Occupational Competencies Research Articles

ADDRESSING THE COMPETENCY OF PRACTITIONERS WITHIN BIM E-SUBMISSION IN MALAYSIAN LOCAL AUTHORITIES

This paper delves into the impact of the transition to Building Information Modelling electronic submission (BIM e-Submission) within local authorities (PBT) in Malaysia. The study comprehensively analyzes the essential competencies necessary to implement BIM e-Submission successfully. It emphasizes the potential dire consequences of inadequate skill allocation in Malaysia's BIM e-Submission initiatives, underlining the urgency of addressing this issue. Using a multi-method qualitative approach to gather primary data and thoroughly examine existing literature, the research constructs a robust conceptual framework elucidating the critical competencies required of BIM e-Submission practitioners within the PBT domain. The findings underscore the necessity of developing a BIM e-Submission occupational competency framework as a development strategy to enhance the training and proficiency of BIM e-Submission practitioners. This paper aims to advance understanding of BIM e-Submission in Malaysia, increase stakeholder awareness of relevant roles, responsibilities, and competencies, and promote the advancement of digital construction through optimized utilization of BIM e-Submission practices.

Stakeholders’ perceptions of occupational competency assessment and certification systems in Ethiopia’s TVET programs

PurposeThis research aims to explore stakeholder perspectives on Ethiopia’s occupational competency assessment and certification systems.Design/methodology/approachThe study utilized a mixed-methods strategy within a concurrent embedded design and adopted a pragmatic perspective. Data collection involved questionnaires, interviews, and focus group discussions, selecting respondents via purposive sampling for their significant experience and deep understanding of competency assessment. Analytical methods included descriptive and inferential statistics, as well as narrative techniques.FindingsThere is a generally positive perception of the value of competency assessments. However, the study finds several major limitations: inadequate candidate competency assessment, lack of skill gap analysis in TVET institutions for improved training, failure to maintain assessment standards, a high candidate-to-assessor ratio, and assessment tools that do not meet occupational standards. These issues show that the existing method misjudges TVET candidates' skills. To increase employer acceptance of competency assessments, the Center of Competence (CoC) agencies should integrate industry expertise, highlight their benefits, and emphasize the importance of training quality and career goals for candidates and trainers.Practical implicationsA study reveals that African nations like Ethiopia, Ghana, South Africa, Rwanda, Morocco, Benin, and Senegal have been implementing competency-based training (CBT) for around two decades, with support from countries like Canada, France, Belgium, Germany, Switzerland, Australia, Luxembourg, and Japan. However, the programs are often inconsistent and disorganized, with little private sector participation. There is a significant difference between the goals of quality assurance entities and the resources allocated. Although competency assessment is a fundamental part of CBT, there is a lack of research demonstrating its practice. Therefore, we conducted this research in Ethiopia, the second most densely populated nation in Africa. The results apply to other comparable nations implementing CBT programs (IIEP-UNESCO, 2021).Originality/valueThe research on stakeholders' perceptions of competency assessment is still in its early stages, with most studies focusing on training quality-related issues. This study expands on our knowledge of occupational competency assessment by analyzing perspectives from a comprehensive stakeholder perspective, considering contextualized assessment practices, addressing stakeholder needs, providing practical implications, and identifying future research directions. Furthermore, it offers valuable perspectives on developing competency-based education in Africa and other regions.

Analysis of Synergistic Effect of Energy Efficiency Improvement and Vocational Competence Development

INTRODUCTION: Growing global energy demand and constant competition for energy resources have made energy efficiency a focus of international attention. At the same time, occupational competency development is crucial for sustained individual and overall economic growth.OBJECTIVES: This study explores the synergistic effects of energy efficiency improvement and occupational competence development to inform policy-making and business strategies.METHODS: A literature review summarises relevant theories and research progress on energy efficiency improvement and occupational capability development. Then, the relationship between energy efficiency improvement and vocational ability development was analyzed in depth using econometric models and a large amount of empirical data.RESULTS: There is a significant positive association between energy efficiency improvement and vocational ability development. Specifically, improving energy efficiency not only reduces the cost of energy consumption and enhances productivity but also helps promote technological innovation and industrial upgrading, which in turn enhances the level of occupational ability of workers. In turn, improving occupational ability further encourages technological innovation and productivity in enterprises, forming a virtuous circle and promoting the sustainable development of the economy.CONCLUSION: This study reveals the synergistic effect between energy efficiency improvement and vocational competence development, emphasizing the critical role of energy efficiency improvement and vocational competence development in promoting economic growth and achieving sustainable development.

