocational education

Evaluation of the Dual Professional Function Transfer Program of the Cosmetology Study Program Against the Implementation of the KKNI (Indonesian National Qualification Curriculum)

KKNI is one of the synergies in the fields of education, training and work experience that is feasible to apply in vocational education. This study aims to evaluate, map and find out equitable competency test and certification for vocational school teachers, indicators of the success of the teacher transfer function program integrated with competency tests and certifications, and the urgency of the KKNI in the cosmetology field. The research method uses a combination of quantitative and descriptive methods with library research, which involves 42 teachers transferring the function of the cosmetology study program. Data was collected by questionnaire and analyzed a descriptive technique. The results showed that equalization of national qualifications and certification is considered very important, the need for general skills-based on KKNI for vocational school teachers, competency expertise is one of the urgent things that need to be possessed by educators. In addition, based on the results of the evaluation, it was found that the need for an effort to disseminate and distribute information about KKNI in order to increase competency for 3T regional teachers. It is necessary to support more adequate facilities and infrastructure in the process of applying competency-based vocational education and certification.

Компетентностный подход в среднем профессиональном образовании: систематический обзор российской литературы

The article is devoted to analysis of the Russian literature related to the implementation of the competence-based approach in vocational education and training (VET). The objective of the study is to systematize existing publications on this issue and to formulate an agenda for future research. The paper presents a systematic literature review: a uniform description of a sample of publications from the most influential Russian journals for the period 2005-2019 within a pre-defined category system. Moreover, the research includes an in-depth study based on content analysis that reveals how different aspects of the competency-based approach are currently elaborated in the literature. The results include some basic conceptual features of the construct that underlies the competencebased approach in Russia. It summarizes the data on the conceptual and terminological apparatus used in the discussion on competency-based vocational education. The paper also presents the data on the dominant research methods and the target audience of the articles in the sample. The most important result of the study is an evidence of deficiencies in research that support the introduction and adaptation of competence-based approach in the Russian VET. In particular, there are practically no judgments, which indicate that researchers understand or delve into changes in assessment of educational outcomes that are reformulated in terms of competences. The practical use of the results will fill the gaps in scientific support for the implementation of the competency-based approach in the Russian VET. The article will be useful for representatives of the research community, pedagogical and managerial personnel of vocational schools as well as for decision-makers in the field of VET policy.

“FORMATION OF DIDACTIC COMPETENCE OF STUDENTS AS A PEDAGOGICAL PROBLEM”

The article deals with the competence approach in preparing students for professional activity, professional competence, its manifestation, the introduction of a specialist with professional competence, the system of professional education, the essence of the concepts of "competence", "professional competence", approaches of pedagogical scientists, basic competencies, their summary description, the main differences between traditional vocational education and competency-based vocational education, didactic competence, its content, the formation of didactic competence of students as a pedagogical problem.

Competence-Based Approach for Improved Education and Learning

Competence-based approaches to education are spreading rapidly in many European countries and are now becoming popular in India. They are usually regarded as having originated in teacher education in the U.S.A. In particular the National Council for Vocational Qualifications (NCVQ) has embraced the approach in Competency-Based Vocational Education (CBVE). There is need to examine issues such as: What are the practical benefits and drawbacks of a competence based approach to assessment and curriculum development. How do competence statements relate to other means of expressing curriculum intensions. What values are assumed in a competence based approach. It is generally accepted that CBVE is an emerging area. This paper examines the issues related to competence based approach to education and its relevance to the present teaching-learning process.

A quarter of a century of CBT: The vicissitudes of an idea

In 1983, a competency-based vocational education (CBVE) program began in Croydon Park College of TAFE, South Australia. This was six years before the Australian State Ministers of Vocational Education and Training decreed competency-based training (CBT) to be the national training imperative. Two reports were produced in 1985 and 1987, based on evaluations over a three-year period. 25 years on, the two authors have tracked down and interviewed some of the original staff in the program. This paper traces the vicissitudes of an idea – CBT – as it was conceived in 1982, implemented from 1983, evaluated over a three-year period and as it became transformed over the next generation. What were the features of CBVE then? How did these features alter over time? What contextual factors may account for shifts over this period? To respond to these questions, the paper uses data from 1983–85 and interview data from 2008.

