Competent Units Research Articles

DEVELOPMENT OF A PROFESSIONAL QUALIFICATION FOR CONSTRUCTION SURVEYORS IN THAILAND

An occupational standard for construction surveyors and the desired skills of surveyors in Thailand’sconstruction industry were articulated. The research was conducted by studying data from previous researchworldwide. The results were used as a guideline to summarize the conceptual framework of the methodology byarranging a seminar attended by 15 experts with experience in construction surveying and by performing functionalanalysis involving the key purpose, role, and function; unit of competency; and elements of competency.Subsequently, the results were evaluated, and the standard certification was verified by experts by analyzing thecongruence index. The experts agreed in full and certified the research results evaluation on the professionaldevelopment process of construction surveyors. The process of assessing and certifying the standard of surveyorsin Thailand consists of 39 units of competency and 110 elements of competency. Based on the research, the mostimportant competence of regular use in the survey with 8 elements of competency was selected as the model toevaluate, involving 15 participants from Unique Engineering & Construction PCL. The experiment was conductedon the operational unit in the project areas. To evaluate the professional qualification level along with knowledgeand skill assessment criteria, an instrument was developed. Using the developed instruments for assessment ofknowledge and skills, scores of 100% and at least 80% on two sets of assessment criteria were regarded as passing.This revealed that all selected people who were assessed met the criteria of professional qualification in theconstruction surveyors.Keywords: construction surveyors, professional qualification, skills recognition, competency

Encadenamiento mediado por aprendizaje basado en proyectos ecoeficientes

En Colombia la mayoría de universidades que forman profesionales en química, priorizan su formación científica en forma inconexa con los procesos químicos y la química industrial, a pesar que el 78% de los químicos ejercen su profesión en la industria, evidenciando una alta demanda en ese mercado laboral (Ministerio de Educación, 2015).En el grupo de investigación en Ecoeficiencia de la Universidad Pedagógica y Tecnológica de Colombia, se desarrolló una innovación educativa para la formación por competencias del químico, denominada encadenamiento hacia la química verde. El encadenamiento fue diseñado en términos de unidad de competencia, basado en estrategias metacognitivas de aprendizaje, evaluación y transferencia, aplicado en el curso de química industrial de octavo semestre, con mediación pedagógica del aprendizaje basado en proyectos ecoeficientes y emprendidos en una investigación-acción (Carr, 1988). Se partió de 19 competencias genéricas proclamadas en el Proyecto Alfa Tuning Latinoamérica (2005-2013), y 16 competencias específicas, articuladas con los doce principios de la química verde, para asegurar la sostenibilidad del proceso químico (Anastas y Warner, 1998). El propósito del trabajo fue evaluar el proceso de formación por competencias bajo el criterio de evaluación auténtica y sus resultados, referentes de la pertinencia y eficacia de la innovación educativa, formulada y ejecutada alrededor del autoconocimiento, autorreflexión y autorregulación. Los resultados validados interna y externamente, se evidencian con la producción semestral de 10-15 productos ecoeficientes sometidos al proceso de emprendimiento, con importantes reconocimientos tanto en lo académico como en el sector productivo.Â

NCS기반 바리스타 직무능력단위요소의 중요도와 만족도에 관한 연구 : 직무교육 이수기간을 중심으로

NCS기반 바리스타 직무능력단위요소의 중요도와 만족도에 관한 연구 : 직무교육 이수기간을 중심으로

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Penerapan Metode ANFIS untuk Prediksi Nilai Akhir dan Kelulusan Uji Kompetensi

