Theory and Practice of Competency-Based Approach in Education

Makulova, Aiymzhan; Alimzhanova, Gaukhar Mukhtashevna; Bekturganova, Zhanar Mustafaevna; Umirzakova, Zaure; Makulova, Laura Tulegenovna; Karymbayeva, Kulzinat Meirambaevna

doi:10.5539/ies.v8n8p183

Cited by 33 publications

(26 citation statements)

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“…This problem and the need to solve it, in particular, is indicated in the works [10,11], which establish the fact of the practical lack of models that meet the new views on the organization of professionally oriented training. The work of the author's team [12] focuses the attention of subsequent researchers of this problem on the fundamental reliance on professional competence. The composition and structure of professional competencies of future specialists, largely stipulated by the employer, should determine the educational model.…”

Section: Problem Statingmentioning

confidence: 99%

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Model of integration of competencies in a professionally-oriented education

et al. 2020

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It is noted that in higher professional education there is a global trend of the growing number of students combining the process of studying at the University with employment in the workplace in order to form a basis for their future professional and specialized career. Modern researches of the existing educational standards reveal the fact that there are practically no models meeting the needs of a new perspective on the organization of professionally-oriented training. It is suggested that the topological description on the basis of the graph theory, namely the cognitive model which has already been tested in the study of such problems in education should be used as a theoretical and methodological basis of the study. The cognitive model allows to involve the available model descriptions of educational processes, namely, structural-dynamic descriptions interpreted in this case as logical-semantic and causal. A multi-circuit cognitive model of professionally-oriented education based on the integration of competencies is proposed. The authors propose a multi-circuit cognitive model of professionally-oriented education based on the integration of competencies. The Central place in the model is given to the target chain of factors: Integration of competences → Professional competences → Educational and production process. This model helps transmit and synchronize signals across all model contours, continuously initialize the target model functioning, and analyze the achieved level of professional competencies in the integration process. It is on this axis that all four contours of the model are strung, which eliminates the loss of the target determination of the structure. The model implements the principle of professional orientation of education. Thus it is possible to balance the advantages of the educational competences received as a result of educational process, as well as the peculiarities of the production competences generated in manufacturing by means of their integration. Professional competencies in the model do not dominate, but rather are the result of continuous integration of both educational and industrial competencies.

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Section: Problem Statingmentioning

confidence: 99%

“…Finally, another important aspect of the proposed model is the fundamental reliance on professional competencies [12]. The model implements the principle of professional orientation of education.…”

Section: Case Study and Their Analysismentioning

confidence: 99%

Model of integration of competencies in a professionally-oriented education

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“…This study used a competency-based theoretical framework. Competency is a person's ability to carry out any activity based on life experience and acquired knowledge and skills (Makulova, Alimzhanova, Bekturganova, Umirzakova, Makulova, & Karymbayeva, 2015). This framework rests on the concept of skills in the context of higher education, which is a term often used interchangeably with competencies and capabilities (Washer, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Haitian Faculty Perceptions of Students’ Competence at Graduation: An Opportunity for Curricula Modification

Pierre

Calixte

Moore

et al. 2018

JIAEE

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The contribution of agricultural universities to long-term food security in developing countries is widely acknowledged. The extent to which these universities in each country are helping students develop the requisite competence to meet employment needs is unknown. The purpose of this study was to explore Haitian faculty members' perceptions of student competence at graduation. Semi-structured interviews were conducted with 37 lecturers who taught at five of the major agricultural universities in Haiti. The results of this revealed that (a) the employment conditions for university graduates were challenging; (b) faculty did not believe it was important for their students to graduate proficient in all the GFRAS New Extensionist competency areas; (c) faculty believed students should have research skills, the ability to be self-directed, and the ability to work in teams; and (d) faculty generally believed their institutions were producing graduates with the competencies needed for employment, although several lecturers identified specific areas for improvement. Recommendations for curricula reform and additional research are suggested.

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Section: Theoretical Frameworkmentioning

confidence: 99%

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2018

JIAEE

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Theory and Practice of Competency-Based Approach in Education

Cited by 33 publications

References 1 publication

Model of integration of competencies in a professionally-oriented education

Model of integration of competencies in a professionally-oriented education

Haitian Faculty Perceptions of Students’ Competence at Graduation: An Opportunity for Curricula Modification

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