Occupational adaptation for adults living with advanced cancer: A phenomenological longitudinal study.

People living with advanced cancer want to continue participating in their valued occupations amid cancer progression. However, increasing dependence and bodily deterioration challenge a person's ability to do so, thus requiring adaptation to how they engage in their occupations. Theoretical frameworks on the process of occupational adaptation often do not address the implications of progressive functional decline. A longitudinal phenomenological design was used to understand the lived experience of occupational engagement for working-aged adults living with advanced cancer. A semi-structured interview series explored participants' experience of occupational engagement and how this changed over time. Data were analysed thematically and mapped against the Model of Human Occupation (MOHO). Eight adults (40-64 years old) participated in 33 interviews over 19 months. Three themes were constructed from the data: ongoing adaptation through doing, the significance of volition in adaptation, and everyday life is contingent on my environment. Study findings demonstrate that the process of adaptation occurs through occupational engagement, is motivated by volition, and is affected by the environment. Volition and the environment play a more central role in occupational adaptation than occupational competency for the advanced cancer cohort. Study findings further MOHO's theoretical conceptualisation of occupational adaptation by identifying the centrality of volition and the environment in the process of adaptation. For people living with advanced cancer, disease progression results in unremitting functional decline, thus rendering competency an unstable and untenable construct. Rather, this paper argues that occupational adaptation is facilitated by volition (i.e., the motivation behind the doing) and the environment, thus fostering a sense of identity and meaning at the end of life. Occupational therapists' awareness of the significance of volition and the environment can thus foster continued occupational engagement and meaning at the end of life for people living with advanced cancer.

A dynamic capability view of career adaptation: an exploratory study

PurposeDisruptive forces, such as the global pandemic and technological innovation, are leading to growing labor uncertainty. For organizations, being able to adapt is a key skill for employees, while adapting to different employment contexts is increasingly essential for career success. This study leverages career adaptability theory and integrated dynamic capabilities to isolate skills enabling career adaptation.Design/methodology/approachA qualitative study was conducted to develop a skills codebook using a Delphi technique to converge on career adaptation skills, which was validated against leading meta-skills frameworks and a purposeful sample of 15 occupational competency models.FindingsThe codebook phase identified 24 distinct meta-skills in 6 clusters: problem-solving, self-reliance, collaboration, communication, core literacies and core workplace skills. Findings confirmed that most of the skills identified by the experts were also present across the meta-skills frameworks.Research limitations/implicationsThis study highlights research opportunities, including a recommendation to extend the codebook by conducting a large sample empirical study of occupational competency models.Practical implicationsAdaptive individuals remain attractive in the job market. With the proposed framework, individuals can systematically reflect on ways to develop career adaptation skills. Other stakeholders should support the development of skills that facilitate an individual's capacity to adapt to diverse employment contexts.Originality/valueThis study contributes to resolving the debate on skills contributing to career adaptation by combining the career adaptability theory and integrated dynamic capabilities, to produce a harmonized meta-skills codebook including labels, definitions and synonyms. This study validates the codebook against leading skills frameworks and occupational competency models.

Beyond the artisan trade test: Using the COMET Model to build occupational competence

The South African trade test is a mandatory end-point assessment that certifies an apprentice to practise as a qualified artisan after a specified period of training. Whereas the manufacturing sector has relied on the traditional trade test to provide assurance of an artisan candidate’s required level of competence, recent competence-development studies based on the COMET Model of competence development and measurement have challenged the ability of traditional task-based trade tests to prepare candidates adequately for integrated work processes. Studies in other contexts have shown the potential for COMET-based assessments not only to serve as a means of measuring competence, but also to develop it. This article reports on research that investigated how, through the application of COMET assessments, occupational competencies were developed beyond those measured by the traditional apprentice trade test. A mixed-methods, quasiexperimental approach produced strong evidence that COMET-inspired authentic assessments enhanced learners’ levels of competence and developed vocational identity among candidates who undertook such preparation for a trade test.