To improve the graduation of Computer Literate Certified Professional (CLCP) competence test conducted by Competence Test of Information and Communication Technology (TUK-TIK) needs to be done continuous improvement by increasing try out competency test. Past values of the competency test can be used as modeling to predict the final score and the passing of the competency test. With the modeling can be predicted the passing of competency test participants through try out-try out done so that can be known weakness of candidate competency test from three units of CLCP competence. The modeling used to predict the final score and the passing of this competency test is the Adaptive Neuro Fuzzy Inference System (ANFIS) method. Used 20 past data of competency test participants with 6 criteria as input value from three CLCP competence units namely Word Processing, Spreadsheet, and Presentation. The resulting prediction is accurate enough with MAPE (Mean Absolute Percentage Error) value for each competency unit of 0.31492%, 0.284202%, and 0.267167%

Structural geometry of orogenic gold deposits: Implications for exploration of world-class and giant deposits

With very few exceptions, orogenic gold deposits formed in subduction-related tectonic settings in accretionary to collisional orogenic belts from Archean to Tertiary times. Their genesis, including metal and fluid source, fluid pathways, depositional mechanisms, and timing relative to regional structural and metamorphic events, continues to be controversial. However, there is now general agreement that these deposits formed from metamorphic fluids, either from metamorphism of intra-basinal rock sequences or de-volatilization of a subducted sediment wedge, during a change from a compressional to transpressional, less commonly transtensional, stress regime, prior to orogenic collapse. In the case of Archean and Paleoproterozoic deposits, the formation of orogenic gold deposits was one of the last events prior to cratonization. The late timing of orogenic gold deposits within the structural evolution of the host orogen implies that any earlier structures may be mineralized and that the current structural geometry of the gold deposits is equivalent to that at the time of their formation provided that there has been no significant post-gold orogenic overprint. Within the host volcano-sedimentary sequences at the province scale, world-class orogenic gold deposits are most commonly located in second-order structures adjacent to crustal scale faults and shear zones, representing the first-order ore-forming fluid pathways, and whose deep lithospheric connection is marked by lamprophyre intrusions which, however, have no direct genetic association with gold deposition. More specifically, the gold deposits are located adjacent to ∼10°–25° district-scale jogs in these crustal-scale faults. These jogs are commonly the site of arrays of ∼70° cross faults that accommodate the bending of the more rigid components, for example volcanic rocks and intrusive sills, of the host belts. Rotation of blocks between these accommodation faults causes failure of more competent units and/or reactivation and dilation of pre-existing structures, leading to deposit-scale focussing of ore-fluid and gold deposition. Anticlinal or antiformal fold hinges, particularly those of ‘locked-up’ folds with ∼30° apical angles and overturned back limbs, represent sites of brittle-ductile rock failure and provide one of the more robust parameters for location of orogenic gold deposits.In orogenic belts with abundant pre-gold granitic intrusions, particularly Precambrian granite-greenstone terranes, the boundaries between the rigid granitic bodies and more ductile greenstone sequences are commonly sites of heterogeneous stress and inhomogeneous strain. Thus, contacts between granitic intrusions and volcano-sedimentary sequences are common sites of ore-fluid infiltration and gold deposition. For orogenic gold deposits at deeper crustal levels, ore-forming fluids are commonly focused along strain gradients between more compressional zones where volcano-sedimentary sequences are thinned and relatively more extensional zones where they are thickened. World-class orogenic gold deposits are commonly located in the deformed volcano-sedimentary sequences in such strain gradients adjacent to triple-point junctions defined by the granitic intrusions, or along the zones of assembly of micro-blocks on a regional scale. These repetitive province to district-scale geometrical patterns of structures within the orogenic belts are clearly critical parameters in geology-based exploration targeting for orogenic gold deposits.

Beauty therapy, VET teaching and bio-power: a tale of two training packages

This paper explores the teaching of beauty therapy in the Australian Vocational Education and Training (VET) sector. It uses the theoretical concept of bio-power to examine how the body is compliant with intimate treatments in the name of beauty. Bio-power makes visible the anatomical and biological transformation and re-formation of the human body. Bio-power constructs and is in turn constructed by the work of beauty therapy teachers in the practice of transforming the body, regulating the physical functions of the body and disciplining the choices of teachers working with training packages. Through this conceptual framework, a unit of competency is analysed to determine the association of bio-power with two training packages when teaching beauty therapy. It will show that working intimately with the human body from the inner mechanisms at the cellular level to managing the therapist/client relationship is both physically and emotionally laborious. Consequently, the two training packages that are meant to frame and conceptualise this work may not provide adequate explanations of its complexity.

