Relevant bibliographies by topics / Competency-based education – Botswana – Case studies

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Academic literature on the topic 'Competency-based education – Botswana – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Competency-based education – Botswana – Case studies"

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Timofeeva, Larisa, and Zinaida Timofeeva. "COMPETENCY-BASED TRAINING IN HYDROLOGICAL EDUCATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 238. http://dx.doi.org/10.17770/etr2019vol2.4067.

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Hydrology is an interdisciplinary science, incorporating aspects of many Earth Sciences. Key hydrological tasks such as floods prediction, quantitative and qualitative assessment of water resources and the environmental status of water bodies become increasingly important and challenging. Latest advances in scientific and technological developments require update training. The World Meteorological Organization (WMO) encourages increasing capacity of its Training Centres to address the rapidly developing demand for improved services. However, adequate education is generally not yet available. I
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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on r
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Depoo, Lucie, Markéta Šnýdrová, Ivana Šnýdrová, and Gabriela Ježková Petrů. "Importance of Social Competency Development During Business University Studies." DANUBE 11, no. 4 (2020): 300–323. http://dx.doi.org/10.2478/danb-2020-0018.

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Abstract Adequate level of social competencies after university graduation is necessary for today’s competitive environment. This study aims to identify and present most important social competencies based on perceptions of students and graduates of case business university. The data were collected by questionnaire survey of graduates in 2017–2018. Two dimensional statistical methods were used to evaluate the results. Examination of graduates leads to identification of factors affecting preferences in higher education to fill expectation of current society and labor market. Specific factors im
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Yang, Hsing-Chen. "Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching." International Journal of Environmental Research and Public Health 18, no. 16 (2021): 8429. http://dx.doi.org/10.3390/ijerph18168429.

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Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers a
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Hoff, Meagan, and Khaleel Shreet. "No Longer out of Reach: Blended Competency-Based College Models for Accelerating Higher Education for Refugee Students." Journal of Comparative & International Higher Education 12, Winter (2020): 61–80. http://dx.doi.org/10.32674/jcihe.v12iwinter.1380.

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Higher education offers a pathway to gain or recuperate professional credentials, particularly after experiencing forced displacement. Yet only 1% of refugees pursue postsecondary studies due, in part, to numerous obstacles on that path to college. The purpose of this study was to understand how a competency-based college program facilitates access to college for students from refugee backgrounds. This paper details the findings from a qualitative case study with refugee-background students enrolled in a college program that combines a competency-based model with in-person support. Using the e
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Hübner, Ursula, Toria Shaw, Johannes Thye, et al. "Technology Informatics Guiding Education Reform – TIGER." Methods of Information in Medicine 57, S 01 (2018): e30-e42. http://dx.doi.org/10.3414/me17-01-0155.

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Summary Background: While health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework. Objectives: The primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings. Me
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Mitchell, Carrie L., and Alexandra Graham. "Evidence-Based Advocacy for Municipal Climate Change Action." Journal of Planning Education and Research 40, no. 1 (2017): 31–43. http://dx.doi.org/10.1177/0739456x17740939.

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In this article, we argue that evidence-based advocacy for climate change action should be a core competency of professional planners. However, data from our case study in Metro Vancouver, Canada, suggests that municipal-level climate change practitioners have conflicting views regarding their professional responsibility to advocate for action on climate change. We contend these tensions stem from twentieth-century planning debates, which oscillate between rational-comprehensive planning versus calls to advocate, in one form or another, for various public interests. Overall, we find that trans
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Yohana, Corry. "Recognition of Entrepreneurship Program in Independent Campus Policies: Indonesian Case." Journal of Educational and Social Research 11, no. 4 (2021): 42. http://dx.doi.org/10.36941/jesr-2021-0075.

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This paper aims to explain the factors that influence entrepreneurship programs in the Independent Campus policy. This paper is part of an Independent Campus policy study initiated by the Ministry of Education and Culture of the Republic of Indonesia in 2020 with objects in 5 (five) universities: 2 (two) accredited A, 2 (two) accredited B, and 1 (one) accredited C The data was collected through on-line discussions, particularly regarding entrepreneurship programs. This study also distributed questionnaires related to questions about entrepreneurship programs to respondents from representatives
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McHenry, Megan S., Lydia J. Fischer, Yeona Chun, and Rachel C. Vreeman. "A systematic review of portable electronic technology for health education in resource-limited settings." Global Health Promotion 26, no. 2 (2017): 70–81. http://dx.doi.org/10.1177/1757975917715035.

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Objective: The objective of this study is to conduct a systematic review of the literature of how portable electronic technologies with offline functionality are perceived and used to provide health education in resource-limited settings. Methods: Three reviewers evaluated articles and performed a bibliography search to identify studies describing health education delivered by portable electronic device with offline functionality in low- or middle-income countries. Data extracted included: study population; study design and type of analysis; type of technology used; method of use; setting of t
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Thompson, Katerina V., Jean Chmielewski, Michael S. Gaines, Christine A. Hrycyna, and William R. LaCourse. "Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences." CBE—Life Sciences Education 12, no. 2 (2013): 162–69. http://dx.doi.org/10.1187/cbe.12-09-0143.

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The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary b
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