Goal Of Program Research Articles

Developing Competencies and Milestones: Putting the Pieces Together for Student Success

Abstract Competency-based medical education has become a means in physician assistant (PA) education to ensure learner readiness for practice; align educational expectations; and assess knowledge, skills, and attitudes. Competency-based education may also serve to meet accreditation requirements. Creating program-defined competencies and associated milestones can help a PA program align with their mission and vision, developmentally guide learners through the curriculum, and ensure program assessments measure the tasks required of practice-ready graduates. This review provides an overview of a single program's process for developing program-defined competencies and associated milestones. Beginning with a literature search, the program was able to develop a working list of competencies that was then further refined into competencies with building block milestones that support the development of competency in various domains. Involving faculty in defining a program's competencies is an Accreditation Review Commission on Education for the Physician Assistant requirement that can be done from the ground up or by using previously published competencies that are refined and tailored for the program. The process of creating the competencies provides significant insight into a program's curriculum, goals and expectations for students, and assessment methods.

Tai Chi training: An effective method to enhance the oneness of mind and body in dance performance

Since the nineteenth century, the primary goal of university dance programmes has been to enhance students' dance skills, while the development of artistic expression has been neglected. Tai Chi training has been shown to be an effective method of exercising the mind and body to enhance perceptivity and body creativity. However, there is still less research on its impact in teaching dance performance in universities. Therefore, this study aims to address two fundamental questions: (1) How does Tai Chi training affect students’ perceptivity and creativity in dance performances? (2) What are the specific effects of enhanced perceptivity and creativity on the state of dance performance? In order to answer these questions, this study utilized a qualitative research methodology involving 43 dance students from Hunan Women's University in China. The research methodology included a 10-week Tai Chi training program at Hunan Women's University in Hunan Province, China, and semi-structured interviews with participants. The findings reveal how Tai Chi training enhances dance students' perceptivity and creativity in dance performance and explains its effectiveness on the state of oneness of mind and body in dance performance. This exploratory study provides preliminary evidence for understanding the impact of Tai Chi training on mind and body awareness in dance and provides a basis for incorporating more mind and body exercises into dance education in the future.

Program Evaluation of Pancasila Student Profile Strengthening Project Using the CSE-UCLA Model

The research aims to evaluate the program of the Pancasila student profile strengthening project in elementary schools in Semarang Regency, Indonesia. This research method used the CSE-UCLA evaluation model with a qualitative approach that included the aspects of program assessment, program planning, program implementation, program improvement, and program certification. The data sources came from the school principal/curriculum teachers, classroom teachers, students, and the parents of students at Pangudi Luhur Ambarawa Elementary School and Tlompakan 1 Tuntang Elementary School in Semarang Regency. Data collection was through interviews, document studies, and observations. The data analysis technique used qualitative descriptive methods. The research results showed that in the Assessment program, P5 was implemented in accordance with the vision, mission, and objectives. The theme and project options were chosen based on environmental issues and the needs of the students, and the project was also supported by the parents; Program planning, both schools had goals to be achieved in P5 so that the project ran with a clear direction and purpose; Program implementation, teachers have good strategies in carrying out P5 but improvements were needed in the socialization of the P5 program; Program improvement, there needs to be enhancements in the documentation of monitoring and supervision results; Certification program, the goals of the P5 program were achieved and all parties were satisfied with the existence of the P5 program, which had a positive impact on the students. The P5 program was running well, and all stakeholders were satisfied. However, there was a need for improvement in documentation and communication with students' parents. In addition, it is necessary to broaden project options, support teachers, and encourage them to prioritize character development over tangible results.

Learning by Doing: The Potential for Experiential Education in Health Promotion

Background: Rural populations face significant health disparities (e.g., high rates of chronic diseases) and unique accessibility barriers (e.g., limited healthcare facilities). Training higher education students to serve as facilitators for chronic disease prevention programs may address rural health promotion needs. Purpose: The purpose of this pilot, exploratory study was to create an experiential learning opportunity for students and examine their experiences. Methodology/Approach: Project leaders completed a Diabetes Prevention Program Lifestyle Coach training and, based on their experiences, created training program goals, content, and schedule. Undergraduate students in health-related programs or courses were recruited to participate. Four students completed a 4-week experiential training program and, at the end of the program, participated in an individual qualitative interview for researchers to understand their experiences. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. The main theme, experiential learning, branched into two subthemes: (a) professional development and (b) program implementation and future program directions. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.

