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Artículos de revistas sobre el tema "Competency based education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka, and Tetiana Besarab. "Development of Competency-Based Approach to Education." Educational Challenges 27, no. 2 (2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.

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The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm.  The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion.  The results revealed that competency-based education appeared under the influence of the term “competence”; in its

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2

Oroszi, Terry. "Competency-Based Education." Creative Education 11, no. 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

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Schmaus, Diane C. "Competency-Based Education." AORN Journal 45, no. 2 (1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

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4

King, Spencer B. "Competency-Based Education." JACC: Cardiovascular Interventions 8, no. 2 (2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

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5

Curry, Lynn, and Marcia Docherty. "Implementing Competency-Based Education." Collected Essays on Learning and Teaching 10 (June 12, 2017): 61–74. http://dx.doi.org/10.22329/celt.v10i0.4716.

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The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedago

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6

Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions sur

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7

Baxi, Gaurang, and Tushar Palekar. "Competency-based physiotherapy education." Indian Journal of Physical Therapy and Research 2, no. 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

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Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, et al. "Competency-Based Medical Education." Journal of Bone and Joint Surgery-American Volume 97, no. 23 (2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

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9

Mujawar, Nilofer. "Competency based medical education." Journal of Education Technology in Health Sciences 9, no. 2 (2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.

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10

Sharma, Pawan Kumar, Omprakash Swami, and Hemant Tyagi. "COMPETENCY-BASED EDUCATION MANAGEMENT." GFNPSS GLOBAL NURSING JOURNAL OF INDIA 4, no. II (2021): 319. http://dx.doi.org/10.46376/gnji/4.ii.2021.319-320.

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11

Kovaichelvan, V. "Competency-based engineering education." International Journal of Indian Culture and Business Management 8, no. 2 (2014): 253. http://dx.doi.org/10.1504/ijicbm.2014.059213.

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12

Carnethon, Mercedes R., Leah C. Neubauer, and Philip Greenland. "Competency-Based Postdoctoral Education." Circulation 139, no. 3 (2019): 310–12. http://dx.doi.org/10.1161/circulationaha.118.037494.

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13

Elam, Jimmy H. "Competency-based optometric education." Optometry - Journal of the American Optometric Association 75, no. 2 (2004): 75–78. http://dx.doi.org/10.1016/s1529-1839(04)70017-2.

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14

Marple, Bradley F. "Competency-Based Resident Education." Otolaryngologic Clinics of North America 40, no. 6 (2007): 1215–25. http://dx.doi.org/10.1016/j.otc.2007.07.003.

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15

Ford, Rod, and Ryan Meyer. "Competency-based Education 101." Procedia Manufacturing 3 (2015): 1473–80. http://dx.doi.org/10.1016/j.promfg.2015.07.325.

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16

Polis, Sharon Lee. "Competency-Based Laser Education." AORN Journal 55, no. 2 (1992): 567–72. http://dx.doi.org/10.1016/s0001-2092(07)68618-9.

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17

Albanese, Robert. "Competency‐based Management Education." Journal of Management Development 8, no. 2 (1989): 66–76. http://dx.doi.org/10.1108/eum0000000001343.

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18

Chow, Benjamin J. W., Ali Alenazy, Gary Small, et al. "Competency-Based Medical Education." JACC: Cardiovascular Imaging 12, no. 12 (2019): 2505–13. http://dx.doi.org/10.1016/j.jcmg.2019.09.021.

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19

Chuenjitwongsa, S., R. G. Oliver, and A. D. Bullock. "Competence, competency-based education, and undergraduate dental education: a discussion paper." European Journal of Dental Education 22, no. 1 (2016): 1–8. http://dx.doi.org/10.1111/eje.12213.

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20

Moon, Yong-lin. "Education reform and competency-based education." Asia Pacific Education Review 8, no. 2 (2007): 337–41. http://dx.doi.org/10.1007/bf03029267.

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21

Nascimento, Fábio A., Hong Gao, Roohi Katyal, et al. "Education Research: Competency-Based EEG Education." Neurology: Education 2, no. 4 (2023): e200094. http://dx.doi.org/10.1212/ne9.0000000000200094.

