Academic literature on the topic 'MELCs – Most Essential Learning Competencies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'MELCs – Most Essential Learning Competencies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "MELCs – Most Essential Learning Competencies"
1
Christy, U. Buquing. "The Most Essential Learning Competencies in Statistics of the Grade 7 Learners." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, no. 05 (May 28, 2024): 2305–21. https://doi.org/10.5281/zenodo.11365450.
Full textAbstract:
This study aimed to formulate valid supplementary statistic learning materials for Grade 7 learners to improve their attainment of the most essential learning competencies in statistics. It examined the demographic profile of the respondents, level of attainment of the MELCs in statistics, mastered and least mastered competencies, and significant relationship between their profile and their attainment of the MELCs in statistics. Results revealed that the level of attainment of the MELCs in statistics for Grade 7 learners was Satisfactory. They showed less mastery on competencies involving posing problems, formulating simple statistical instruments, using appropriate graphs to represent organized data, calculating measures of variability, and drawing conclusions. The educational attainment of parents showed significant relationship with the attainment of the MELCs. The researcher recommends that parents must involve themselves in the learner’s education. Furthermore, supplementary learning activities can help poor performing students to help them improve their mathematical skills in statistics.
2
Gasco, Ariane Gay, and Joel Galibo. "Teachers' Assessment on Most Essential Learning Competencies (MELCS): Basis for Action Plan." Psychology and Education: A Multidisciplinary Journal 22, no. 8 (2024): 957–63. https://doi.org/10.5281/zenodo.13124986.
Full textAbstract:
This study was purposely conducted in the four (4) public elementary schools in Lanao del Norte Division specifically in the Municipality of Kauswagan for school year 2020-2021 to the selected elementary teachers’ assessment on the sufficiency and effectiveness of Most Essentials Learning Competencies (MELCs). Specifically, it sought to identify the demographic profile of the teachers (respondents) to correlate with their perceptions of the utilization, sufficiency, and effectiveness of MELCs. Seventy-three (73) respondents were utilized in this study. Data from the respondents were gathered through an authentic questionnaire patterned from the Department of Education (DepEd). The data were treated using weighted mean, frequency, and percentage, weighted mean and standard deviation, and point biserial correlation. Descriptive and correlation design was used to describe the demographic profile of the respondents and to determine the relationship between respondents’ demographics and the utilization, sufficiency, and effectiveness of MELCs. A major finding of this study showed that the respondents found out that MELCs were both sufficient and effective. There was no significant relationship between the demographic profile and the sufficiency of Most Essentials Learning Competencies (MELCs) hence, it was not rejected. It was recommended in this study that teachers should attend seminars, training, and workshops regularly to keep abreast with the latest trends in teaching techniques.
3
Catanus, Everon Joy. "Unveiling the Nexus: Most Essential Learning Competencies and Critical Thinking Skills of Students." Journal of Interdisciplinary Perspectives 2, no. 5 (2024): 117–26. https://doi.org/10.5281/zenodo.10934922.
Full textAbstract:
<strong>Abstract. </strong>Knowledge and critical thinking (CT) play vital roles and serve as foundational pillars for effective learning and intellectual development. This study aimed to identify the relationship between students’ knowledge of the Most Essential Learning Competencies (MELCs) in English 7 and their CT skills. The descriptive-correlational approach was used, and survey questionnaires were utilized as the main data collection tool. Using the systematic sampling technique, 145 students from two secondary schools in Zamboanguita District 2 were selected as the respondents for this study. The results showed that the students’ level of knowledge of the MELCs is predominantly categorized as “outstanding.” The data also reflects that the students generally perceive a “somewhat high” extent of CT skills in the following areas: analyzing relevance, evaluating sources, and using evidence to formulate an argument. Additionally, a significant and strong correlation is evident between the level of knowledge of the MELCs and the previously mentioned constructs of CT skills. In conclusion, students’ knowledge of the MELCs significantly influences their perception of the MELCs' importance in enhancing their CT skills. When students have a thorough grasp of a particular competency, they are more inclined to utilize it in their critical thinking processes. Hence, it is recommended to consider alternative research methods, such as longitudinal studies, to track students’ development of CT skills over time, as they gain deeper knowledge of the MELCs. Furthermore, employing qualitative research approaches to delve deeper into the connections between knowledge of the MELCs and CT skills could be beneficial. <strong>Keywords: </strong>Level of knowledge; CT skills; Critical thinking skills; MELCs; English 7; Academic achievement; Descriptive correlational.