Improvement of the Teaching of Vocational Technical Education through Scientific Supervision

The purpose of this paper is to discuss how scientific supervision can be used to improve the teaching of vocational- Technical Education. The early concept of scientific supervision has been replaced with a technology of instruction which involves the creation of curriculum materials in line with instructional technologists' demand for specification of objectives; measures that match objectives with evaluation and testing of learning sequences in both laboratory and field situation. This implies that in the absence of supervisors for schools, instructional materials should be developed for teachers of vocational-technical education to include objectives of instructions and provision for the means of attainment. The paper recommends the adoption of Competency-based Vocational Education (CBVE) and performance Testing. African Research Review Vol. 2 (1) 2008: pp. 198-212

Auditing: a tool for institutional development

ABSTRACT The impact of a market philosophy upon education in England is seen as the major context in which the developing concerns for efficiency, effectiveness and economy are worked through in (particularly) further vocational education. In order to provide a basis for further development activities for management and the staff, an audit of the Provision for Competency-based Vocational Education (CBVE) for National Vocational Qualifications associated with the National Council for Vocational Qualifications model was carried out within a Department of Engineering at a College. The audit revealed important areas for further development as well as indicating areas that are appropriate for the task of providing CBVE. The audit format used, initially developed by the Further Education Unit, was seen as effective and efficient.

Competency-based vocational education: Is this the answer?

Abstract Recent calls for reform of vocational education and training arrangements in Australia have drawn attention to so called competency-based vocational education (CBVE) and self-paced methods of training. Teachers in Technical and Further Education therefore need to know more about these methods and how they operate. The paper outlines the main features of CBVE and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, United States of America and Australia and the review concentrates on processes and products required to implement the competency-based approach successfully. The review makes it apparent that CBVE has a good deal of potential for training in vocational education as well as in industry. The self-pacing aspects appear to develop characteristics of independence and self-reliance. The review makes it apparent that there are inherent problems and potential pitfalls. These include the need for consistently adequate and ...

Competency-based vocational education: Is this the answer?

Recent calls for reform of vocational education and training arrangements in Australia have drawn attention to so called competency-based vocational education (CBVE) and self-paced methods of training. Teachers in Technical and Further Education therefore need to know more about these methods and how they operate. The paper outlines the main features of CBVE and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, United States of America and Australia and the review concentrates on processes and products required to implement the competency-based approach successfully. The review makes it apparent that CBVE has a good deal of potential for training in vocational education as well as in industry. The self-pacing aspects appear to develop characteristics of independence and self-reliance. The review makes it apparent that there are inherent problems and potential pitfalls. These include the need for consistently adequate and updated resources and learning materials as well as for the adequate preparation and on going staff development of teachers.

Competency Based Education In North Carolina's Vocational Agriculture Programs: Ten Years After Adoption

During the decade of the sixties competency based vocational education (CBVE) was introduced to many vocational education programs as a response to public dissatisfaction with schools and the public perception of teacher incompetence (Ross, 1982). Although the CBVE movement has gained popularity and emphasis since the late sixties, the underlying philosophical basis for the CBVE approach can be traced to the philosophy of experimentalism and to the work of John Dewey in the early 1900’s (Klingstedt, 1972). A competency based approach was seen by some educators as providing a means for meeting the public’s demand for accountability in accomplishing one of vocational education’s stated goals: providing well-trained, productive workers for industry (Rockler, 1979). Some authors have suggested that CBVE assures that students am learning skills needed to become successful, productive workers (Allen, 1981; McGowan, 1981). Vincent and Cobb (1977) found that students taught tractor mechanics using a competency based approach were progressing faster than students taught by traditional methods and the CBVE students learned more subject matter. Vincent and Cobb also concluded that CBVE programs were inexpensive to implement in schools’ present facilities. Positive effects of CBVE were-also found in studies conducted by the Washington, D.C. Public Schools (1980), by Raphaelson, Charters, and Wachtman (1976), and by Poorman and Flickenstein (1978).

Developing competency-based placement tests for machine shop training

This article is a case history of the development of a test package to be used in identifying the aptitudes, competencies, and remedial services required by prospective enrollees in a machine shop training program. Three community college districts, working as a consortium on a project entitled the Competency-Based Vocational Education Assessment Project (CBVEAP), identified the minimum competencies for enrollment in machine shop training and developed test instruments to help predict successful completion of the training and subsequent employment. The consortium researched, developed, and field tested a written test and a listening test. The results were computer analyzed and revised tests were produced. This article lists the competencies required at the time of enrollment in machine shop training and provides samples of the CBVEAP Machine Shop Written and Listening Tests. Also included are samples of two additional assessment tests, addressing manual dexterity and spoken English proficiency, which may be used to augment the CBVEAP tests.

Preparing IEPs for CBVE programmes

Abstract The Congress of the United States passed an amendment to the Education of the Handicapped Act (1975) which required the preparation of an individualised education programme (IEP) for all handicapped students. An IEP provides a written evaluation of the student and lists services and annual programme goals geared toward maximising the educational experience of the student. This paper describes the requirements mandated on educators by the amendment. It also provides three options for instructors who teach, using a competency-based vocational education (CBVE) method, employing specific behavioural activities (competencies) as a part of the instructional design, to use in preparing IEPs for their handicapped students.