Occupational standard for veterinary assistant (small animal)

Veterinary assistant is career which assists routine veterinary work and is needed in veterinary practices. Occupational standard is a tool for setting-up new or improving existing manpower according to market needs This research aimed to formulate occupa- tional standard which can be used in vocational school, for middle level labor who would like to pursue this career, also as benefit for all stakeholders in this industry and as a guideline for curriculum development for Office of Vocational Education Commission and Thailand Professional Qualification Institute (TPQI). This research comprised of 2 stages, the first stage, defining the occupational standard for Thai veterinary assistants (Small animal). A descriptive research used the functional analysis to define the key roles, units of competence, elements of competence and performance criteria. The target group agreed on preparing the occupational standard, comprised of 91 voluntary veterinarians: 2 presidents of the Veterinary Council of Thailand, 50 veterinary practitioners; government and private veterinary hospitals; 29 veterinarians from private veterinary companies; and 10 veterinary lecturers. Ideas from discussions from the meeting were collected to identify the needs of occupational standards for veterinary assistants. The second stage verified questionnaires about the occupational standard which was mailed to 102 veterinarians, working in both private and government clinics and hospitals. They all agreed that the occupational standard for Thai veterinarian assistants (small animal) showed well reflec- tion on the current needs of the sector. Method of this paper was analyzing data by statistic tools, median and interquartile. Result revealed that the key purpose of the veterinarian assistants in assisting the veterinary practitioners, divided into to three key roles 1) assist and work in veterinary practices with standard focus on care and welfare of animals consisting of 5 units of competence and 17 elements of competence; 2) sanitation and clinical care consisting of 3 units of competence and 9 elements of competence; 3) front office customer service and workplace skills consisting of 4 units of competence and 9 elements of competence. The target groups all agreed with the set of occupational standards which was made and commented that the roles of working were good and according to right functions of veterinary assistants.

A Study on the curriculum for National Competency Standard (NCS) on Competency Unit Element of Medical Skin Care

A Study on the curriculum for National Competency Standard (NCS) on Competency Unit Element of Medical Skin Care

Fracture characterization in tight carbonates: An example from the Ozark Plateau, Arkansas

Outcrop studies of fracture development, used as analogs for subsurface fracture patterns, are critical because of the importance of fractures as fluid flow pathways and the fact that most fracture networks exist at a smaller resolution than current seismic data can resolve. Fracture networks in carbonate units are typically controlled by the mechanical properties of the unit, indicating that the mechanical stratigraphy, as well as the fracture stratigraphy, should be considered. This study presents the results of a fracture analysis in the Mississippian carbonates of the Ozark Plateau, considering both mechanical and fracture network characteristics. Mechanical characteristics of the succession were defined using a combination of rebound values and thin section petrography. Fracture characteristics included orientation and intensity, together with abutting relationships. Results indicate that fracture orientations show a distinct evolution throughout the measured succession, including the appearance of early systematic sets, followed by pervasive systematic fracture sets related to existing basement features. Fracture orientation changes do not correspond to changes in mechanical stratigraphy. Fracture intensity, however, is related to the thickness of the mechanical unit instead of the bed thickness and is greatest in less competent units. Mechanical control influences the fracture network on a smaller scale than that of regional tectonic stresses. Thus, evaluations of carbonate reservoirs must account for both the large-scale and the small-scale investigations into fracture characteristic controls. Outcrop evaluations are of critical importance to properly assess characteristics that are challenging to recover from conventional subsurface data sets such as core and seismic reflection volumes.