경찰 직무별 핵심역량 분석을 통한 자치경찰관 채용제도 도입 방안

In 2021, the 「Act on Organization and Operation of National Police and Autonomous Police」 was completely revised, and the autonomous police system was implemented in earnest. Based on this law, the national police affairs and the autonomous police affairs are divided, but the national police organization and the autonomous police organization are not clearly distinguished. Currently, the national police force and the autonomous police force are not distinguished, and new police officers are recruited equally. However, since the duties and roles of the National Police and the Autonomous Police are different, it is necessary to hire a police officer with the appropriate competence. Therefore, it is proposed to introduce a system that analyzes the capabilities of the autonomous police and hires suitable personnel for the autonomous police. By analyzing the 「Core Competency Guidebook by Police Job」 published by the National Police Agency, the competencies for each job of the autonomous police were derived. The competencies required for self-governing police officers were identified as ‘value competencies’, ‘job attitude competencies’, and ‘other competencies’, which are common competencies. Among them, some of the ‘value competency’ and ‘work attitude competency’ were excluded from the evaluation items of the first written test because it is more appropriate to evaluate them through a personality and aptitude test or an interview rather than a written test. In addition, it is proposed to use the NCS basic occupational competency evaluation as the most suitable method for evaluating the competence of autonomous police officers. As a way to evaluate ‘other competencies’, it is necessary to develop and apply case-oriented items that can evaluate job competencies rather than the existing written test method. The physical fitness test, personality and aptitude test, and interview test are operated similarly to the current recruitment system, and the written test needs many changes. In addition, the reflection rate of the written test should be lowered and the reflection rate of the physical fitness test should be raised. In order to operate such an autonomous police officer recruitment system, a nationwide recruitment agency will be needed.

A Survey on Perceptions of the Direction of Korean Medicine Education and National Licensing Examination.

Recent changes in medical education and assessment led to a focus on occupational competency, and this study investigated the perceptions of Korean medicine doctors (KMDs) on the national licensing examination for KMDs (NLE-KMD). The survey aimed to understand KMDs' recognition of the current situation, items to improve, and items to emphasize in the future. We conducted the web-based survey from 22 February to 4 March 2022, and 1244 among 23,338 KMDs answered voluntarily. Through this study, we found the importance of competency-related clinical practice and Korean standard classification of disease (KCD), and the presence of a generation gap. KMDs considered clinical practice (clinical tasks and clinical work performance) and the item related to the KCD important. They valued (1) the focus on KCD diseases that are frequently seen in clinical practice and (2) the readjustment and introduction of the clinical skills test. They also emphasized KCD-related knowledge and skills for the assessment and diagnosis of KCD diseases, especially those frequently treated at primary healthcare institutes. We confirmed the generation gap in the subgroup analysis according to the license acquisition period, and the ≤5-year group emphasized clinical practice and the KCD, while the >5-year group stressed traditional KM theory and clinical practice guidelines. These findings could be used to develop the NLE-KMD by setting the direction of Korean medicine education and guiding further research from other perspectives.

Responding to mass displacement - A competency framework for built environment professionals

Mass displacement is a major global challenge and the number of people who have been forced to flee their homes has doubled in the last decade to more than 100 million. Sudden population changes (both influx and exodus) impact the efficient functioning of the built environment and this affects social relations between host and displaced communities. In ameliorating negative impacts and fostering social cohesion, built environment professionals have an important role to play and they need to better understand mass displacement. This research investigated the role of built environment professionals in responding to mass displacement, identified requisite competencies and derived a competency framework.The competency framework was developed in a two-phase process. In the first phase, the types of built environment professionals and the scope of their competencies relevant to mass displacement were identified enabling an initial competency framework to be conceptualised and data collection tools to be developed. The second phase was aimed at developing, refining and then validating the competency framework. It employed a Delphi technique in which an international panel of 19 experts was established and responded to 3 rounds of progressive questioning using online questionnaires.While country contexts were found to differ considerably in terms of their direct involvement in mass displacement-related activities, built environment professionals do have an important role to play in mitigating the effects of mass displacement and promoting social cohesion between displaced and host communities. That role relates primarily to enabling displaced people to access services through the provision of the necessary infrastructure to deliver services (e.g., housing, transport, schools, etc.) and, also, through the appreciation of the interrelationships that exist between these accesses (e.g., language, transport, health and employment). Of the relevant competencies identified, a significant proportion of these were relevant to all professionals (not just built environment professionals) and related to their need to understand the mass displacement context. Further competencies identified were particularly relevant to built environment professionals and some were found to be occupation-specific in their relevance.A hierarchical competency framework was derived comprising 3-tiers of competencies: 1. Foundational competencies (of relevance to all professionals with an interest in mass displacement); 2. Industry-wide competencies (applicable to all built environment professionals); 3. Occupational competencies (applicable to a subset of built environment professionals). The resulting competency framework has subsequently provided the basis for developing a series of training courses and for the formulation of competency recommendations to built environment professional bodies.

