Skills Certification Research Articles

Certificación profesional, el caso de México

Professional certification is a social right to receive services with quality and safety; however, in Mexico, most professions do not have a legal obligation to be certified, which presents an opportunity for the different actors in education. This work presents a framework on certification in Mexico, along with experiences in various professional fields. A review was carried out from the 90s of the 20th century to the present in the national context in comparison with international experiences around certification. The experience shows the importance to define a framework grounded on competencies setting the specifications linked to professional reality. It is possible to identify the differences between certification of occupational skills and professional certification, because they need specific certification models and represent different advantages for society. It is important to demonstrate that professionals need to update and certify their competencies in order to have positive repercussions in all areas of his performance.

Aiman's Decision to Relocate or Expand the Existing Space?

branch in Kuala Lumpur and relocate to Kelantan. This strategic move allowed the family to focus their energies on growing the newly founded business. The transfer was a huge success, and Rumah Bekam Panji Medispa immediately became famous. Their increasing clientele expansion quickly demonstrated the need for a larger, more hospitable facility. With this new site, they were able to meet increased demand by offering adequate space to cater to their growing customers while also considerably improving the overall customer experience. During this transformation era, Putra Aiman was offered an opportunity to study retail entrepreneurship at the University of Malaysia Kelantan. Taking advantage of this opportunity, he improved his business knowledge and talents. His commitment to combining traditional techniques with modern therapeutic standards prompted him to earn the Malaysian Skill Certificate Level 3 (SKM 3) in therapy. Through this, he bridged the gap between traditional practices and contemporary therapeutic approaches, enhancing his professional reputation and contributing to the family business's continued success.

KEBOLEHPERCAYAAN MODUL M-CLASSY-ART ILUSTRASI FESYEN TERHADAP PEMBELAJARAN KENDIRI PERANTIS SLDN SIJIL KEMAHIRAN MALAYSIA

This study aims to determine the reliability value of the M-Classy-Art module among apprentices of the National Dual Training System (SLDN) specifically for the competency unit of fashion illustration design in the Women's Clothing Manufacturing sector for the requirements of the Malaysian Skills Certificate. This research study is guided by the ADDIE model by using a quantitative approach. The validity of the instrument was carried out by three experts who are lecturers in the field of Fashion Design Illustration at UiTM. A pilot study was conducted among SLDN apprentices who underwent training at the SLDN training center with a total sample of 30 apprentices. The average reliability value (Cronbach's Alpha) of the research instrument obtained from the pilot study is a=0.982 for the 48 items in the questionnaire. Evaluation of the reliability of the module shows that the acceptance of learning integrated through the website using mobile applications meets the requirements such as the use of text, video, audio, animation and graphic elements is well received. This shows that technology is a medium of support for apprentices' self-learning. In conclusion, M-Classy-Art based on a website via mobile has a high reliability value. M-Classy-Art is accepted by every layer of apprentices, even if they have different educational background, marital status and age factors.

Automatic Final-Product Assessment of Virtual Reality Mastoidectomy Performance: A Validity and Reliability Study.

Assessment is key in modern surgical education to monitor progress and document sufficient skills. Virtual reality (VR) temporal bone simulators allow automated tracking of basic metrics such as time, volume removed, and collisions. However, adequate performance assessment further includes compound rating of the stepwise bony excavation, and exposure and preservation of soft tissue structures. Such complex assessment requires further development of automated assessment routines in the VR simulation environment. In this study, we present the integration of automated mastoidectomy final-product assessment with validation against manual rating. At two international temporal bone courses, 33 ORL trainees performed anatomical mastoidectomies in the Visible Ear (VR) Simulator with automatic performance assessment using a newly implemented rating routine based on the modified Welling Scale. Automated assessment was compared with manual ratings by experts using absolute agreement, intraclass correlation, and generalizability analysis to establish validity and reliability. The overall average agreement between manual and automatic assessment was 83.9% compared with the inter-rater agreement of 88.9%. A majority of items (15 out of 26) showed high agreement between automated and manual rating (>85%). Intraclass correlation coefficients were found to be high. Generalizability analysis with D-studies found that five repetitions per participant are needed for a G coefficient >0.8, which is considered necessary for high-stakes assessments. We have demonstrated the feasibility, validity, and reliability of an automatic assessment system integrated into a VR temporal bone simulator. This can prove to be an important tool for future self-directed training with skills certification.

