Foundational Competencies Research Articles

Prioritization of Secondary Education over Basic Education in Ghana: The Gains and Losses

This paper explores the prioritization of Secondary Education over Basic Education in Ghana and its consequences for educational equity and sustainable development. Basic Education, encompassing early childhood and primary levels, forms the foundation for lifelong learning and socio-economic growth. However, Ghana’s recent policies, particularly the Free Senior High School (SHS) policy, have shifted focus towards expanding Secondary Education, leading to increased enrollment yet creating challenges at the foundational level, such as inadequate funding, infrastructure, and teaching quality. Using Human Capital Theory and Educational Ladder Theory, this study underscores the importance of Basic Education in building essential skills for higher education and employment. A mixed-methods approach comprising literature review, document analysis, and comparative case studies reveals that an overemphasis on Secondary Education may undermine foundational competencies. Key recommendations advocate targeted reforms and increased investment in Basic Education, including setting qualification standards and in-service training for early childhood educators, equitable resource allocation, and structured professional development for teachers. By aligning Basic and Secondary Education policies, Ghana can ensure continuity and coherence across educational stages, strengthening its education system’s resilience and promoting equity, inclusivity, and sustainable development.

대학교원의 교수역량진단을 통한 교육요구도 분석과 지원방안 -J대학 사례에 기반하여-

The purpose of this study is to systematically diagnose the instructional competency needs of university faculty members and propose tailored faculty support measures to improve teaching quality. To identify differences based on faculty characteristics(such as rank and teaching experience), we analyzed the importance and performance of instructional competencies, assessed competency needs using the Borich model, and compared findings with the Locus for Focus model to identify key priorities. Based on this, we proposed targeted support measures for faculty. The results of this study are as follows: First, analysis of the overall needs of university faculty indicated that foundational competencies should be prioritized in core competencies, while specific competencies such as educational philosophy, motivation, enthusiastic attitude, respect for students, course evaluation, and lesson planning should be supported in that order. Second, when examining differences based on faculty characteristics— namely, rank and teaching experience—a common finding was that foundational competencies in core competencies, and educational philosophy and motivation in specific competencies, were prioritized. However, notable distinctions emerged among faculty groups. Full-time faculty members prioritized support for educational philosophy, motivation, course evaluation, and lesson planning, whereas non-full-time faculty emphasized educational philosophy, enthusiastic attitude, respect for students, motivation, and lesson planning. Faculty with less than seven years of teaching experience prioritized educational philosophy, respect for students, and enthusiastic attitude, while those with seven or more years of experience focused on educational philosophy, motivation, and course evaluation. Third, we proposed faculty support methods based on these results. Providing tailored programs to meet the needs of instructors is expected to play a significant role in fostering a learner-centered educational environment. Therefore, this study is anticipated to contribute not only to improving the quality of education but also to exploring sustainable strategies for educational development.

Foundational Competencies and Responsibilities of a Research Software Engineer

The term Research Software Engineer, or RSE, emerged a little over 10 years ago as a way to represent individuals working in the research community but focusing on software development. The term has been widely adopted and there are a number of high-level definitions of what an RSE is. However, the roles of RSEs vary depending on the institutional context they work in. At one end of the spectrum, RSE roles may look similar to a traditional research role. At the other extreme, they resemble that of a software engineer in industry. Most RSE roles inhabit the space between these two extremes. Therefore, providing a straightforward, comprehensive definition of what an RSE does and what experience, skills and competencies are required to become one is challenging. In this community paper we define the broad notion of what an RSE is, explore the different types of work they undertake, and define a list of foundational competencies as well as values that outline the general profile of an RSE. Further research and training can build upon this foundation of skills and focus on various aspects in greater detail. We expect that graduates and practitioners will have a larger and more diverse set of skills than outlined here. On this basis, we elaborate on the progression of these skills along different dimensions. We look at specific types of RSE roles, propose recommendations for organisations, give examples of future specialisations, and detail how existing curricula fit into this framework.

What Should Psychometricians Know about the History of Testing and Testing Policy?