Exploring diverse educators’ language ideologies: how lived experiences shape understandings of bilingual education goals

ABSTRACT This study explores the ways diverse educators’ lived experiences shape their understanding of dual language bilingual education (DLBE) goals, responding to calls for research to better understand how educator ideologies impact the equitable implementation of program goals. This qualitative case study highlights the voices of DLBE educators who identify as transnational, Latinx and African American and includes data from classroom observations, interviews, focus groups and pláticas. We offer a conceptual framework that reveals how ideologies related to language acquisition, status, and variation are impacted by teachers’ prior schooling/teaching, institutional positioning and understandings of racialization and cultural identity – sociocultural factors that are co-constructed across micro and macro-level discourse. Our findings suggest that through teaching in DLBE programs and reflecting upon their lived experiences, educators’ ideologies are constantly developing and can shift to foreground equity and center multilingual learners in DLBE programs. Our study has implications for teacher education and professional development that recognizes educators’ diverse experiences (e.g. transnational and/or lived experiences related to race/ethnicity and institutional positioning) to support the ongoing development of ideological clarity that has bearing on the realization of DLBE goals in the pursuit of equity.

Programmatic and Organizational Barriers and Facilitators to Addressing High-Risk Issues in Supportive Housing and Housing First Programs.

Risk management is an important component of service delivery in supportive housing and Housing First programs. However, there is no evidence on the implementation of risk management approaches in these settings. This qualitative study examined what service providers working in supportive housing and Housing First programs in Canada identify as the programmatic and organizational factors that affect the prevention and management of high-risk behaviours and challenges (e.g., overdose, suicide attempts, non-suicidal self-injury, falls and fall-related injuries, fire-setting, hoarding, apartment takeovers, violence, property damage, drug selling) in their programs. In-depth interviews were completed with a purposive sample of 32 service providers. Data were analyzed using an integrative approach that incorporated techniques from qualitative description and thematic analysis. Four thematic factors, which were comprised of various barriers and facilitators, that affected management of high-risk issues in supportive housing and Housing First programs were identified: [1] flexibility in addressing risk issues; [2] early identification of risk issues; [3] built environment and housing location; and [4] resource availability. Overall, the findings underscore how service providers aim to identify high-risk issues promptly, beginning as early as referral, and that their capacity to effectively do this and intervene accordingly is dynamically shaped by various aspects of the program model, environment, and availability of internal and external resources. Yet, the findings also highlight how risk management approaches may conflict with other programmatic goals and values, and the importance of considering these collectively. Systems-level changes to strengthen programs' capacity to prevent risk and implications for future research are discussed.

Importance and variability of the paternal component in sow reproductive traits.

Reproductive traits are an integral part of the goals of the breeding programs that contribute to the economic success of production. Reproductive phenotypes such as litter size, number of piglets born alive, or litter weight at birth are mainly attributed to females. Thus, the maternal components can be found by default in quantitative genetics' animal models. Still, paternal contribution to variance components should not be discarded. In this review, we indicate the importance of paternal effects in pig breeding by describing both the biology and genetics of boars' traits, the use of (non-)genetic service sire effects in quantitative genetic models for traits measured on females, and genes involved in male reproduction. We start by describing the important biological traits of boars that have the most important effect on their reproductive abilities, i.e., sexual maturity, sperm quality, and testes parameters. Then we move to the possible environmental effects that could affect those traits of boars (e.g., feed, temperature). The main part of the review in detail describes the genetics of boars' reproductive traits (i.e., heritability) and their direct effect on reproductive traits of females (i.e., genetic correlations). We then move to the use of both genetic and non-genetic service sire effects in quantitative models estimated as their percentage in the total variance of traits, which vary depending on the breed from 1 to 4.5% or from 1 to 2%, respectively. Finally, we focus on the description of candidate genes and confirmed mutations affecting male reproduction success: IGF2, Tgm8, ESR1, ZSWIM7, and ELMO1. In conclusion, the observed variance of paternal effects in female reproduction traits might come from various attributes of boars including biological and genetic aspects. Those attributes of boars should not be neglected as they contribute to the success of female reproductive traits.