4
Gratela, Klief F., Ryan V. Dio, and Ritzelda A. Deri. "Mapping of Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics." EDUCATUM Journal of Science, Mathematics and Technology 10, no. 2 (2023): 19–28. http://dx.doi.org/10.37134/ejsmt.vol10.2.3.2023.
Full textAbstract:
The complexity of Probability and Statistics Education was intensified by several concerns in the education sector brought by COVID-19 contagion. This study examined the Philippine Kto10 Most Essential Learning Competencies (MELCs) in Probability and Statistics by comparing the content topics and learning competencies with the Kto10 Mathematics Curriculum. This Critical-Qualitative approach of study used curriculum mapping as a method of analysis in the identification of the gaps in the MELCs across the grade level along with lesson continuity and lesson congestion backed up with the experiences and responses of 12-Math teachers (5 Elementary,7 Secondary) who were informants of the study. This investigation found out that the learning competencies in Probability and Statistics of the Kto10 Mathematics Curriculum were reduced (from 89 to 66 learning competencies) across grade level to cope up with the present educational crisis brought by the pandemic. The issuance of Most Essential Learning Competencies (MELCs) arranged in increasing complexity was seen as a good initiative in decongesting the overcrowded Kto10 Mathematics Curriculum. However, gaps were still seen along lesson continuity across grade level particularly in grade 9 (no lesson in Probability and Statistics). This study provides insights among educational authorities and researchers to further explore how the Probability and Statistics are taught across grade level. It uncovers the gaps along lesson continuity and congestion for the need of revision of Philippine Kto10 Mathematics Curriculum.
5
Zalun, Judy G. "The Teachers’ Utilization of the Most Essential Learning Competencies (MELCS) and its Relation to the Learning Development of Grade Six Pupils in a Public School in the Philippines: Basis for a Proposed Program." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 6 (2023): 1888–903. http://dx.doi.org/10.11594/ijmaber.04.06.15.
Full textAbstract:
In education, ensuring that students develop the necessary knowledge and skills is critical, especially when faced with challenges in learning delivery. The Department of Education (DepEd) in the Philippines has implemented the Most Essential Learning Competencies (MELCs) to guide the curriculum and instruction in all public schools. MELCs were developed in response to the changing educational landscape brought on by the COVID-19 pandemic. MELCs aim to ensure that students gain the necessary competencies and skills for future success. The goal of MELCs is to ensure that students acquire the necessary competencies and skills that are essential for their future success. MELCs assist educators in designing and delivering effective learning experiences that align with the needs and goals of the curriculum. This study investigated the impact of utilizing Most Essential Learning Competencies (MELCs) on the academic development of Grade Six students in public schools in the Philippines during the academic year 2021-2022. Data was collected from 173 teachers and 67 master teachers using a descriptive research design. Results showed that MELCs were highly utilized in aligning lessons to content-area standards, providing flexible activities, congruent lesson planning, delivering assessment questions, and planning a learning process. Grade Six students showed outstanding cognitive, affective, and psychomotor development through the use of MELCs. However, teachers faced challenges such as lack of cooperation from parents and students, lack of financial resources, and lack of learning resources. Recommendations include seeking parental cooperation, providing additional learning resources, establishing a monitoring system, and offering interventions for students.
6
Angay, Margielyn M. "ENRICH: The Developed English Grade 8 Most Essential Learning Competencies-Based and Integration-Focused Worksheets." Journal of Elementary and Secondary School 1, no. 2 (2023): 54–66. http://dx.doi.org/10.31098/jess.v1i2.1844.
Full textAbstract:
This paper presents the development and validation of an English Grade 8 Worksheet aligned with the Most Essential Learning Competencies (MELCs) and emphasizing integration across subjects. A quantitative research design was employed to assess these worksheets' content validity and acceptability. The evaluation used simple mean and four-point Likert scales to gauge validity and acceptability. Additionally, a T-test was conducted to determine if there was a significant difference in learner performance between their pretest and posttest. The assessment involved various education professionals, including head teachers, master teachers, subject-specific teachers, and program supervisors. Remarkably, all evaluators unanimously rated the content validity of the worksheets as "Highly Valid," encompassing criteria such as objectives, content, format, language, and presentation. Similarly, the worksheets received unanimous acclaim as "Very Acceptable" regarding functionality, accuracy, suitability, and usability. Statistical analysis revealed a significant improvement in learner performance from the pretest to the posttest, with a probability value below the 0.05 significance threshold. This suggests that the designed instructional material is well-prepared for implementation in the upcoming school year. In conclusion, this study aimed to create and validate English Grade 8 MELCs-based worksheets that seamlessly integrated content from Science and TLE subjects. The research recognized the need for learning materials that effectively blend English with other subjects while adhering to the K–12 MELCs. By developing and validating these integrated worksheets, the study contributes to enhancing English language education, promoting subject integration, and elevating the quality of interdisciplinary instruction.