AbstractIn 2023, a National Council on Measurement in Education Presidential Task Force developed a consensus framework for foundational competencies in educational measurement to guide graduate programs and subsequent professional development. This article elaborates on the social, cultural, historical, and political context subdomain from that framework. A graduate course on the history of testing and testing policy in the United States is proposed to help measurement professionals develop an understanding of historic belief systems and theories of action that affect every aspect of testing applications—definition of constructs, instrument design, respondents’ interactions, interpretations and use of results, and both intended and unintended consequences. Two, accessible, key readings are proposed for each of 14 weeks addressing the following topics: IQ testing and deficit perspectives; special education placements, disproportionality, and accommodations; grade retention and tracking; college admissions testing; standards‐based reforms; 1990s performance assessment innovations; NCLB and school accountability; achievement gaps and opportunity to learn; NAEP and international assessments; standard setting and NAEP achievement levels; Common Core State Standards and ESSA; formative assessment and research on learning; culturally responsive assessment.

Beyond accreditation: unraveling the narrative of public health through a critical race praxis lens.

Recognizing and addressing health inequities among minority populations are pivotal to public health. Further, public health strives to understand the complexities between race and health without limiting discussions around race as a trivial variable. This commitment toward equity demonstrates considerable similarities to Critical Race Theory (CRT) which led to the creation of the Public Health Critical Race (PHCR) Praxis to instill CRT within public health. However, the literature on how public health education incorporates critical race studies remains limited. The goal of this study was to examine how public health curriculum currently aligns with the PHCR praxis and meets public health's goal of health equity. This qualitative study employed document analysis to evaluate academic syllabi from CEPH-accredited MPH programs. Stratified random sampling was applied across two sampling pools, Schools of Public Health (SPH), and Public Health Programs (PHP). Course overviews, course objectives, course curricular information, and course policies were identified and extracted from each syllabus for analysis. A total of 53 syllabi were obtained from a final sample of nine public universities and one private. Through inductive and directed content analysis, a priori themes of Structural Determinism, Voice, Critical Approaches, Ordinariness of Racism, Social Construction of Knowledge, Intersectionality, Disciplinary Self-Critique, Primacy of Racialization, Race as a Social Construct, Race Consciousness, and their respective categories arose as salient. Two new themes, Antiracism Practices and Culture of Inclusivity, were also present. This study is the first to explore public health education's current curricular practices concerning CRT and antiracist praxes. The results confirm the interwoven nature of public health education with critical race studies, as all principles of PHCR praxis were present. However, the prevalence of these principles varied, suggesting gaps in the alignment of public health curricula and CRT. It is essential that public health educators ensure that the foundational competencies students are expected to display align with public health's goal of health equity. This work can equip MPH programs and public health educators with the ability to revise or bolster their current curricular and instructional efforts to support the pursuit of health, racial equity, and social justice.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

Reinvigorating Integrative Learning Experiences: Translating Graduate Program Skills to Careers

For the spring semester of 2021, two University at Buffalo faculty collaborated and built a course to address Council on Education in Public Health (CEPH) competencies and support student career readiness. This new course builds on the existing Integrated Learning Experience (ILE) to enhance its transmissibility for future employers and help students articulate their ILE as evidence of the strengths gained during their MPH program. Throughout the course, students focus their ILE on one public health topic as a set of high quality, written materials that promote synthesis, including a literature review, executive summary, and gap analysis. These assignments must demonstrate synthesis of foundational and concentration-specific competencies students gained from their coursework, including at least one competency related to equity, structural racism, or cultural competence. To supplement the ILE process, students develop additional components allowing them to translate skills and knowledge from the MPH program into career-ready materials such as a revised resume, a cover letter, and mock interviews. The goal for these supplemental components is to allow students to demonstrate their abilities with prospective employers. All students in the initial spring 2021 cohort and subsequent cohorts are currently working in public health-related jobs.

Commentary: What Is the Breadth of “Educational Measurement?”

AbstractThe work of educational measurement is a highly collaborative endeavor that brings together professionals from many disciplines. While the introduction of the “Foundational Competencies in Educational Measurement” acknowledges this, the explanation of the framework itself falls short in acknowledging the competencies and skills of those from disciplines other than psychometrics, such as content development professionals (CDPs). Therefore, it is unable to sufficiently address the nature of validation work or other work not led by psychometricians. It also underexplores the vital competencies that underlie effective collaboration. As a result, it defines the competencies of psychometric work instead of the larger field of educational measurement.

Commentary: What Is Truly Foundational?

AbstractThe Task Force on Foundational Competencies in Educational Measurement has produced a set of foundational competencies and invited comment on the document. The students and faculty at the University of Massachusetts Amherst provide their comments and critique of the proposed competencies. Both students and faculty agree that there needs to be more specificity regarding the purpose of the document, the nature of the data used to produce the document, and the definition of the relevant terms. Additionally, attention should be paid to the international context, and the role of artificial intelligence and machine learning. The authors acknowledge the contribution of the draft of the foundational competencies and look forward to more conversation regarding this topic.