Compliance With Accreditation Standards on Diversity: Is Institutional Support the Missing Link?

The role of accreditation standards in fostering diversity and inclusion in academic programs remains poorly understood. Accreditation is one approach to increasing diversity through Standard A1.11. This study investigates the impact of the Accreditation Review Commission-Physician Assistant (ARC-PA) standards on diversity and inclusion in physician assistant (PA) programs and explores challenges faced by programs in achieving compliance. This qualitative exploratory study first reviewed diversity standards in accreditation documents among selected health professions; second, data on the frequency of citations from ARC-PA related to diversity were gathered and analyzed; finally, opinions from 23 PA faculty and leaders were solicited through semistructured interviews. Two research team members analyzed the data to identify themes. Most institutions sponsoring PA programs had preexisting diversity policies before the inception of standard A1.11 of the ARC-PA. Between June 2020 and March 2023, seven programs received 16 citations related to Standard A1.11. Interviews with faculty revealed 4 major themes: (1) the importance of institutional support, (2) early pipeline development of applicants, (3) prioritizing faculty and/or student diversity as key program goals, and (4) local context, with institutional support and pipeline development being most prominent. The inclusion of Standard A1.11 in the ARC-PA Standards signifies the growing recognition of diversity, equity, and inclusion (DEI) in PA education. Institutions can advance DEI in the PA profession by leveraging accreditation-related activities through leadership, partnerships, and accountability measures consistent with the institution's mission and applicable laws. Institutional support emerged as an important factor in compliance with diversity-related accreditation standards.

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended processes for determining meaningful access to the state-adopted grade-level standards in general education classes for students with ESN. We reviewed a total of 554 pieces of published literature considered for inclusion in our summary. Based on our inclusion and exclusion criteria, we included 32 articles and chapters in the final analysis. The review yielded important information related to six themes, including (a) the language used to describe students with ESN; (b) the varying understandings, or perceptions, of what access to the state-adopted grade-level standards means; (c) the recommended steps in the processes that teams might use to provide access to the state-adopted grade-level standards, and the alignment between standards and Individualized Education Program goals; (d) the short- and long-term outcomes of access to and inclusion in the general education curriculum; (e) who is involved; and (f) the ways in which progress monitoring and assessment were implemented. We conclude with our recommendations for future research.

Antimicrobial Stewardship: A Game Changer in the Fight against Carbapenem-ResistantEnterobacteriaceae (CRE) among Children with Cancer