7
Gaddi, Jojames Arnaldo. "Implementation of Most Essential Learning Competencies (MELCs) in Filipino Instruction at a Grade Level: An Assessment." Scientia. Technology, Science and Society 1, no. 2 (2024): 28–34. https://doi.org/10.59324/stss.2024.1(2).03.
Full textAbstract:
This study aimed to assess the status of implementation in teaching of Department of Education (DepEd) Most Essential Learning Competencies (MELCs) in Filipino 10 by the teachers in secondary schools in Surigao City, Philippines. The researcher employed a quantitative-descriptive research design utilizing survey technique. A modified questionnaire was administered to various secondary schools in Surigao City, except for St. Paul University Surigao, where Google Forms were used. The participants of this study were the teachers who teach Filipino 10 in the secondary schools of Surigao City. Frequency Count and Percentage Distribution and Chi-Square Test were used for data analysis and interpretation. The results of the research revealed that in the implementation of Most Essential Learning Competencies in Filipino 10, most of the teachers answered that it has been taught, which means that the competencies are generally implemented in the secondary schools of Surigao City. Additionally, the study found that there was no significant relationship between the variables. However, the highest educational attainment by the teachers is related to teaching listening skills. The researcher recommends that the teachers in the secondary schools of Surigao City may continue the implementation of the Most Essential Learning Competencies in Filipino 10 by the Department of Education.
8
Gaddi, Jojames Arnaldo G. "Implementation of Most Essential Learning Competencies (MELCs) in Filipino Instruction at a Grade Level: An Assessment." Scientia. Technology, Science and Society 1, no. 2 (2024): 28–34. https://doi.org/10.5281/zenodo.14046575.
Full textAbstract:
This study aimed to assess the status of implementation in teaching of Department of Education (DepEd) Most Essential Learning Competencies (MELCs) in Filipino 10 by the teachers in secondary schools in Surigao City, Philippines. The researcher employed a quantitative-descriptive research design utilizing survey technique. A modified questionnaire was administered to various secondary schools in Surigao City, except for St. Paul University Surigao, where Google Forms were used. The participants of this study were the teachers who teach Filipino 10 in the secondary schools of Surigao City. Frequency Count and Percentage Distribution and Chi-Square Test were used for data analysis and interpretation. The results of the research revealed that in the implementation of Most Essential Learning Competencies in Filipino 10, most of the teachers answered that it has been taught, which means that the competencies are generally implemented in the secondary schools of Surigao City. Additionally, the study found that there was no significant relationship between the variables. However, the highest educational attainment by the teachers is related to teaching listening skills. The researcher recommends that the teachers in the secondary schools of Surigao City may continue the implementation of the Most Essential Learning Competencies in Filipino 10 by the Department of Education.
9
A. Soliman, Abegail, and Arlyne C. Marasigan. "Evaluation of Environmental Education MELCS-Based Self-Learning Modules in Asynchronous Learning Modality during the Pandemic." International Multidisciplinary Research Journal 3, no. 3 (2021): 205–14. http://dx.doi.org/10.54476/iimrj251.
Full textAbstract:
The Covid-19 pandemic created a historical shift in the modality of education all over the world that transitioned from face-to-face to blended learning. In the Philippines, the modular learning became the option of most learners due to the absence, or the intermittent internet connectivity. The Environmental Education (EE)-based Most Essential Learning Competencies (MELCs) Self-learning Modules (SLMs) were evaluated using descriptive analysis and evaluative review of text data from an inductive perspective of specific to general themes, and the researcher is the inquirer that generates meaning from the data (Creswell, 2014). Validation from curriculum and content experts were also sought. EE-based MELCs is 15 percent in elementary while only three percent in Junior High School. The SLMs used for asynchronous learning in the public schools are not uniformed in terms of the parts and content. These modules were based from competencies in the public school system that were trimmed down to the MELCs. The EEbased SLMs develop independent learning, integrate Filipino socio- cultural values, and advocates environmental literacy. However, the contents and the assessments do not promote higher order thinking skills.
10
Montebon, Darryl Roy. "Perceptions of Select Filipino Teachers on the Most Essential Learning Competencies (MELCs) of the K to 12 Curriculum." Rajabhat Chiang Mai Research Journal 25, no. 1 (2024): 15–27. http://dx.doi.org/10.57260/rcmrj.2024.264463.