WP8.13 - Validating Remote Basic Surgical Skills Certification: A Randomised Controlled Trial

Abstract Aims Simulation based training comprises a fundamental component of modern surgical education, necessitating the development and advancement of affordable, functional, and validated simulators. This study explored the effectiveness of using the Inovus Basic Surgical Skills (BSS) simulator in improving core surgical skills amongst junior trainees. Methods This was a multicentre, RCT between August 2022 – November 2022 involving junior trainees yet to complete a validated basic surgical skills course. All participants completed an initial series of basic surgical tasks, including a range of suturing and knot-tying techniques. Three parameters (objective scoring tool, time taken for task completion, self-assessment questionnaire) were used to evaluate each surgical skill. Subsequently, participants were randomly allocated to the intervention group (BSS simulator) for at home training, or the control group receiving no further training. Results 5 domains were assessed for suturing tasks through respect for tissue, motion and efficiency, visuo-spatial, suture quality and time taken. Knot-tying was assessed by quality and time taken. Independent samples t-test revealed no significant difference between control and intervention groups (p>0.05) despite improvement in task quality and reduced completion time. Self-assessment questionnaires revealed a significant (p<0.05) improvement in confidence performing more complex tasks in intervention groups. Conclusions Study results demonstrate an improvement in both the quality of basic surgical skills and reduced completion time with use of the BSS simulator. Participants report increased confidence post-intervention following use of the BSS simulator. Despite the limitation of a small sample size, these findings underpin the potential benefits of BSS simulator use for surgical education amongst trainees, increasing accessibility to surgical training through an exceptionally realistic remote training environment.

Perception of Student Readiness in Mastering Core Skills of the Malaysian Skills Certificate / Persepsi Kesediaan Penguasaan Pelajar Dalam Kemahiran Teras Sijil Kemahiran Malaysia

The Malaysian Skills Certification (SKM) is implemented as a formal certificate of recognition for individuals who demonstrate the ability acquired or practiced efficiently to perform a task. Among the aspects emphasized in Malaysian skills certification are core abilities. Therefore, this study aims to look at the perception of students' mastery readiness of core abilities among students of the Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia. This study uses a quantitative approach with a survey research design. Using a questionnaire instrument based on SKM level 3 core skills assessment module which consists of six elements namely effective communication, information technology awareness, leadership skills, workplace ethics, administrative skills and health, safety and environmental implementation awareness. The study sample consisted of 92 final year students from General Machining, Building Construction, Catering, Welding & Metal Fabrication, Electrical & Electronics, Creative Multimedia and Refrigeration & Air Conditioning courses. The study's results underwent analysis via the Statistical Package for Social Science (SPSS) software. This analysis encompassed both descriptive techniques, such as percentages, means, and standard deviations, as well as inferential methods, including T-tests and ANOVA. The study's findings indicate that FPTV students' perception of their readiness to master the core abilities required for Malaysian skills certification is notably high. Therefore, students who will take the SKM verification will be at a high level of mastery readiness. These skills are essential to create a highly skilled workforce that has mastered technical skills as well as core skills.

Development of Innovative Executive Programme: Imam Profesional

The Professional Imam Executive Program, the only academic program in Malaysia provides an opportunity for the community to improve knowledge, skills, and abilities for the duties of an imam, along with mosque and community management through a systematic lifelong learning process and becoming an excellent imam in guiding the Muslim community. Thus, Institut Ahli Sunnah Wal Jamaah (iSWAJ), Universiti Tun Hussein Onn Malaysia (UTHM) has developed such a programme since 2016 together with the Department of Islamic Religious State of Johor (JAINJ) and has graduated almost 70 students starting the first intake in 2018. The structure of this new program is designed to meet the demands and needs of the Mosque Management Division, JAINJ and to meet the gaps in the Imam's needs. This programme has four modulars – Tawhidic Foundation, Revelation Sciences, and Mosque and Community Management, and concluded with a Community Project that has been developed. Each modular cover three modules by itself. Those who attain 80 marks (A grade) and above from all modules in each modular will receive a Sijil Kemahiran Agama(Religious Skill Certificate) from the Johor State Islamic Religious Department (JAINJ), the only special award certificate to students of Imam ProfesionalTM. This innovative executive program is recognized by Johor Islamic Religious Council (MAIJ) and can be credited to prior experience-based learning (APEL). It will continue to accept applicants nationally and internationally for future intake and certainly offer many benefits for itself and the community.