Abstract Background Carbapenem-resistant Enterobacteriaceae (CRE) is an emerging threat among pediatric cancer patients, with a high mortality rate. A previous study in our center reported that 254 patients with CRE BSI were diagnosed from (2013-2018) with mortality from CRE BSI being 30%. Previous colonization was reported in 35% of those patients. Time to start adequate antibiotics is an independent prognostic factor for patients with CRE BSI, (48%) of patients started active treatment after 48h from culture and associated with higher mortality when compared to patients who started treatment earlier. Our recommendations include antimicrobial stewardship for early detection through routine screening and timely adequate therapy that may impact the outcome for such high-risk patient groups. Methods This prospective study included all pediatric cancer patients with (CRE) bloodstream infections (BSI) at a children’s cancer hospital in Egypt (2020–2022) with adopting antimicrobial stewardship program goals by (1) applying routine screening by rectal swab for high-risk patients and starting active treatment for patients colonized by CRE. (2) Introduction of PCR-based method (Cepheid XpertCarba-R assay) is developed for detecting carbapenemase genes with the availability of results within one hour which can allow for rapid time to start active treatment in less than 48h. Results One hundred and fifty pediatric cancer patients with CRE BSI were identified; 83% had hematological malignancies, and 17% had solid tumors. Acute myeloid leukemia was the most common hematological malignancy (47%). The main clinical features for acquiring CRE-BSI were prolonged neutropenia > 7 days (62%), previous Carbapenem exposure (82%), Quinilone prophylaxis (44%), central venous catheter use (40%), previous colonization with a resistant pathogen (35%) and ICU admission within 90 days (18%). E. coli was the most common isolated pathogen (65%), followed by Klebsiella pneumoniae (31%). Documented site of infection was reported with pneumonia in (32%), typhlitis in 15% skin soft tissue infection (57%), CNS infection (18%), and urinary tract infection in (10%). Time to start active antibiotics in less than 48h was reported in 89% with clinical cure reported in 71% and microbiological clearance was reported in in less than 7 days in 70% of patients. The need for ICU admission as sepsis related to CRE was reported in 29/150 (19%). The Gentopyic profile for CRE in our study reported that class B (69%) with NDM reported in 98/150 (65%) and VIM 6/150 (4%) was the most common carbanamases followed by Oxa-48 in 89/150(59%) of patients while KPC enzyme reported only in 6/150(4%). Day 30 mortality was reported in 23/150(15%). Upon multivariate analysis, patients with Klebsiella pneumoniae BSI, NDM genotype carbapenemases, CRE with aminoglycosides resistance or associated with pneumonia, and CRE patients who developed septic shock with the need for ICU admission were predictors of poor outcome. Conclusion CRE-BSI is a major threat among pediatric cancer patients in limited-resource countries and is considered a barrier against better outcomes. Antimicrobial stewardship through routine screening for colonization detection and Rapid diagnosis by using gene expert with rapid time to start adequate active antibiotics treatment is associated with improvement of outcome and decreasing mortality. Table 1: Comparison between retrospective study and prospective study (after adopting antimicrobial stewardship goals)

Effectiveness of Civic Political Literacy Through Collaboration Between Schools and NGOs in Makassar City

<span lang="IN">The low political literacy of citizenship is an urgency in building community participation, so real efforts are needed to increase public understanding and awareness of political issues. This study explores LAPAR SULSEL’s role in the civic political literacy program in Makassar City in providing information, implementing political education, and collaborating with other institutions to achieve program goals. This research was conducted using descriptive qualitative research methods. The results showed that LAPAR SULSEL has a significant role in increasing civic political literacy in Makassar City. They provide information through publications on social media, seminars, discussions, and training using educational and advocacy strategies to build public awareness</span><span lang="IN"> about political issues. In this research it can be concluded that through the provision of information and effective political education programs, LAPAR SULSEL has succeeded in helping people become more active and aware of their rights and obligations as citizens. Therefore, this study has positive implications for the development of civic political literacy by emulating the efforts of LAPAR SULSEL in providing information and conducting political education</span>

Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.

The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.

Tradeoffs and synergies between social equity and environmental benefits in conservation

Conservation programs worldwide pursue social equity alongside environmental benefits and economic efficiency. When the spatial patterning of human diversity differs from the patterning of biological diversity, conservation planners face complex tradeoffs between social and biological objectives. Here, we quantify how these tradeoffs depend on the correlation between the spatial distributions of social and biological diversity. We used empirical patterns in the commonness and rarity of species to generate simulated landscapes with pre-defined correlations between biological diversity and human social diversity. Our analysis shows how tradeoffs between social equity and environmental benefits are unavoidable when human and biological diversity are negatively correlated. However, when human and biological diversity are strongly positively correlated, then biological and social priorities are congruent. In these settings, well-designed conservation programs may engender positive feedbacks between social equity and ecosystem services, enhancing both. Our analysis focused on distributional equity, but similar dynamics are likely to occur with procedural, recognitional and contextual equity. Given growing evidence that socially equitable conservation programs are more likely to be successful, our findings underscore the importance of carefully assessing the potential for conflicts and synergies between the social and biological goals of conservation programs.