Full textAbstract:
The effects of Covid-19 on schools have been substantial and widespread. The impact of these changes has been far-reaching, affecting students and teachers alike. Strategically, the Department of Education in the Philippines released a concise version of the K to 12 curriculum to include only the Most Essential Learning Competencies or the MELCs. In effect, the researcher determined the perception of the teachers on the MELCs. Through a survey of 173 teachers across the Country, the findings revealed that teachers moderately agreed on statements related to impression (M=2.71, SD=0.44), morale (M=2.60, SD=0.36), stress, and workload (M=2.63, SD=0.35). Lastly, there was no significant difference in the perception of teachers as to gender, gender, years of teaching experience, type of school, and academic backgrounds.
Books on the topic "MELCs – Most Essential Learning Competencies"
1
Sperry, Len, and Jonathan Sperry. The 15 Minute Case Conceptualization. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517987.001.0001.
Full textAbstract:
Once understood as useful but optional, case conceptualization is now considered essential and one of the most important of all clinical skills and competencies. As clinicians look for resources to assist in learning and mastering this competency, they must choose among different case conceptualization approaches. They would do well to give serious consideration to those that are both clinically effective and clinician friendly. A truly clinically effective approach explains and guides treatment, and most importantly, predicts challenges and obstacles that are likely to arise over the course of treatment. Most approaches emphasize the functions of explanation and guiding treatment, but seldom include third function which help anticipates likely challenges, which if not proactively addressed are likely to result in therapy interference or premature termination. This function is essential in determining the course and overall effectiveness of therapy. A truly clinician-friendly approach is one that is quick to use and easy to master, and very few approaches can make this claim. The 15 Minute Case Conceptualization is the only approach that is both highly effective and clinician friendly. Research confirms that such case conceptualizations can be completed in only 15 minutes. It is an evidence-based, step-by-step approach that therapists and other mental health professionals need and want.
Book chapters on the topic "MELCs – Most Essential Learning Competencies"
1
Barwińska-Małajowicz, Anna, and Radosław Pyrek. "Workers’ Competencies in the Context of Industry 4.0. The Case of Poland." In Strategic Innovative Marketing and Tourism. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_108.
Full textAbstract:
AbstractCompetencies play an extremely important role in today's world. The discussion around human resources is increasing in the context of the fourth industrial revolution. There is an emerging need for competencies that enable employees, businesses and society to function effectively in the digital reality. Competition in the digital era is increasing and more aggressive. Employers need highly skilled employees who can handle all the new market challenges. Competencies of Industry 4.0 help companies stay competitive and adapt to a rapidly changing business environment. Investing in the development of employees to increase their competence brings many benefits and contributes to the long-term success of companies in all sectors and industries. The article focuses on competencies that are essential in the context of Industry 4.0, such as creativity and innovation, critical thinking skills, digital competencies, problem-solving skills, communication and collaboration, entrepreneurship and the process of permanent learning. The most up-to-date research reports conducted by various institutions in Poland dealing with labour market and worker competencies were reviewed under specific keywords listed below. The focus is on identifying the competencies that are relevant from the perspective of the Industry 4.0 from the point of view of employees and employers. The methods used were literature research of well know databases such as google scholar McKinsay.com, Deloitte.com, ResearchGate.com including surveys and reports with Polish cases such as google, stat.gov.pl keywords under search were ‘competences’, ‘skills’, ‘profession’, ‘industry 4.0’, ‘Poland’, ‘employee’ desk research, methods of quantitative analysis and frequency of distributions of answers to questions from diagnostic surveys that are research instruments in the reports analysed.
2
Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
Full textAbstract:
AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
3
Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
Full textAbstract:
Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
4
Reimers, Fernando M. "In Search of a Twenty-First Century Education Renaissance after a Global Pandemic." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_1.
Full textAbstract:
Abstract The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of development, many of them with stagnant or declining performance of their students in international assessments of knowledge and skills. Effective implementation requires also coherence across the various levels of governance of the education system and good communication and collaboration across a wide spectrum of stakeholders. Such communication can be facilitated by a good theory of mind of how others view reform. A reform can be viewed through five alternative frameworks: cultural, psychological, professional, institutional and political, or through a combination of those, and each reform is based on elements reflecting one or several of those frames. Understanding these frames, can help better understand how others view change, thus facilitating communication and the development of a shared theory of change. The chapter concludes describing the methods of this study and introducing the six large scale reforms examined in the book.
