Assessment Model of Competence Certification for Construction Workers

Abstract

This paper presents the assessment model of competence certification for construction workers. Based on the Law of the Republic of Indonesia number: 2 years 2017 on Construction Service that the construction worker in the field of construction Services must have a certificate of competence work. In the implementation of the certification assessment of the competence for construction workers within the Construction Service Development Board (CSDB) required standard norms or guidelines used by the competency assessor of work in the test or assess the applicant certification of competence. The research model used in this study is a systematic review consisting of 4 stages, namely Problem formulation, Search literature, literature selection, analysis and interpretation. Assessment model of competence certification consists for construction workers, test material, assessment tool, usage manual and assessment guide. With this assessment model assessors will be more helpful so that the process of competence certification for construction workers become more optimal and produce a quality work.

Can ePortfolios Scaffold Competency-based Workplace Learning in Low-income Countries? Lessons Learnt from a Qualitative Pilot Study in Midwifery Education in Rwanda

“…The first research question was to explore suitability of Embo's Continuous Workplace Learning Framework [10] in the context of midwifery education in Rwanda. The results revealed that the Framework was not used to its full potential, as was the case with almost all the authors who cited the framework [8,[12][13][14][15][16][17][18][19]. We discuss some findings based on the 6 categories of the framework: 1) CBE, 2) Stakeholders, 3) Processes, 4) Instrument, 5) Conditions, and 6) Programmatic view.…”

“…Within the framework the components of workplace learning were divided into 6 categories: 1) CBE and competency framework, 2) workplace stakeholders, 3) learning, assessment and supervision processes (6 steps), 4) learning and assessment instrument, 5) programmatic learning and assessment (holistic and longitudinal view on learning) and 6) essential workplace learning conditions [11]. This framework was designed in the context of undergraduate midwifery education, and cited by authors in the context of other professions such as Nursing [8], Dietetics [12], Athletic training [13], Construction workers [14], Physiotherapy [15], Radiography [16], Medicine [17,18], IT and Management [19]. The authors referred to the value of one or more categories outside the framework.…”