Assessing occupational competency in children with leukaemia compared to typically developing peers using the Child Occupational Self-Assessment tool: a pilot study

Background/Aims Children with leukaemia are less able to perform activities of daily living and participate in leisure activities compared to typically developing children, which can affect their occupational competency. The aim of this study was to compare occupational competency and values between typically developing children and children with leukaemia. Methods In this pilot cross-sectional study, 102 children (52 typically developing children and 50 children with leukaemia) aged 7 to 13 years were assessed using the Child Occupational Self-Assessment tool, which includes occupational competency and occupational value scales for each item. Results The independent t -test analysis demonstrated that there was a significant difference between the two groups on the competency scale (P=0.02). However, there was no significant difference between the two groups in the value scale (P=0.07). Conclusions Children with leukaemia feel less competent in carrying out everyday activities than typically developing children. Occupational competency interventions should be prioritised in occupational therapy services.

Discussion on the Correspondence Between the Occupational Competency Standard of Interior Design Assistant and the Practice Subjects of Technical High School

Discussion on the Correspondence Between the Occupational Competency Standard of Interior Design Assistant and the Practice Subjects of Technical High School

Emerging Concepts in the Paramedicine Literature to Inform the Revision of a Pan-Canadian Competency Framework for Paramedics: A Restricted Review.

The National Occupational Competency Profile (NOCP)-the competency framework for paramedics in Canada-is presently undergoing revision. Since the NOCP was published in 2011, paramedic practice, healthcare, and society have changed dramatically. To inform the revision, we sought to identify emerging concepts in the literature that would inform the development of competencies for paramedics. We conducted a restricted literature review and content analysis of all published and grey literature pertaining to or informing Canadian paramedicine from 2011 to 2022. Three authors performed a title, abstract, and full-text review to identify and label concepts informed by existing findings. A total of 302 articles were categorized into 11 emerging concepts related to competencies: inclusion, diversity, equity, and accessibility (IDEA) in paramedicine; social responsiveness, justice, equity, and access; anti-racism; healthy professionals; evidence-informed practice and systems; complex adaptive systems; learning environment; virtual care; clinical reasoning; adaptive expertise; and planetary health. This review identified emerging concepts to inform the development of the 2023 National Occupational Standard for Paramedics (NOSP). These concepts will inform data analysis, the development of group discussions, and competency identification.

The Development of Intelligence Learning Media for Improving Occupational Competence in Thailand Information and Digital Content Competency Level 3

Occupational competency is important for preparing the workforce for growing and enhancing Thai economics in Thailand 4.0. In Thailand 4.0, new technologies and digital innovation are implemented in all sectors of daily life; consequently, intelligence learning media is needed to be developed to enhance the occupational competence of the workforce. Therefore, this research aimed (1) to develop the Intelligent Learning Media for improving occupational competence in Thailand Information and Digital Content Competency Level 3 and (2) to study the efficiency of Intelligent Learning Media for improving occupational competence in Thailand Information and Digital Content Competency Level 3. The learning media was developed by a system development life cycle integrated with artificial intelligent algorithms: Decision Tree. The accuracy of decision tree algorithms considered the quality of learning media. The result of this study showed that (1) the Intelligent Learning Media for Improved Occupational Competence in Thailand Information and Digital Content Competency Level 3 comprised four components, including TPQI competency, students’ competency, artificially intelligent algorithms, and learning media that can automatically provide and enhance students with their competency by artificially intelligent algorithms: Decision Tree, and (2) the efficacy of learning media was considered by the 95.23% correctly classified instance by a decision tree. The satisfaction of learning media was =4.38, SD=0.14.

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.

The Application of Rehabilitation Therapy Occupational Competency Evaluation Model in the Improvement of College Students' Innovation and Entrepreneurship.

This paper constructs an evaluation model of occupational competency in rehabilitation therapy and applies it to the improvement of college students' innovative and entrepreneurial competencies. Based on clarifying the connotation of college students' entrepreneurial competency, this study carries out research on the evaluation system of college students' entrepreneurial competency. First, the method of qualitative research is used to conduct in-depth interviews with college students and entrepreneurial mentors to understand the views of these groups on college students' entrepreneurial competency, and the coding of the interview contents is carried out by applying the rooting theory, and finally, a theoretical model of the composition of college students' entrepreneurial competency is derived. The front-line position of talent cultivation is the construction of faculty, because the faculty with high-quality vocational ability is an indispensable prerequisite for the development of universities, and the teaching level of the faculty is the key factor for the effectiveness of teaching to appear. Based on the perspective of role theory, we analyze the problems and reasons for the lack of competency in the role-playing process; integrate the three stages of understanding the role, playing the role, and adjusting the role with the competency model; and propose strategies to improve the competency of youth social workers in the process of playing the role, to help workers accurately understand the role, correctly play the role, and reasonably adjust the role. The curriculum is designed to cultivate the competency of college student nursing positions, which is conducive to improving the professional quality of college student nursing service providers and regulating college student nursing practice so that they can actively respond to problems. This will strengthen the entire teaching faculty and enhance the professional competence of full-time teachers.