5
Liyanage, Shantha. "Competency Management Systems and Technologies." In Competencies in Organizational E-Learning. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-343-2.ch002.
Full textAbstract:
Learning processes are essential in building individual and organisational competencies and transfer of learning and knowledge among individual and organisational learning space. Several types of learning technologies are now available for systematic building of individual and organisational competencies through formal and non-formal learning processes. This chapter examines the need for competency-based management systems that provides organizations to implement such learning processes through web-based e-learning technologies that are most conducive for creating and building systematic knowledge transfers across individuals and groups. It is argued that the transfer of knowledge, learning and learning interactions through such technologies is a seamless process that reinforces continual renewal of knowledge and learning through appropriate management systems. Such systems are created by deliberate interventions for individual and organisational learning and should be context and content specific.
6
Li, Yang. "Activity Planning for Developing Engaging Activities for Diverse Classrooms." In Mastering the Art of Lesson Planning: A Practitioner Guide for Teachers (Backed by Scientific Evidence). CSMFL Publications, 2024. http://dx.doi.org/10.46679/9788196780579ch03.
Full textAbstract:
Planning activities are one of the most important aspects of lesson planning, as they determine how students will interact with the content, teacher, and each other. Activities are the means by which students achieve learning objectives and develop the skills and competencies that they expect. Therefore, it is essential to design activities that are effective and engaging, suit the needs and interests of the students, and align with the chosen teaching method.
7
Roberts, Deborah, and Karen Holland. "Learning from Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0011.
Full textAbstract:
This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.
8
Keckler, Maria. "Widening the Lens: The Wicked Problem in Healthcare." In I Seminario de Investigación Binacional Oaxaca – San Diego: un espacio intercultural. Universidad La Salle Oaxaca, 2023. http://dx.doi.org/10.56643/editorial.lasalleoaxaca.12.c85.
Full textAbstract:
The American Association of Colleges of Nursing (AACN: 2021) demands proficiency in new competencies identified as essential to meet the needs of today’s culturally diverse patients—including empathy, cultural sensitivity, and compassionate care. Nurses have traditionally been trained and assessed on technical skills through conventional instruction and, most recently, through immersive simulations to address complex patient needs. However, a gap exists in the effective instruction and assessment of the emotional skills needed to appreciate patients’ unique cultural and linguistic diversities in order to deliver effective patient-centered care. This literature review contributes to a larger conversation about the growing need for the support and encouragement of transdisciplinarity in academia and its implications for the continued explora-tion of immersive learning across disciplines as a critical societal contribution to addressing wicked problems.
9
Wint, Natalie, and Irina Lazar. "Transdisciplinary Engineering Education: The Student Perspective." In Advances in Transdisciplinary Engineering. IOS Press, 2024. https://doi.org/10.3233/atde240922.
Full textAbstract:
Engineering problems are becoming increasingly complex, ill-defined, and socially relevant, and thus require us to combine insights and methods from different disciplinary fields, and to seek input from non-engineers, including communities and public organisations. If graduates are to be successful in working towards such problems, they need to develop meta-disciplinary skills, attitudes and understanding, and learn how to talk critically across disciplinary perspectives. Teaching the required competencies explicitly is essential because students are unlikely to have learnt them previously, primarily because of the focus on disciplinary teaching within most education systems. Supporting the evolution of engineering practice and emergence of transdisciplinary engineering therefore necessitates a change in teaching and learning methods. One approach to this has been the emergence of interdisciplinary and transdisciplinary programmes primarily at postgraduate, but increasingly at an undergraduate level. Such degree schemes are relatively understudied due to their recent emergence. This paper reports the findings from the first part of a longitudinal study into the lived experiences of students studying on a transdisciplinary undergraduate programme and focuses on expectations and motivations of incoming students. Data was obtained from semi-structured interviews with first year students. A summary of the perceived benefits of studying such courses, as well as the associated challenges, is provided. The paper ends with recommendations in terms of fostering transdisciplinary approaches to engineering education.
10
Holland, Karen, and Deborah Roberts. "Principles of Decision Making." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0008.
