Competency-based approach in Ukrainian vocational training

Stynska, Viktoriya; Yashchyshyn, Z. M.; Klishch, I. P.

doi:10.31392/npu-nc.series5.2021.79.2.30

Cited by 4 publications

(1 citation statement)

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“…Central to the CBE model is the transparent and explicit definition of learning outcomes. Faculty members collaborate to articulate the competencies that students should achieve by the end of a program or course (Stynska et al, 2021). These competencies are often informed by industry needs; ensuring graduates are well-prepared for the demands of the workforce.…”

Section: Blended Learning Modelsmentioning

confidence: 99%

Innovative Approaches to Learning and Teaching in Ukrainian Higher Education

Nikitchenko,

Davydova,

Krylova

et al. 2024

Br. J. Ed., Tech. Soc.

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Section: Blended Learning Modelsmentioning

confidence: 99%

Innovative Approaches to Learning and Teaching in Ukrainian Higher Education

Nikitchenko,

Davydova,

Krylova

et al. 2024

Br. J. Ed., Tech. Soc.

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Mathematical Model for Assessing the Quality Level of Formation of Stochastic Competence of Higher Education Acquires

Trunova

Mamchurovskyi

Pryschepa

et al. 2023

Lecture Notes in Networks and Systems

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THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

Khan¹,

Ahmed²,

Štreimikienė³

et al. 2022

E+M

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This research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.

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Competency-based approach in Ukrainian vocational training

Cited by 4 publications

References 0 publications

Innovative Approaches to Learning and Teaching in Ukrainian Higher Education

Innovative Approaches to Learning and Teaching in Ukrainian Higher Education

Mathematical Model for Assessing the Quality Level of Formation of Stochastic Competence of Higher Education Acquires

THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

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