So Why Do They Not Engage? Grounded Theory Research to Understand and Explain Why Medical Students Disengage from Undergraduate Psychiatry Education in India.

For almost 60 years, Indian psychiatry literature has called for all medical students to learn psychiatry so that millions of mentally unwell people across India might receive appropriate treatment. Yet for almost 60 years, medical students have disengaged from psychiatry education, resulting in limited learning. The literature has repeatedly cited the solution as one that involves longer exposure on posting and more exam questions, with little impact. This research sought to understand why medical students disengage from psychiatry education so that meaningful change might occur. The research utilized constructivist grounded theory, initially in one medical college in Mumbai, followed by a quantitative survey to test the findings with a wider group of interns across 10 states of India. An iterative process of data gathering and analysis was undertaken using the constant comparison method and theoretical integration. Findings identified that 98% of interns believe all MBBS (doctors) should "know" psychiatry, with "know" meaning practical skills-how to assess and treat people with mental illness. The majority of students attend psychiatry to learn those skills, but on finding faculty too overworked to teach, they disengage, saying: "there's nothing in it for me." The findings indicate that more exam questions would not increase engagement. Medical students want to learn skills to help those in mental distress. Faculty do not have time and, arguably, the training to teach them. To address the nation's mental health needs, the government needs to prioritize teaching of psychiatry skills by releasing and enabling psychiatry faculty, alongside the certification of psychiatry skills.

Certification of Basic Skills in Endovascular Aortic Repair Through a Modular Simulation Course With Real Time Performance Assessment

Certification of Basic Skills in Endovascular Aortic Repair Through a Modular Simulation Course With Real Time Performance Assessment

Meanings of School Success for the Teenager Students in Vocational Schools, Sports Profile

Success represents a general human value attribute that acquires meanings and forms depending on the field of knowledge to which we refer. In formative-educational activities, it takes the form of school success. The complexity of this concept is widely described in specialized literature, but our current interests are centered on the segment of vocational schools, sports profile, following the period of adolescence. "What meanings does school success have for student-athletes, teenagers?", is the question by which we try to outline the nuances of school success, particularly for this category of students. We start from the premise that the level of students' commitment, and their involvement in school activities largely determines success. Based on this commitment, the targeted students, from the vocational schools with a sports profile, enroll on the path of achieving school success in terms of completing their high school studies, obtaining the final exam diploma, and passing the professional skills certification exam.

Challenges and Risk Factors of Early Leaving from IVET: Perceptions of Students and Schools´ Staff

A concern across many vocational education systems is the high dropout rate from their programs. This problem is likely to be exacerbated at time of low unemployment rates when employers are less demanding about the certification of skills at the time of employment. This qualitative study examines the factors associated with students leaving early from Initial Vocational Education and Training (IVET) institutions in Estonia. The study analyses the challenges and potential risk factors of IVET early leaving from both the students and staff members points of view. The research participants were 20 Estonian IVET students and 12 staff members from various vocational schools. The study highlights the complex interplay of students’ challenges and emphasises the importance of addressing them to promote retention and success in vocational education and training programmes. The study employs the Self-Determination Theory, more specifically, the conceptual frame of basic psychological needs to interpret the data. The results of the research indicate that students at risk are mainly shaped by their primary school experience prior to vocational school, with teachers and peers as the main influencers.

Under the background of “1 + X ” certificate, the exploration of the integration of “post,curriculum,competition,skill certificate”of tourism management in local application-oriented universities

Under the background of “1 + X ” certificate, the exploration of the integration of “post,curriculum,competition,skill certificate”of tourism management in local application-oriented universities

Valutare e certificare le competenze degli studenti nell’assolvimento dell’obbligo di istruzione. Un’indagine empirica nella scuola secondaria della Regione Abruzzo

ASSESS AND CERTIFY STUDENTS’ SKILLS IN FULFILLING THE COMPULSORY EDUCATION. AN EMPIRICAL SURVEY IN SECONDARY SCHOOL OF THE ABRUZZO REGION Abstract The article concerns the results of an empirical investigation relating to evaluation practices and opinions of secondary school teachers in the Abruzzo Region on the evaluation and certification of skills in fulfilling compulsory education. To collect information, a questionnaire was administered to a sample of 383 teachers. After an initial descriptive analysis, some contingency tables were produced from which some statistically significant connections emerged. The preliminary results of the study highlight good practices in the management of evaluation processes, such as the use of evaluation as a resource for learning, but still show a lack of awareness of the difference between learning and transversal citizenship skills and a poor mastery of docimological tools capable to grasp the complexity that characterizes skills.