Full textAbstract:
The focus of this book is decision-making skills for practice and, as such, it will become apparent not only that it is essential for student nurses to learn about what these skills are, but also that it is equally important that they learn to become competent in making the decisions that are an essential part of becoming a qualified nurse. As individuals, we make decisions of one form or another on a daily basis. We have to make basic decisions such as what time to get up in the morning, what to wear that day, who is going to take the children to school, or what to have for breakfast. These decisions do not appear, on their surface, to require major consideration when it comes to decision making, but for some people even these seemingly basic decision-making situations can cause immense stress, resulting either from the act of decision making itself or from having to take into account the context, or impact on others, of any decision taken. Some of you will come across patients or clients in whom this has developed into a health-related problem and we will be considering these issues in later chapters. Your ability to become a confident decision maker in practice will, however, be dependent on the decisions that you make as a student in the university and as a person. Some of the situations in which making decisions impacts on all aspects of your learning to become a nurse will be discussed in Chapter 2 . This chapter is initially concerned with the underlying principles of decision making as a student nurse. It explores why it is important and necessary to learn about decision making, and how to make decisions; it will also focus on what has been shown in the literature about decision making as both a student nurse and a qualified nurse, and most importantly what you need to achieve to meet the Nursing and Midwifery Council (NMC) competencies. Later chapters will focus on the application of some of this learning to specific practice contexts and situations.
Conference papers on the topic "MELCs – Most Essential Learning Competencies"
1
Grafenauer Ekart, Živa. "Pomen učiteljevih komunikacijskih kompetenc za sodelovanje vzgojno-izobraževalne ustanove s starši." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.19.
Full textAbstract:
Social changes lead to changes in cooperation between school and parents. This cooperation has become more necessary and intensive. The most desirable form of cooperation between school and parents is a partnership between them. Features of the partnership cooperation are two-way communication, mutual support, making decision together and promotion of learning. This can be achieved if teachers have well-developed communication competencies. In the article I discuss them as essential competencies of a teacher that enable good cooperation of an educational institution with parents. Communication is a social interaction. It shows the way and quality of the relationship between the participants in communication. If schools strive for good communication competencies of their employees, especial for teachers, they can expect positive responses from parents. This contributes to the optimal development of the child.
2
Feng, Xiaoqi, and Katja Hölttä-Otto. "An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88643.
Full textAbstract:
Abstract Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineering education. We conducted qualitative interviews with 14 teachers in engineering education with diverse disciplinary backgrounds in engineering, design, technology, science and business. Thematic analysis is used to highlight teachers’ social, affective, and pedagogical competencies. The results show that all three areas of competencies are considered to be essential for teachers. Teachers appear to have a good level of social competency, as they recognize the importance of effective communication with students and co-teachers across disciplines, as well as with industry partners. Teachers also exhibit a decent level of affective competency through their motivation for learning. In addition, we found that the lack of interdisciplinary-related knowledge added more difficulties for teachers to gain pedagogical competency in interdisciplinary engineering education. The results of this study can be used for designing teachers’ professional development programs related to interdisciplinarity.
3
López, ALS, DE Navarro-López, and J. Castañeda-Sedano. "HOME LAB AS A STRATEGY FOR MEANINGFUL LEARNING OF MICROBIOLOGY DURING COVID19 PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7124.
Full textAbstract:
Meaningful learning allows students to enrich their knowledge as well as achieve personal growth. For this purpose, it is necessary to identify and address the needs and motivations of students, this can be achieved by implementing novel strategies in the teaching-learning process. Since March 2020, due to the SARS-Cov2 pandemic, face-toface lectures were suspended in all Mexican educational institutions; this situation forced educators to make drastic changes in teaching dynamics; being the most challenging classes that required the use of laboratories. In the present study this challenge is addressed. The aim of this research was to implement at-home laboratories, during the COVID-19 pandemic, to develop essential microbiology laboratory (ML) competencies and increase student motivation. Didactic intervention was conducted during the spring semester of 2020 with biotechnology students from four ML courses. The methodology was based on using at-home laboratories for their final course project. Students worked in teams to design an experimental strategy, based on knowledge obtained through virtual laboratories, and managed to conduct these experiments with the use of materials found in each student's home; they then presented their results where competencies and learning objectives were evaluated. Descriptive statistics, including the analysis of variance and Tukey test with a confidence level of 95% to ensure significant differences, were used to analyze and measure the obtained data trends regarding ML competencies acquisition. Results showed no significant differences in the conceptual understanding of the evaluated subject after the implementation of the stated educational strategy, as part of the digitization of the course provided during pandemic confinement; these observations allow us to conclude that the implementation objective for compliance with the ML competencies was effectively achieved. Keywords: Home laboratory, Microbiology, Educational innovation, Higher Education
4
Richter, Tanja, and Björn Kjellgren. "Supporting global competence learning for engineering students: for key lessons (to be) learnt." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1400.