Results of a Process Evaluation of the Implementation of a Housing First Program in Waterloo, Canada

This study evaluated PATHS2Home (P2H), a Housing First program in Canada, through qualitative interviews and focus groups with 34 program staff, participants, and partners. Results showed successful implementation with participant satisfaction, strong program design and leadership, skilled staff, positive service system relationships, effective housing support, and fidelity to the Housing First (HF) model. Challenges included skepticism of the program model, communication with partners, staff turnover, and systemic factors such as affordable housing availability. Overall, the evaluation showed successful implementation of the P2H program in line with HF principles and identified several areas for improvement to better support participants and achieve program goals.

The challenging concept of eradication: A core concept guiding and frustrating public health.

The celebrated 1980 announcement that smallpox had been eradicated was made using the following definition of eradication: "Permanent reduction to zero of the worldwide incidence of infection caused by a specific agent as a result of deliberate efforts: intervention measures are no longer needed." Public health around the world works with this definition of "eradication," setting it as a goal for other infectious disease control programs. The definition is simple. Its application, however, has produced long-running and complex public health campaigns that threaten the commitment of funders, health care providers, and governments. In this paper, the authors demonstrate the disease-specific challenges of eradication through the example of the Global Polio Eradication Initiative (GPEI). While many deem eradication worth its high costs because it is the end of morbidity and mortality from a disease, it does not mean the end of disease control efforts. Public health must be prepared for the possibility of disease reoccurrence in the form of undetected natural reservoirs of disease, lab leaks from stored samples, bioterror attacks using stolen samples, and the synthetic recreation of microbes. This paper clarifies the role of reoccurrence prevention in eradication, calling for its addition in the definition of eradication.

The Use of Technology and Mobile Health Apps in Child Maltreatment Interventions: Perspectives of TF-CBT therapists and SafeCare Providers

BackgroundPrevious research has demonstrated positive effects of using technology as an augmentation to evidence-based youth mental health treatment and parenting programs, however, limited research has examined the use of technology in evidence-based child maltreatment (CM) prevention and treatment. ObjectivesThe purpose of this paper is twofold: 1) to understand the application of technology and mobile health apps in CM prevention and treatment programs and 2) examine the acceptability of CM programs with an evidence-informed app, JoyPop™, developed to promote resilience through emotion regulation. Participantsand Setting: Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) therapists (N=12) and SafeCare© providers (N=12) were recruited and participated in virtual semi-structured interviews. MethodParticipants tested the JoyPop™ app over one week and were interviewed to assess their perspectives about and experiences using technology and mobile health apps in practice (aim 1) and the potential use of JoyPop™ as a program augmentation (aim 2). Data collection and analysis was guided by qualitative descriptive analysis. ResultsParticipants reported that technology and apps supporting positive coping strategies, including JoyPop™, are relevant to the goals of CM programs and can be used enhance client engagement and skill uptake. Participants noted that JoyPop™’s features more strongly align with the components of TF-CBT than Safecare. Limitations of technology use in practice are discussed. ConclusionsSupplementing CM programs with technology and mobile health apps may be used to bolster client engagement and positive outcomes. Future research is needed to address the efficacy and client acceptance of technology and app usage in practice.

Investigating the effect of peer-led educational intervention on behaviors related to pubertal health and its determinants in high school girls of Genaveh, Iran: Application of social cognitive theory

Background Empowering adolescents in the field of puberty health is one of the important goals of public health programs. The present study was carried out with the aim of determining the effect of peer-led training on puberty-related behavior and its determinants using social cognitive theory. Methods: A total of 245 teenage girls were randomly divided into two groups: the intervention group and the comparison group. The questionnaire measuring puberty-related behavior and its determinants was self-administered and completed before and 2 months after training in the two groups. One session for parents, four sessions for peer educators, and four sessions for participants were conducted for 1 month. Results: In the intervention group, unlike the comparison group, the mean scores of knowledge, outcome expectations, self-efficacy, self-control, social support, and behavior increased significantly after training (p <0.05). Based on regression analysis, outcome expectations and social support were the main determinants of puberty-related behavior (adjusted R2 = 0.464). Conclusion: The findings of this study support the effectiveness of the peer-led educational intervention based on social cognitive theory in the improvement of puberty-related behavior and its determinants, which can be used in the design of puberty-related health promotion programs. Further research to assess the longer-term outcomes and to examine other theories of behavior change are suggested.