Standards of Care for Peripheral Intravenous Catheters: Evidence-Based Expert Consensus

Highlights Abstract Background: The insertion of a peripheral intravenous catheter (PIVC) is the most commonly performed invasive procedure in healthcare. Despite its frequency in placement in hospitalized patients, PIVCs are generally perceived as being safe; however, the prevalence of failure ranges from 35%-50%. Additionally, complications are common and often deemed “acceptable” by clinicians. Healthcare provider and clinician foundational knowledge and competency is lacking nationally. Considering the mere volume of PIVCs placed, the failure and complication rates, the human impact is significant. Methods: The Association for Vascular Access (AVA) has led a collaborative effort with representatives from the Infusion Nurses Society (INS), the American Association of Critical Care Nurses (AACN), ECRI, and content experts representing nursing vascular access, infusion therapy, infection prevention, critical care, pediatrics, healthcare leadership, a physician, and a patient representative. Our aim is to provide concise guidance that will enhance and standardize practices related to peripheral intravenous catheters (PIVC). By consolidating current standards of practice into a comprehensive document, our framework seeks to advance the quality of care and improve patient safety. Results: This document has undergone meticulous scrutiny to ensure its quality; including incorporation of current standards, methodology for consensus from the expert panel, and input received from public comments. Conclusions: We anticipate that this work will have a significant impact on healthcare professionals, policymakers, and, most importantly, patients’ experiences by the promotion of consistent, high-quality treatment, safety, and comfort for patients receiving a PIVC.

Commentary: Where Does Classroom Assessment Fit in Educational Measurement?

AbstractThis article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.

Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies

AbstractThe Focal Article (Ackerman et al., 2024) provides a comprehensive framework and detailed guidelines to faculty, students, and measurement professionals. We used a data‐driven approach that examines recent job posts (including full‐time positions at academic institutions, nonprofit organizations, and for‐profit companies, as well as internship positions) to evaluate the match between the skills required by the jobs and the Foundational Competencies and provide summaries and recommendations thereof.

Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory

ABSTRACT Research Findings: Emotion knowledge is one facet of social and emotional learning (SEL) that emerges in early childhood. Various interventions and measures target preschoolers’ emotional skills to bolster these foundational competencies prior to formal schooling. One measure of emotion knowledge specifically with preschool children is the Affect Knowledge Test (AKT). Despite decades of use and adaptations for different modalities and populations of preschoolers, no study has previously examined the psychometric properties of independent items on the AKT. This study utilized Rasch procedures to analyze how items on the AKT function across a sample of 193 preschoolers (mean age = 49.7 months). Analyses revealed that a unidimensional Rasch model fit well to the item data. Age was a significant predictor of affect knowledge, with older children having increased affect knowledge scores. Results support previous findings of a ceiling effect for older children. Practice and Policy: Our study adds to the empirical understanding of the AKT and its use as a tool to measure emotion knowledge in young children. The children’s scores on the AKT had adequate reliability, supporting the use of AKT for low stakes research-based purposes.

Competency development for pharmacy: adopting and adapting the FIP global advanced development framework.

Pharmacy education shifts toward competency-based training to meet healthcare demands. This study aims to develop and validate the Kuwait Advanced Competency Framework (KACF) for pharmacists. The study adopts the FIP Global Advanced Development Framework (GADF) to develop a country-specific framework, emphasizing the importance of aligning with global standards while adapting to local contexts. The developed framework builds upon the Kuwait Foundation Competency Framework to address the need for advanced pharmacy services. This is a mixed methods study that employed an "adopt and adapt" approach. The KACF was adopted from the FIP GADF and adapted following four phases. Phase one involved checking and validating the Arabic version of the FIP GADF. Phase two employed a series of focus groups to validate accuracy and relevancy of competency statements. Phase three utilized a workshop with different stakeholders as a final step of validation. Phase four involved a national survey to assess the national pharmacy workforce against the framework competencies. Qualitative feedback from focus groups and workshops informed competencies modifications. Quantitative data were analyzed using descriptive and multiple correspondence analyses (MCA). The translation phase verified a bilingual framework that could be utilized by pharmacists in Kuwait. The initial and final validation phases identified 20 behavioral statements (out of 22 in the original document) that are relevant to pharmacy practice in Kuwait. The national survey, comprising 169 respondents, validated the KACF's applicability, revealing variations in career stage progression across competency clusters. Findings highlighted associations between career stages and practice settings, offering insights for tailored workforce development strategies. The KACF emerges as a pivotal tool for advancing pharmacy services in Kuwait, aligning with global trends toward competency-based education. Findings underscored the necessity for context-specific approaches in advancing pharmacy practice, providing a comprehensive understanding of competency progression and readiness for advanced roles.