Full textAbstract:
Global competence is an essential attribute for engineering graduates working in an interconnected and culturally diverse world, and higher engineering education needs to adapt to ensure that their students will acquire it before entering the labor market. For universities, the only way to ensure comprehensive global competence learning for all students is the holistic integration of related learning outcomes throughout curricula – which requires engineering educators to be able to (re)design their courses and programs accordingly. Considering that most engineering educators are subject experts of their discipline – but lay people when it comes to such competencies – we set out to compile a practical guideline for those wanting to integrate global competence learning within their disciplinary courses. Following a participatory action research approach, we connected our own insights as global competence educators at a technical university with those of several cohorts of engineering educators and students enrolled in global competence courses. Synthesizing these insights, we could identify four essential lessons for integrated global competence learning: 1) learning opportunities can be found (nearly) everywhere, 2) relevance and authenticity must be emphasized, 3) theory and practice need to be integrated and 4) global competence cannot be taught, but it can be learnt. These lessons are illustrated with practical examples for fostering global competence learning in regular engineering courses.
5
Sangwan, Devika, and Abhijith Venugopal. "Essentiality of knowing transversal competencies: towards engineering education sustainability and industry readiness of engineering students." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1347.
Full textAbstract:
Engineering education is to prepare engineers for real-world challenges and seek novel solutions to cater to society's different needs. There is an increase in the global demand for industry-ready engineers. Engineering education sustainability and industry readiness are mutually inclusive, where the former is the combination of different skills and transversal competencies, while the latter is all about their applicability. Transversal competencies, transferable across disciplines, chisel engineering students to become versatile and practical on the shop floor. Sustainability in engineering education is usually discussed only from the ecological/environmental viewpoints. This paper tries to find out the relevance of transversal competencies from the perspectives of engineering students at three levels: the most recurring competencies, the competencies they lack, and the ones that need improvement. Recurring and essential transversal competencies such as problem-solving, creativity and innovation, communication, lifelong learning etc., were identified from different policy frameworks of accreditation agencies, industry reports, organizational reports, and academia. Primary data was collected from final-year engineering students for this exploratory research through semi-structured interviews. These transversal competencies, latent throughout the formative years, have a definite role in the engineer's industry readiness, making engineering education sustainable. The need for industry readiness of the engineering students indicates the sustainability of engineering education, which can bridge the gap between the industry and academia. The paper reveals opportunities for further expansion of the competency frameworks in the policymaking and accreditation procedures.
6
Potanin, Maria, Maike Holtkemper, and Christian Beecks. "The impact of automation frameworks on today's data science competencies." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004012.
Full textAbstract:
The digital transformation has led to a rapid advancement of today's working environment. The increasing demand for AI solutions, especially in skilled professions, is deepening the relationships between humans and smart machines. These new relationships require an evolution and transformation of the skills of today's workforce. Furthermore, technologies can be used to close potential skills gaps and thus make the interaction and collaboration between human and technology work in the best conceivable way. Among the many digital competences required in today's working environment, data scientific competencies like data-preprocessing, feature-engineering and Model-generation are essential in order to cope and analyze small-to-big data sets arising in various data spaces. These Data Science competencies combine statistics, computer science and expert knowledge to gain insights from data and to develop a data-driven solution. With the amount of data increasing every day, there is a growing demand for subject matter experts with Data Science skills to help companies to be competitive by making data-based decisions, identify future trends, identify patterns, optimize processes, or develop new products and services. The competencies needed to accomplish these tasks are as multidisciplinary as the field of Data Science itself. Starting with the ability to write in multiple programming languages, to apply mathematical and statistical concepts, to practice machine learning algorithms and techniques, to the ability to understand industry-specific requirements, to critically question and visualize their results, to the ability to work in a team and to interact socially. These various requirements are met by employees, each of whom is not capable of handling such a wide range of competencies. Since the combination of these competencies is in high demand on the job market, but the small number of high talented employees cannot meet this demand, intelligent solutions are being sought that can replace some of these competencies. The goal of this paper is therefore to investigate whether AI-based automation frameworks have Data Science competencies in their design. It serves as an impulse for further discourse on whether AI-based automation frameworks can empower humans in acquiring Data Science competencies. For this purpose, a total of four automation frameworks out of 17 were selected in an initial analysis, which were most indicative of the following characteristics: automation, flexibility, ease of use and interoperability. These are AutoPrep, Auto Gluon, AutoClust and DeepEye. Based on the EDISON Data Science Framework, these research papers were coded by means of a qualitative content analysis and the obtained data were subsequently analyzed and discussed. Initial results show that by using automation frameworks, needed skills for applying Data Science competencies can be made available to companies and workers in the short term. This concerns components from the EDISON competence groups Data Management, Data Analysis, Data Modeling and Communication.