REORIENTASI PROFIL LULUSAN DAN REFORMASI KURIKULUM SOLUSI LULUSAN TERSERAP LAPANGAN KERJA

Education as a means to increase knowledge and skills and can improve welfare. The higher the level of education, the more experience one gets and the more complex the problems that can be solved, and this has an impact on increasing income. Advances in information and communication technology have changed human civilization. The development of science and technology has made how many jobs done by humans have been taken over by machines so that the remaining work is very little and more specific for humans to do.
 The curriculum given to the students aims to provide a variety of knowledge and skills so that they can complete various assignments and be placed in various positions. This condition does not meet the needs of the world of work today, because workers only do specific jobs. Another challenge is that several large companies no longer require a diploma for their prospective workers; instead, it is based on the skills certification mastered by future workers.
 This phenomenon is a challenge for education providers to reorient the profile of graduates who have been determined. One way is to reform the curriculum to improve the student's skills and mastery of digital information literacy, data processing, visualization, and modern office technology so that graduates can work in the modern office era.
 The narrative above is the premise of the descriptive research that the writer conducted based on various sources of documentation, literature, and questionnaire results from alumni.

Exploring the Path of Curriculum Construction for Preschool Care in Secondary Vocational Schools under the Background of 1+X Certificate System

The 1+X certificate system is a new talent development and evaluation model that has emerged in the process of vocational education development in China in recent years. 1 refers to the educational certificate obtained by students studying in vocational schools after three years of on-campus learning, passing all theoretical examinations and skills tests, and completing corresponding internship tasks. X refers to obtaining a vocational skill certificate related to the major while obtaining the educational certificate. Taking the employment status and talent competence requirements of the intermediate professional early childhood education major as the starting point, and using the course 0-3 Years Infant and Toddler Care and Education as an example, this research aims to explore the curriculum construction path of the intermediate vocational early childhood education major through the integration of course and certificate, and cultivate students in this major with a solid foundation of professional knowledge, strong practical abilities, and competitiveness in the job market.

Implementation of Skilled Training Programs at Vocational College: A View of the Instructors’ Perspectives

The vocational colleges of Malaysia have been running several engineering related programs to certify their students with Malaysian Skills Certificate, Malaysian Vocational Diploma and Malaysian Vocational Certificate. The aim of these programs is to provide competent skilled and knowledge workers for the needs of the local industries in order to foster national development towards achieving developed nation status. To ensure the success of these programs, instructors are expected to be able to conduct training and master the engineering education process. This study was conducted to identify vocational college instructors’ views on the implementation of the skill training programs in the aspects of curriculum, infrastructure and industrial training. A total of 116 technical instructors in the fields of engineering skills namely Welding Technology, Automotive Technology, Electrical Technology, Refrigeration and Air conditioning, Electronic Technology, Industrial Machining and Construction Technology participated in this research. The data were analysed to determine the average mean score of the measured variables. Findings showed that the average mean score for curriculum and industrial training aspects were found to be at high level, while moderate level was obtained for the aspect of infrastructure. This finding implies that professional development programs are less crucial compared to facilities required to run the skill training programs. This issue needs to be addressed by the vocational colleges’ management and government to ensure successful implementation of these skilled training program at college level.