Foundational Competencies in Educational Measurement: A Rejoinder

AbstractWhat are foundational competencies in educational measurement? We published a framework for these foundational competencies in this journal (Ackerman et al. 2024) and were grateful to receive eight commentaries raising a number of important questions about the framework and its implications. We identified five cross‐cutting recommendations among the eight commentaries relating to (1) our process and purpose, (2) Artificial Intelligence, (3) ethical competencies, (4) qualitative, critical, and culturally responsive commentaries, and (5) intersecting professions in, for example, classroom assessment and content development. In this rejoinder, we respond to these five recommendations and to each of the eight commentaries in turn. We hope that discussion and consensus about foundational competencies in educational measurement continue to advance in our journals and our field.

Assessing the interplay of presentation and competency in online video examinations: a focus on health system science education

BackgroundThe integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.MethodsA comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).ResultsPositive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.ConclusionOur findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.

Distinctive Transition to Practice Program Design Leads to Reliable Positive Outcomes.

Designing a transition to practice program to increase foundational skill competency and interprofessional collaboration before unit orientation can produce outcomes that consistently outperform benchmarks. Established structures and processes drive the program to be easily amenable to incremental improvement, further maturing and sustaining the program's positive impacts. [J Contin Educ Nurs. 2024;55(8):369-371.].

직업계고 학생의 디지털 역량 구명 및 중요도-실행도 차이 분석(IPGA)

The purpose of this study was to find out the digital competencies of vocational high school students and to derive implications for increasing the digital competencies of vocational high school students by identifying what competencies currently need to be improved most urgently. The results are as follows. First, the digital competency of vocational high school students was defined as the competency, including knowledge, skills, attitudes, and thinking skills that vocational high school students must have in common to perform their duties using various digital technologies after entering the labor market after graduation. Second, 5 major areas of vocational high school students' digital competencies were derived: 'understanding and responding to changes according to digital transformation', 'digital data collection and management', 'digital-based communication and collaboration’, ‘digital content development and utilization’, and 'digital-based problem solving' and minor 11 areas were derived. Third, ‘communication through digital technology’ and ‘digital data search and collection’ were identified as areas with high level of performance and importance, but ‘digital content development’ was identified as areas with low level of performance and importance. Fourth, competencies with high demand for improvement include ‘digital data search and collection’, ‘communication through digital technology’, ‘sharing and collaboration through digital technology’, and ‘digital content utilization’. In the suggestion, it was suggested that long-term research should be conducted to find ways to increase digital competencies of vocational high school students, and specific policy should be established that focus on improving students' foundational common competency.

Education for flourishing: A social contract for foundational competencies

This essay is a commentary on Curren et al., ‘Finding consensus on well-being in education’. It acknowledges a growing international consensus that presents educational systems need to change and argues the case for consensus on flourishing as the overall purpose of education can be strengthened by drawing on economists’ work on well-being with respect to the inclusive wealth of nations. It emphasizes the need for tangible and measurable indicators that educators can use when implementing Curren et al.’s recommendations and outlines the International Science and Evidence based Education assessment’s suggestion of a ‘whole brain’ approach to education for flourishing.

The Impact of Digital Finance on the Survival and Growth of SMEs: Evidence from China

ABSTRACT This study investigates the impact of digital finance on the sustainability and expansion of small and micro-sized enterprises (SMEs) in China. The findings reveal that regional digital finance significantly improves SMEs’ prospects for survival and growth, particularly in terms of business income. Digital finance primarily facilitates SMEs growth by alleviating credit constraints, expanding online operations, and enhancing access to information and knowledge. This benefit is most pronounced for entrepreneurs with limited capital, and early-stage enterprises. However, this transformation necessitates higher prerequisites for regional traditional financial foundation and digital competencies. This paper contributes to a deeper understanding of how digital finance plays a crucial role in enhancing SMEs prospects in emerging markets.