Education leads to increased adherence to the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’

Background Occupational therapy competency standards provide an evidence-base to inform clinical best practice, however it is not known whether education about competency standards will increase occupational therapists’ adherence to their use. Aims/objectives To investigate if education about the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’ leads to increased adherence to the competency standards in the clinical practice of occupational therapy driver assessors. Materials and methods A mixed methods multiple case study design was used to evaluate 5 occupational therapy driver assessors’ adherence to the competency standards. An audit of 25 client files and interviews were conducted to evaluate practice against the competency standards prior to an education session, followed by an audit of a further 25 files, interview and feedback after education. Results Qualitative and quantitative analyses suggest that education about the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’ was associated with increased adherence to the competency standards in clinical practice. The results also support the use of competency standards in clinical practice. Conclusions and significance Competency standards can be used to inform and guide clinical practice, and individualised education and feedback of practice against the competency standards can increase occupational therapists’ adherence to these standards.

Area-Based Participatory Action Learning of Social Studies Pre-service Teachers to Develop Indigenous History Learning Resources for Diversity Students in Northern Thailand

The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that:
 
 1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called "VCAP" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.

Job satisfaction of graduates of rural oriented medical students training project in Jiangsu Province, China: a cross-sectional study

BackgroundThe Chinese government has worked out the “Rural Oriented Medical Students Training Project” to address physician maldistribution, which attempted to train physicians for rural areas. The present study attempted to evaluate the job satisfaction of the graduates of this project in Jiangsu Province, China.MethodsOnline questionnaires were sent to the graduates of the “Rural Oriented Medical Students Training Project” (group A) and their colleagues, who were rural physicians recruited from different sources (group B). The study was approved by the Ethics Committee of Xuzhou Medical University, and the approval number was 2,018,057. Information on demographic characteristics, work conditions, and self-reported satisfaction was collected to compare the satisfaction differences between the two recruited rural physicians using the Chi-square test and Mann–Whitney U test. Additionally, factors correlated to the satisfaction of group A were assessed using multivariate linear regression. Statistical analysis was performed using SPSS 23.0 (SPSS Inc., Chicago, IL, USA). P < 0.05 was considered statistically significant.ResultsGroup A exhibited moderate satisfaction (2.81 ± 0.687). The satisfaction score from the highest to the lowest was for occupational ecology, life satisfaction, stress, competency, and internal environment. Positive factors related to the satisfaction of group A were area, monthly income, working hours per week, professional title, and post.ConclusionThe satisfaction of the graduates of the “Rural Oriented Medical Students Training Project” was moderate. Factors related to satisfaction included economic incentives, workload, and professional confidence. Possible solutions for increasing satisfaction should consist of economic support and possible ways to improve the professional identification of these graduates.

THE POTENTIAL CAPACITY OF THE “INFECTION CONTROL” DISCIPLINE IN THE FORMATION OF RESPONSIBLE ATTITUDE TO THE PATIENT SAFETY AMONG MASTER NURSES IN THE PROCESS OF PROVIDING MEDICAL AND PREVENTIVE CARE

In the article we have analyzed the significance and importance of the “Infection Control” discipline in pursuing a master’s degree in nursing. The article states that the master nurse is the lead organizer and executor of activities related to the creation of a safe hospital environment, while the correctness and completeness of the actions at the workplace depends on the depth of theoretical knowledge and sophistication of practical skills. The paper specifies the general and occupational competencies, forms and methods of conducting lectures and practical sessions, describes the expected results of training, indicates interdisciplinary integration, draws attention to the problems of honesty in the performance of autonomous and individually research work by the seekers of higher education. It is noted that the practical health care needs such a master nurse, who not only possesses thorough professional knowledge, but also is capable to act clearly and quickly in an emergency, perfectly master up-to-date techniques of preventing, in particular, the healthcare-associated infections through the developed clinical judgment. It is the competency based potential capacity of the “Infection Control” academic discipline that makes it possible to realize these tasks. The priority area of improving the educational process is its practical orientation and significance.

Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project

Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.