Empowering Women Entrepreneurs in Indonesia Through Effective Government Assistance Programs

Background: The economic recovery of Sidoarjo Regency post-pandemic hinges on effective assistance programs for Micro, Small, and Medium Enterprises (MSMEs), particularly women's business groups. Specific Background: This study investigates the efficacy of the Sidoarjo Regency Government’s assistance program for independent women’s business groups, with a focus on its impact on resilience and independence within this demographic. Knowledge Gap: Despite existing literature on government assistance programs, there is a lack of detailed evaluations regarding their effectiveness, specifically in the context of women's entrepreneurship in Sidoarjo. Aims: This research aims to assess the effectiveness of the assistance program through qualitative methods, including interviews, observations, and documentation. Results: Findings reveal that the program has been effective, particularly for the Teman Setia Kitchen business, measured against Sutrisno's (2010) indicators: program understanding, target accuracy, timeliness, goal achievement, and real change. While some discrepancies with Standard Operating Procedures (SOP) exist, the overall impact on groups like Dapur Teman Setia, Mawar Boga, and Agung Tersena has been positive. Novelty: This study contributes to the body of knowledge by highlighting specific indicators of program effectiveness and providing actionable insights for improving governmental support for women entrepreneurs. Implications: The research underscores the importance of effective government intervention in fostering women’s entrepreneurship and calls for improved targeting and timeliness in aid disbursement, which are essential for the sustainable development of MSMEs in Sidoarjo. Highlights: Effectiveness measured: Understanding, target accuracy, and timely assistance evaluated. Positive impact: Increased income and improved welfare for women entrepreneurs. Communication gaps: Need for better outreach and administrative processes identified. Keywords: women's empowerment, MSMEs, government assistance, program effectiveness, economic recovery

Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education

Educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based teacher performance assessment (TPA) that centers program values and goals along with state and professional standards when their state removed the edTPA as a certification requirement in 2022. This study describes the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation. Findings support use of a portfolio-based TPA as a promising component of teacher certification with the potential to advance inclusive, culturally-sustaining, evidence-based practices that create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities.

THEORETICAL ANALYSIS OF THE CONCEPT OF «KEY COMPETENCIES OF FUTURE SPECIALISTS»

The study conducts a systematic theoretical analysis of the concept of «key competencies of future specialists» in line with the ideas and provisions of modern foreign and domestic regulatory documents, scientific positions of leading scientists in the subject area, and methodological materials of practicing teachers. The purpose of the article is to identify the theoretical foundations of the interpretation of the concept of «key competencies of future specialists» in the educational and professional contexts of training in institutions of pre-university and higher education by means of generalization, comparison and synthesis of leading scientific positions. The article analyzes the interrelationships and dependencies of the concepts of «competence approach», «competence», «key competence»; the scientific approaches of domestic and foreign scientists to the systematic classification of groups of personal competencies (key – over subject, inter-subject; subject – acquired in the course of studying a particular discipline). The conclusions are drawn that competencies are a dynamic combination of knowledge, understanding, skills, abilities and abilities. The development of competencies is the goal of educational programs. Competencies are formed in different academic disciplines and assessed at different stages. Scientists argue that the competency-based approach, along with specific knowledge and skills, includes abilities, readiness to learn, readiness for professional activity, social skills, etc.; all these qualities are formed in the process of professional training. Modern employers are increasingly prioritizing the requirements for graduates of higher and higher education institutions to have systemic, intellectual, and communication skills, the ability to self-organize and organize the activities of employees, and the ability to reflect on their own activities, so society's requirements for the educational activities of vocational schools are constantly growing. The main features of the key competencies of future specialists are: multifunctionality (allowing to solve various problems of everyday professional or social life); supersubjectivity and interdisciplinarity (can be applied not only in the process of education, but also at work, in the family, in the political sphere); multidimensionality (including thought processes, intellectual skills, creative discoveries); determining the need for intellectual development of the individual (abstract thinking, critical thinking, self-reflection, recognition of one's own position).