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Background and ObjectivesWe recently published expert consensus-based curricular objectives for routine EEG (rEEG) interpretation for adult and child neurology residents. In this study, we used this curriculum framework to develop and validate an online, competency-based, formative and summative rEEG examination for neurology residents.MethodsWe developed an online rEEG examination consisting of a brief survey and 30 multiple-choice questions covering EEG learning objectives for neurology residents in 4 domains: normal, abnormal, normal variants, and artifacts. Each question contained a deiden

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22

Kirilova, Borislava. "Competences Formation through Problem-Based Learning." Mathematics and Informatics 67, no. 2 (2024): 132–54. https://doi.org/10.53656/math2024-2-4-for.

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The paper analyzes the benefits and opportunities for the successful integration of Problem-Based Learning (PrBL) during the mathematics classes in the first secondary school stage in order to form and develop key competences as well as skills for life and work in the 21st century in the context of the Strategic Framework for the Development of Education, Training and Learning in the Republic of Bulgaria (2021 – 2030). PrBL is discussed in the context of the competency-based approach that stimulates learners’ interest, challenging them to apply the knowledge and skills acquired during mathemat

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23

Nurumbetov, Axmadjon Niyazimbetovich, Sayyora Madraimovna Mambetova, and Sharofat Iskandarovna Djumaniyazova. "PRINCIPLES OF THE COMPETENCE-BASED APPROACH IN MODERN EDUCATION." "Science and Innovation" international scientific journal 1, no. 1 (2022): 669–73. https://doi.org/10.5281/zenodo.6529321.

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<em>It is planned to systematize the principles of using the competence-based approach in the training of specialists in higher educational institutions. Competency-based approach, principle, the article is devoted to the principles of systematization of the use of the competency-based approach to the training of higher education specialists.</em>

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24

Koshanova, Danagul, Alma Zakirova, and Aidana Tynyshkali. "Individual education: Competency-based personalized learning paths." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 28, 2024): 2106–14. http://dx.doi.org/10.54919/physics/56.2024.210sp6.

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Relevance. A competence-focused strategy in education necessitates the proactive involvement of learners in their professional development, aiming to build essential skills for future challenges. This research is highly relevant due to the importance of forming a competence-based approach in education and implementing personalised learning trajectories in the modern education system. Purpose. This study aims to assess the feasibility of forming an individual trajectory of education based on a competence-oriented strategy within the contemporary educational framework. It also aims to evaluate t

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25

Georgieva, Vesselina. "“My Street” – Project-Based Learning in Mathematics in First Grade." Vocational Education 24, no. 3 (2021): 263–75. http://dx.doi.org/10.53656/voc22-361moia.

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The current focus of education lies in the development of key competencies set out in the European Competency Framework, namely: communication in the mother tongue, communication in foreign languages, mathematical competence and basic knowledge in science and technology, digital competence, learning skills, social and civic competences, initiative and entrepreneurship, cultural awareness and creative expression. These are knowledge, skills and attitudes that help students achieve personal fulfillment and later in life to find work and participate in society. These competencies provide a connec

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26

Hubby, Rifqi Syauqi, Diding Nurdin, and Asep Suryana. "Competency-Based Education at a Madrasah Aliyah in Sumedang: Eliciting the Organized Programs." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 2075–86. http://dx.doi.org/10.35445/alishlah.v14i2.1576.

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The competency-based education program is a flagship program launched by a Madrasah Aliyah (or, MA; Islamic based senior high school) in Sumedang to produce graduates who are competent and skillful, especially in the automotive, culinary, fashion, and technology. Students are expected to be able to compete in the professional fields. In this article, the implementation of the program is discussed, which is seriously trying to increase the competence of graduates. The method used in this present study is a mixed method with the techniques of documentation, observation studies and questionnaires

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Khoeriah, N. Dede, Zulfa Rahmah Effendi, Eka Yuli Astuti, and Yuli Sutoto Nugroho. "A Project-Based Learning at University: Preparing Special Education Teachers." Journal of Education for Sustainability and Diversity 3, no. 1 (2024): 112–25. http://dx.doi.org/10.57142/jesd.v3i1.105.

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Project Based Learning (PBL) is a student-oriented learning approach based on activities or projects. This study aims to describe the PBL learning model for students in vocational education courses for children with intellectual disabilities. This research focuses on vocational learning for students with modality-based intellectual disabilities; syntax implementation in the PBL model and lesson plans. The research method used is descriptive qualitative. The results showed that through PBL learning there was an increase in student competence in the following aspects: 1) Understanding of the con

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28

Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.