A Study of Analysis Current state of the Apprenticeship Curriculum in Vocational Education and Training High Schools Participating in the Apprenticeship System

본 연구는 산학일체형 도제학교의 도제 프로그램이 학교 교육과정에 어떻게 편성되었는지를 종합적으로 분석하여 도제 프로그램 개발과 도제 교육과정 편성을 위한 제언을 제시하고자 한다. 이러한 연구의 목적을 달성하기 위하여 1～2차 33개 도제학교의 도제 교육과정 현황 자료를 분석하였으며 그 결과는 다음과 같다. 첫째, `학과`와 `인력 양성 분야 및 목표`, `학과`와 `자격` 간의 적절성(연관성)은 도제반과 일반반이 비슷하였으나 `인력 양성 분야 및 목표`와 `자격` 간의 적절성(연관성)은 도제반이 일반반보다 높은 편이다. 둘째, 도제 프로그램의 필수 능력단위와 선택 능력단위는 Off-JT와 OJT에 비교적 균등하게 편성되어 있다. 셋째, 도제 프로그램의 능력단위는 2015 개정 교육과정의 NCS 실무과목뿐만 아니라 2009 개정 교육 과정의 전문교과 교과목에도 편성되어 있다. 넷째, 도제 프로그램의 능력단위와 학교 교육과정 전문교과 과목 간의 연관성은 대체로 높으나 연관 성이 낮은 학교도 상당 수 있다. 다섯째, 도제 프로그램 능력단위의 학기별 편성 위계성은 대체로 높으나 위계성이 낮은 학교도 상당 수 있다. 이상의 결과에 따라 도제학교의 교육과정 변경 승인 기간 유예 적용, NCS 능력단위 수정·보완 전후 매칭표 보급, 고시외 실무과목의 편성, 기업특화과목의 신설, 도제학교 교육과정에 대한 모니터링과 컨설팅을 정책적 제언으로 제시한다.This study aimed to make proposals to develop an apprenticeship program and organize the apprenticeship curriculum by conducting an overall analysis of how vocational education and training high schools participating in the apprenticeship system (apprenticeship schools) organized the apprenticeship program in the school curriculum. To that end, the study analyzed the current state of the apprenticeship curriculum of 33 apprenticeship schools and came up with the following results: First, the apprenticeship class and the general class had a similar relevance between `departments` and `areas and goals of student training` and between `departments` and `qualifications,` while the apprenticeship class had a higher relevance between `areas and goals of student training` and `qualifications` than the general class. Second, both the required and optional competency units of the apprenticeship program were relatively evenly included in the Off-JT and OJT. Third, the competency units of the apprentice program were included in the technical subjects of the 2009 revised curriculum as well as the NCS practical subjects of the 2015 revised curriculum. Fourth, although most of the competency units of the apprenticeship program have a high correlation with the technical subjects of the school curriculum, there were also many schools showing a low correlation. Fifth, although the hierarchy of organizing the competency units of the apprenticeship program by semester was mostly high, there were a considerable number of schools with a low hierarchy. As a result, this study made the following policy proposals: granting a grace period for approval of the changes in the curriculum of the apprenticeship, distributing the matching table before and after the revision of the NCS competency units, organizing subjects not included in the national curriculum, creating subjects specialized for companies, and monitoring and consulting the curriculum of the apprenticeship schools.