7
Litiņa, Sanita, and Karīna Svētiņa. "Digital Competence of Medical College Teachers According to DigCompEdu Framework." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.23.
Full textAbstract:
Over the last decade, learning and working in medicine have been increasingly influenced by digital tools and the “digital transformation” is now a popular topic. Today’s medical students are growing up in a digital age in which digital tools and devices are a regular part of their professional life. Digital transformation in healthcare is not just about technology but strategy and new ways of thinking. Developing digital competence is essential to health professional education to increase confidence in accessing the best evidence for clinical practice. Healthcare lecturers play a crucial role in promoting the acquisition of digital competencies and therefore need to be digitally competent themselves. This study aims to identify teachers’ digital competence at one medical college using the framework for the Digital Competence of Educators (DigCompEdu). A total of 47 medical college teacher participated. The results confirmed that the self-assessment instrument developed is reliable, valid, and thus suitable for measuring teachers’ digital competence. Generally, values are centred across the four major competence categories, and most participants obtain a score at the intermediate (B1) level. Investing in teacher training aimed at practical work with students is necessary, as the area showing the most significant weaknesses is Area 5: Empowering Learners. In particular, teachers also need to help their students use technologies in their education.
8
Nagy, Henrietta, and Admira Boshnyaku. "Measuring knowledge of youth about sustainability and circular economy." In 24th International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering and Information Technologies, 2025. https://doi.org/10.22616/erdev.2025.24.tf064.
Full textAbstract:
Youth awareness and knowledge about sustainability have become increasingly important, as younger generations play a critical role in shaping a sustainable future. Many young people may already be aware of sustainability issues, such as climate change, plastic pollution, deforestation, waste management due to widespread media coverage, social media and school curriculums, however, the depth of understanding varies based on education, location, and access to information. Sustainability issues are included in the curricula even from a very early stage of education but it is essential to find the most proper and most efficient educational methods for the different levels and ages to achieve real development in the society. Our paper refers to the results of a primary research carried out among university students and teachers in 6 European countries (Bulgaria, Cyprus, Hungary, Italy, Spain and Portugal) within the framework of the SustainEd project (Project ID: 2023-1-HU01-KA220-HED-000165475). The overall goal of the project is to develop and implement a sustainable learning program for university students that combines living labs and WebQuests to enhance their understanding of sustainability and circular economy concepts, develop their green skills and competencies, and prepare them for effective participation in the green transition, contributing towards the achievement of SDGs. In our paper we intended to analyse how much university students and lecturers know about the innovative teaching methods used and whether those methods can be efficiently used related to the topics e.g. circular economy, green food, sustainable logistics. Based on the feedback of students and lecturers we are convinced that the best way to integrate sustainability into all levels of education is by applying experiential and challenge-based learning methods with a focus on practical solutions, critical thinking, allowing students to learn through experience.
9
Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.
Full textAbstract:
In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some regions of grammar influences language usage. Therefore, the research question is – how is “morphological awareness” defined in international literature and what domains of native language use are impacted by it? A systematic literature analysis, with a focus on global perspectives, was conducted to answer this question. The study aimed to clarify the explanation of morphological awareness in international literature (comparing it to what is used in Latvian grammar) and determine its role in using the native language. A comprehensive review of studies from 2003 to 2024 published in the Scopus database was conducted for this study. The material was selected using the keywords “morphological awareness/competence”. Using strict inclusion (articles published between year 2003 and 2024, articles in English) and exclusion criteria (not related to native language acquisition, language not belonging to the Indo-European language family, not focusing on school-aged children, focusing only on students with learning disabilities), 23 articles (from the USA, the UK, Brazil, Portugal, Spain, Switzerland, Canada, Norway, Germany, Netherlands) on morphological awareness were selected. These articles were then meticulously analysed, ensuring a thorough and reliable research process, using thematic analysis, focusing on their primary results and conclusions. The article summarises the research results on language domains influenced by morphology and explains the use of morphological awareness in foreign scientific literature. The term mentioned in the analysed studies is primarily related to identifying word composition and realising the meanings of morphemes. Analysing studies on students’ morphological awareness in several Indo-European language families (English, German, French, Dutch, Portuguese, Spanish, and Norwegian), it is concluded that it significantly affects reading comprehension, writing, vocabulary, and pronunciation. Its importance is particularly significant in languages with deep orthography.