Certification of Basic Skills in Endovascular Aortic Repair Through a Modular Simulation Course With Real Time Performance Assessment

Endovascular aortic repair (EVAR) is being used increasingly for the treatment of infrarenal abdominal aortic aneurysms. Improvement in educational strategies is required to teach future vascular surgeons EVAR skills, but a comprehensive, pre-defined e-learning and simulation curriculum remains to be developed and tested. EndoVascular Aortic Repair Assessment of Technical Expertise (EVARATE), an assessment tool for simulation based education (SBE) in EVAR, has previously been designed to assess EVAR skills, and a pass limit defining mastery level has been set. However, EVARATE was developed for anonymous video ratings in a research setting, and its feasibility for real time ratings in a standardised SBE programme in EVAR is unproven. This study aimed to test the effect of a newly developed simulation based modular course in EVAR. In addition, the applicability of EVARATE for real time performance assessments was investigated. The European Society of Vascular Surgery (ESVS) and Copenhagen Certification Programme in EVAR (ENHANCE-EVAR) was tested in a prospective cohort study. ENHANCE-EVAR is a modular SBE programme in EVAR consisting of e-learning and hands-on SBE. Participants were rated with the EVARATE tool by experienced EVAR surgeons. Twenty-four physicians completed the study. The mean improvement in EVARATE score during the course was+11.8 (95% confidence interval 9.8 - 13.7) points (p < .001). Twenty-two participants (92%) passed with a mean number of 2.8 ± 0.7 test attempts to reach the pass limit. Cronbach's alpha coefficient was 0.91, corresponding to excellent reliability of the EVARATE scale. Differences between instructors' EVARATE ratings were insignificant (p= .16), with a maximum variation between instructors of ± 1.3 points. ENHANCE-EVAR, a comprehensive certifying EVAR course, was proven to be effective. EndoVascular Aortic Repair Assessment of Technical Expertise (EVARATE) is a trustworthy tool for assessing performance within an authentic educational setting, enabling real time feedback.

Do online certifications improve job market outcomes? Evidence from an IT skills certification platform in India

We estimate the returns to online skills certification for engineering graduates in India using a regression discontinuity design. Individuals in our dataset take a computer programming exam, and are required to score above a threshold to receive a widely used software engineer IT-services certificate provided by an online job skills credentialing platform in India. We find that certified candidates have approximately 0.25 higher probability of finding employment following the exam. Our results indicate that skill certification in this context is a strong one-time signal of quality. Certification cannot replace education, however, and fails to predict longer-term job market outcomes as demonstrated by the lack of estimated causal impact on current employment status or income level. Our findings suggest the promise and limits of certification in an educational market where university training is highly variable.

Enhanced Entrepreneurship Training: Additional Criteria for Malaysian Skills Certificate (MSC) Program Instructor

The focus of this study is to identify and evaluate the criteria of instructors who conduct entrepreneurship training for the Malaysian Skills Certificate (MSC) training program. A total of 6 subject matter experts were selected as respondents to the study using the Fuzzy Delphi method. They consist of MSC instructors as well as entrepreneurship training from several training institutions. Several criteria were taken into account during the selection such as designation, level of education, expertise, work experience in the field of TVET training and entrepreneurship. Their selection is balanced between MSC training and entrepreneurship training. A questionnaire containing 8 items was given to all experts. The results of the evaluation by all respondents found that all these components and items have been accepted for use. Overall, they think that these instructor criteria can increase awareness, increase competence and can produce entrepreneurs among MSC trainees when the training is over.

Barriers and facilitators for leading nursing homes through the COVID-19 pandemic: A focus group study in Norway.

During the COVID-19 pandemic, nursing home leaders implemented infection control to protect residents and staff. To understand the barriers and facilitators for leading nursing homes through the COVID-19 pandemic. We invited 34 nursing homes to participate, and 20 leaders (59%) attended focus group interviews. The COM-B model and the theoretical domains framework were used in design and analysis of the study. The barriers for infection control were organisational unpreparedness, high volumes of information, lack of clinical skills, protective equipment, and testing capacity, the nursing home's architectural design, health authorities' low priority of nursing homes, staff's fear, and mental pressure on the leaders over time. The facilitators were having a customised corona plan, change of routines, certification of new skills, access to the municipal quality system, the ability for crisis leadership, loyalty to the nursing home, and support from the environment. The number of part-time positions and the opportunity to outsource parts of the services were also important determinants for infection control. The results identify several barriers and facilitators for nursing home leaders' behaviour for infection control. The results confirm the importance of supporting the leaders' resilience and crisis leadership while working in the pressurised environment of a pandemic. The study provides important insights into barriers and facilitators for leading nursing homes through the COVID-19 pandemic, which could help to inform future strategies for infection control. No patient or public contribution.