Improving Understanding of Application of ISO/IEC 17025 with the Role-Playing and Simulation Methods in Laboratory Management

ABSTRACT: The application of role-playing learning with self-assessment had been done in the course of Laboratory Management. The application of role-playing learning with self-assessment has been done in the course of Laboratory Management. The learning of role-playing used the module scenario that has been developed based on the general requirements for the competence of testing laboratory and calibration laboratory as stipulated in SNI ISO / IEC 17025. The development of role-playing learning was done through three materials, the making of quality documents, internal audit, and management review, in which each student material will perform the role and proven by video. Self-assessment was based on the competency unit in SKKNI Field of Laboratory Testing Services MSL91600A Develop and maintain laboratory documents, MSL933002A Contribute to the achievement of quality objectives, MSL934002A Implement quality system and continuous improvement process, MSL936001A Maintain quality system and continuous improvement process in work environment, and MSL936002A Carry out internal audits of the quality system. The application of role-playing with self-assessment could give an influence to the improvement of student competency achievement in the competency unit. In class A, student's score of student's previous competency points 39.35% rose to 67.75% and class B rose from 46.51% to 68.95%. The application of role-playing in Laboratory Management could improve the learning outcomes, there is an increase in the number of students who get the value of A that is 13.04% rose to 27.42% while the number of students who got £ C decreased 7.22% i.e. from 21.74% to 14.52%. In addition, the application of role-playing method could improve the teaching performance of lecturer by students that is 3.43.

The Development of Inquiry Learning on Analytical Chemistry Lab II at Diploma of Analytical Chemistry

ABSTRACT: The development of inquiry learning has been performed on Chemistry Analytic II Practicum at Chemistry Analyst Department. This study is a classroom action research using 68 students of semester 2nd. Inquiry learning development that has been implemented in general has given the results of innovation learning in vocational education programs. Development of learning innovation is particularly relevant to the competency certification systems that have been developed in Professional Certification Agency (LSP UII). The lesson plan has been done contributed to improvements in the design of learning that refers to the Indonesian National Competency Standards in 2015.The development of inquiry learning can help the achievement of student competence. Achievement of competence from the knowledge aspect is done by using written test response test data, while from the attitude and skill aspect is measured from test practice test value. Mean of achievement of knowledge competence is 57.34 and mean of attainment of competency from attitude and skill aspect is 72.06. Competence is an assessment of knowledge, attitudes and skills that can be measured. Chemical Practicum Learning Analysis II is a process of inquiry learning conducted through a series of experiments so that the learning process should be supported by the understanding of the theory concepts that get in the classroom. Practicum learning is focused on achieving the competence of work attitude which gives birth to a standardized work culture and skills must be supported with sufficient knowledge.Data supporting the achievement of student competence can be measured through self assessment in three competency units, that is MSL973002A prepare work solution, MSL974001A prepare, standardize, and use solution and MSL974003A perform testing and chemical procedure that is in accordance with this course with SKKNI Field Laboratory Testing Services from Australian Laboratory Operations Training Package (MSL09). Assessment is done after the students follow the learning process inquiry with the development of learning video. Achievement of students' average student competency Semester 2nd of Chemical Analyst Department at three units of competence is 78.52%. During the learning process practicum, students are given learning tasks in preparing work solutions including preparing, standardizing and using the solution. Achievement rates on these units were 77.30% and 79.51%.The result of the learning development that has been done can give the improvement of the learning result according to the expected target. Learning outcomes can be obtained grades A was 70.74%. Assessment of students in learning practicum is an accumulation of the value of knowledge of pre-test and test responses of writing, the value of skills and attitudes of practicum activities, preparation of reports, seminars and practice test exams. Based on the results of the study showed that inquiry learning can help the achievement of learning outcomes.

