Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

Griethuijsen, Ralf A. L. F. van; Kunst, Eva M.; Woerkom, Marianne van; Wesselink, R.

doi:10.1080/13636820.2019.1644364

Cited by 27 publications

(22 citation statements)

References 40 publications

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“…Students are also required to reflect on their own learning process and increasingly steer their own learning" (van Griethuijsen et al 2019, 3). Van de Griethuijsen et al (2019) investigated the effects that the level of Competence-based Education (CBE) implementation had on student satisfaction and the influence of CBE implementation in the relationship between teacher team-learning activities and student satisfaction. The results revealed that teacher team-learning was positively associated with the implementation of CBE and that CBE had a positive effect on student satisfaction, so it was concluded that the implementation of CBE had fulfilled its goal of better preparing students to enter the work market and that teacher team-learning could support the further implementation of CBE.…”

Section: Implementation Of Transversal Competences In Vet Modelsmentioning

confidence: 99%

The relevance of transversal competences in vocational education and training: a bibliometric analysis

López

2020

Empirical Res Voc Ed Train

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Vocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last 10 years and to shed some light on several relevant topics in this field. The results indicate the need to improve students’ transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition.

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Section: Implementation Of Transversal Competences In Vet Modelsmentioning

confidence: 99%

The relevance of transversal competences in vocational education and training: a bibliometric analysis

López

2020

Empirical Res Voc Ed Train

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“…Competence-based education (CBE) is a kind of innovation in vocational education with the goal of being better transition of the students from school environment into the work environment that will be faced by vocational school students after graduation. The need of CBE exists because the vocational school graduates have enough knowledge, but less in attitude and skills needed in work place [12]. Workers should have good characteristics and good habits, such as discipline, positive attitude toward works, high commitment toward jobs, honesty, the skill of collaboration to work in groups to overcome complex job problems, good communication skills, and open mind for change.…”

Section: Resultsmentioning

confidence: 99%

“…Workers should have good characteristics and good habits, such as discipline, positive attitude toward works, high commitment toward jobs, honesty, the skill of collaboration to work in groups to overcome complex job problems, good communication skills, and open mind for change. Competence based education is one of the way to make better transition of the graduates of vocational school to work place by focusing on the integration of knowledge, skill, attitude and pressing on creating real learning environment [12] If the technical skills of the vocational school graduates does not be used in the work place, employer needs the soft skills that the graduates have as the outcome of training in vocational school, to involved actively in production process.…”

Section: Resultsmentioning

confidence: 99%

Retooling For Terminated Contract Workers Of Vocational School Alumni (Back) To Work

Samidjo¹

2019

JTV

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Abstract. Unemployment of vocational high school graduates consists of two categories, the graduates who never been in work and who had been in work as a contract workers and then terminated. More than 63 percent of the graduates who have ever been as a contract workers did not work match with their competence, as a result when the contract agreement expired the workers did not been assigned as permanent workers. In order to get other jobs after termination, the workers need to upgrade their competence or to retool with skills other than the skills the workers acquired from vocational school, in order to fit well with the need of workers in industry. Besides the functional skill needed for handling operational works, the terminated contract workers need to upgrade their soft skill suitable for the future working environment, that is learning to work in a group consisting of many communities to solve very complex problem as the characteristic of jobs in the industry 4.0, besides other component of soft skills such as honesty, discipline, attitude, commitment to work, communication skill, and open for change.

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“…After reviewing relevant literature Kris & Yvonne, 2014;Williams, Moser, Youngblood & Singer 2015;Richard & Bedard-Vorhees, 2016;Fowler, 2018;Parson, Childs, & Elzie, 2018;McDonald, 2018;Sturgis & Casey, 2018;Egbert & Shahrokni, 2019;Ralf, et al, 2020;among others)…”

Section: Key Principles Of Competency-based Learningmentioning

confidence: 99%

Investigating Competency‐Based Learning Implementation at the Northern Border University (NBU): A Descriptive Analytical Study

Hassanein¹

2021

AWEJ

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Competency-Based Learning implementation has become a necessity at the Northern Border University (NBU), the kingdom of Saudi Arabia (KSA). However, there are still a lot of implementation challenges that need to be faced. In an attempt to overcome some of these challenges, this study conducted to identify the awareness level of competency-based learning among EFL faculty and to assess the extent to which faculty teaching practices, as well as EFL course descriptions, are supportive to competency-based learning at the NBU? The descriptive-analytical method was used in this study. The study sample included all faculty members (both male & female) teaching English as a Foreign Language (EFL) at the NBU during the academic year 2020–2021. To achieve the objectives of this study, a self-report questionnaire was used to elicit information about NBU faculty awareness level of competency-based learning. The questionnaire was also used to assess faculty views regarding their teaching practices and regarding EFL course descriptions used. Descriptive statistics were used in the present study. Results showed that overall awareness level of competency-based learning among NBU faculty is medium. Results also showed that the teaching practices of EFL faculty at the NBU, concerning all elements of competency-based learning are generally low and do not support competency-based learning. Moreover, results showed that course descriptions used at the NBU do not support competency-based learning. In light of these results, educational implications and some recommendations for raising faculty awareness of competency-based learning and for competency-based course design were discussed.

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Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

Cited by 27 publications

References 40 publications

The relevance of transversal competences in vocational education and training: a bibliometric analysis

The relevance of transversal competences in vocational education and training: a bibliometric analysis

Retooling For Terminated Contract Workers Of Vocational School Alumni (Back) To Work

Investigating Competency‐Based Learning Implementation at the Northern Border University (NBU): A Descriptive Analytical Study

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