GROUP RESUME LEARNING THROUGH DRAMA IN INSTRUCTIONAL TECHNOLOGY COURSE

ABSTRACT: The application of role-playing learning with self-assessment had been done in the course of Laboratory Management. The application of role-playing learning with self-assessment has been done in the course of Laboratory Management. The learning of role-playing used the module scenario that has been developed based on the general requirements for the competence of testing laboratory and calibration laboratory as stipulated in SNI ISO / IEC 17025. The development of role-playing learning was done through three materials, the making of quality documents, internal audit, and management review, in which each student material will perform the role and proven by video. Self-assessment was based on the competency unit in SKKNI Field of Laboratory Testing Services MSL91600A Develop and maintain laboratory documents, MSL933002A Contribute to the achievement of quality objectives, MSL934002A Implement quality system and continuous improvement process, MSL936001A Maintain quality system and continuous improvement process in work environment, and MSL936002A Carry out internal audits of the quality system. The application of role-playing with self-assessment could give an influence to the improvement of student competency achievement in the competency unit. In class A, student's score of student's previous competency points 39.35% rose to 67.75% and class B rose from 46.51% to 68.95%. The application of role-playing in Laboratory Management could improve the learning outcomes, there is an increase in the number of students who get the value of A that is 13.04% rose to 27.42% while the number of students who got £ C decreased 7.22% i.e. from 21.74% to 14.52%. In addition, the application of role-playing method could improve the teaching performance of lecturer by students that is 3.43. Keywords: quality document, internal audit, management review, role-playing, self-assessment, ISO/IEC 17205 Received: 21 June 2017, Revised: 13 August 2017, Accepted: 2 September 2017

USE OF INTERACTIVE MEDIA IN BIOCHEMICAL MATERIAL

ABSTRACT: The development of inquiry learning has been performed on Chemistry Analytic II Practicum at Chemistry Analyst Department. This study is a classroom action research using 68 students of semester 2 nd . Inquiry learning development that has been implemented in general has given the results of innovation learning in vocational education programs. Development of learning innovation is particularly relevant to the competency certification systems that have been developed in Professional Certification Agency (LSP UII). The lesson plan has been done contributed to improvements in the design of learning that refers to the Indonesian National Competency Standards in 2015. The development of inquiry learning can help the achievement of student competence. Achievement of competence from the knowledge aspect is done by using written test response test data, while from the attitude and skill aspect is measured from test practice test value. Mean of achievement of knowledge competence is 57.34 and mean of attainment of competency from attitude and skill aspect is 72.06. Competence is an assessment of knowledge, attitudes and skills that can be measured. Chemical Practicum Learning Analysis II is a process of inquiry learning conducted through a series of experiments so that the learning process should be supported by the understanding of the theory concepts that get in the classroom. Practicum learning is focused on achieving the competence of work attitude which gives birth to a standardized work culture and skills must be supported with sufficient knowledge. Data supporting the achievement of student competence can be measured through self assessment in three competency units, that is MSL973002A prepare work solution, MSL974001A prepare, standardize, and use solution and MSL974003A perform testing and chemical procedure that is in accordance with this course with SKKNI Field Laboratory Testing Services from Australian Laboratory Operations Training Package (MSL09). Assessment is done after the students follow the learning process inquiry with the development of learning video. Achievement of students' average student competency Semester 2nd of Chemical Analyst Department at three units of competence is 78.52%. During the learning process practicum, students are given learning tasks in preparing work solutions including preparing, standardizing and using the solution. Achievement rates on these units were 77.30% and 79.51%. The result of the learning development that has been done can give the improvement of the learning result according to the expected target. Learning outcomes can be obtained grades A was 70.74%. Assessment of students in learning practicum is an accumulation of the value of knowledge of pre-test and test responses of writing, the value of skills and attitudes of practicum activities, preparation of reports, seminars and practice test exams. Based on the results of the study showed that inquiry learning can help the achievement of learning outcomes. Keywords:Â inquiry, competency, video tutorials, learning outcomes Received: 21 June 2017, Revised: 13 August 2017, Accepted: 1 September 2017

ANALISIS HASIL BELAJAR MAHASISWA DALAM MATA KULIAH KOMPUTER AKUNTANSI

Abstract: Based on SKKNI that one of the competency units that must be mastered by students, the students are able to operate computer accounting applications. This study was conducted to determine whether there are differences in learning results in computer accounting subjects between classes A, B and C. The Test used is Mann-Whiteney nonparametric test. The number of population in this research is 81 students of 3rd semester of D3 Program of Business Administration. The results of this study indicate that the learning achievements or the ability of students in the subject of computer accounting using MYOB between class A, class B and class C is no different. Differences of lecturers who teach computer accounting subjects in each class have no effect toward student learning achievements. Key Words: comparison, score, computer, accounting, students.

Learning Experiences in Higher and Further Education- An Innovative Socialentrepreneurship Project in a Public Mexican University

This innovative educational project is the result of the work of a group of academics, who met the challenges of the 21st century, added their specific visions and made contact with transdisciplinarity and the formation of a significant formation in their students of the Educational Administration Program with learning orientated to the transfer, that is to say new fields of application (Campirán et al, 2005); this transit was possible through the metacognition resulting from the synergy found at the Universidad Veracruzana (Mexico) and the HEC University Montreal (Canada) to generate spaces that transcend the classrooms and thus express this vision that would allow to refocus and redirect their educational goals (Campirán et al, 2005). Internationalization of social entrepreneurship is part of an educational bonding project led by the academic group CA-UV-367 “Entrepreneurship, Management and Internalization” from which academics articulate formally the critical and complex exercise for an object-relation of learning of different visions: academic formation (curricular design); accommodation (spiral organization); development of visions based on competencies (Campirán, 1999, in Morado, 1999) and integrative concepts (Campirán et al, 2005). The results obtained from the exercise and the use of the transdisciplinary vision approach greatly enriched the units of competence and the curricular contents of educational experiences: Strategic and economic planning over time promoted and strengthened in students their comprehensive and flexible training in addition to enhancing their resources and academic capabilities by projecting themselves as members of a global community.

The development of practice manual for LSC based on job analysis in radiation measurement and analysis

Radiation technology is closely related to the industrial growth and the creation of employment in Korea. The techniques as radiation or/and radioactivity measurement, and the practical skills achieving a higher level analysis are required. In this study, practice manual for liquid scintillation counter were developed by job analysis. Raw data applied in job analysis are collected by on/off line survey by 420 workers employed in KOREA. Importance-priority analysis was performed to make duties and competency unit that consists of knowledge, skills as each task. Refined data was reviewed by expert who experienced actual duties on site. Classification was conducted by focus group interview to deduct duties and competency unit. From the radiation devices in measurement and analysis, liquid scintillation counter was preferentially selected because of the high demands for training. Investigation of build-up status to liquid scintillation counter in KOREA was conducted. Then technical specification and operating procedure of 2 main devices were analyzed and integrated by practice manual. Duties and competency unit were applied to integrated materials respectively. To validate effectiveness, test curriculum was designed by the advanced course to workers who engaged in radiation measurement and analysis. The developed manual is structured to take advantage of test training. This manual will be a practical handbook that can improve the knowledge, skills of radiation workers in Korea.

Implications for educator preparation programs considering competency‐based education

Implications for educator preparation programs considering competency‐based education

Diplomado en docencia e investigación universitaria. Una experiencia formativa para el desarrollo de competencias profesionales docentes en la Universidad de Atacama

El artículo centra la atención en la concepción, diseño e implementación de un programa de formación posgradual para el desarrollo de competencias profesionales docentes en la Universidad de Atacama (UDA). El programa toma como referente metodológico para el diagnóstico y evaluación de las competencias profesionales docentes y el diseño de las situaciones de aprendizaje potenciadoras de su desarrollo, el perfil competencial del docente elaborado para la UDA que consta de 4 grupos de competencias: docentes, investigativas, de extensión universitaria y personales; así como, de un total de 14 subcompetencias y 59 unidades de competencias. Se argumentan los principios que orientan el diseño e implementación del programa en su contribución al desarrollo de las competencias profesionales docentes así como, la metodología utilizada. Se evalúa desde una perspectiva cuantitativa-cualitativa el impacto del diplomado en la autopercepción del desarrollo de las competencias profesionales docentes de los egresados.