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Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of

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29

Powell, Deborah E., and Carol Carraccio. "Toward Competency-Based Medical Education." New England Journal of Medicine 378, no. 1 (2018): 3–5. http://dx.doi.org/10.1056/nejmp1712900.

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Harden, Ronald M. "Progression in competency-based education." Medical Education 48, no. 8 (2014): 838. http://dx.doi.org/10.1111/medu.12500.

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31

Carraccio, Carol, Robert Englander, Elaine Van Melle, et al. "Advancing Competency-Based Medical Education." Academic Medicine 91, no. 5 (2016): 645–49. http://dx.doi.org/10.1097/acm.0000000000001048.

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32

Ebert, Thomas J., and Chris A. Fox. "Competency-based Education in Anesthesiology." Anesthesiology 120, no. 1 (2014): 24–31. http://dx.doi.org/10.1097/aln.0000000000000039.

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Abstract The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the “trained observers” of the residents’ progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve “expert” status earlier than the required 36

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Whitcomb, Michael E. "More on Competency-Based Education." Academic Medicine 79, no. 6 (2004): 493–94. http://dx.doi.org/10.1097/00001888-200406000-00001.

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34

Nodine, Thad, and Sally M. Johnstone. "Competency-Based Education: Leadership Challenges." Change: The Magazine of Higher Learning 47, no. 4 (2015): 61–66. http://dx.doi.org/10.1080/00091383.2015.1060101.

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35

Gable, Robert A. "Competency-Based Teacher Education Revisited." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 3 (1991): 177–82. http://dx.doi.org/10.1177/088840649101400304.

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Eaton, J. S. "Accreditation and competency-based education." Journal of Competency-Based Education 1, no. 1 (2016): 12–16. http://dx.doi.org/10.1002/cbe2.1006.

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Oermann, Marilyn H. "Competency-Based Education in Nursing." Nurse Educator 48, no. 2 (2023): 108–9. http://dx.doi.org/10.1097/nne.0000000000001366.

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38

Bailepissova, A. "COMPETENCY-BASED APPROACH TO EDUCATION." Norwegian Journal of development of the International Science, no. 86 (June 13, 2022): 23–25. https://doi.org/10.5281/zenodo.6653742.

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<strong>Abstract</strong> This article deals with the principles and foundations of a competent approach to education. The rules and regulations for the creation of this approach in education are considered. It also examines the detailed pros and cons of this type of education. <strong>Аннотация</strong> В данной статье идет речь о принципах и основах компетентного подхода к образованию. Рассматриваются правила и положения создания данного подхода в образовании. А также изучаются подробные плюсы и минусы такого типа образования.

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Wu, Velyn, Mary Theobald, Randolf Pearson, Stephanie Matosich, and Randolf Pearson. "Competency-Based Medical Education in Residency Education." Family Medicine 56, no. 2 (2024): 144. http://dx.doi.org/10.22454/fammed.2024.369809.

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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.

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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher c

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41

Tambak, Syahraini, Siti Marwiyah, Desi Sukenti, Ilyas Husti, and Zamsiswaya Zamsiswaya. "Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?" Journal of Education and Learning (EduLearn) 17, no. 3 (2023): 342–53. http://dx.doi.org/10.11591/edulearn.v17i3.20796.

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Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers

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42

Syahraini, Tambak, Marwiyah Siti, Sukenti Desi, Husti Ilyas, and Zamsiswaya Zamsiswaya. "Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?" Journal of Education and Learning (EduLearn) 17, no. 3 (2023): 342~353. https://doi.org/10.11591/edulearn.v17i3.20796.

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Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers' social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers

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43

Anna, Radchenko, Dyukareva Galina, Afanasyeva Tatyana, Kornitskaya Anastasia, Yakubyan Sarkis, and Karapandzha Stevo. "COMPETENCY-BASED APPROACH IN HIGHER EDUCATION: COMPETENCY-BASED MODEL OF THE ENGINEER FOR THE FOOD INDUSTRY." ScienceRise, no. 3 (June 30, 2020): 58–65. https://doi.org/10.21303/2313-8416.2020.001344.

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The competency-based approach in higher education is considered, and in particular, scientific views on the competencies of an engineer for the food industry are studied. A comparative analysis was carried out in order to identify the key competencies necessary for a modern specialist to successfully realize its creative potential in a market economy, information society and innovative technologies. A developed competency-based model for training an engineer in the food industry is proposed. <strong>The object of research is</strong> the competency-based approach in the preparation of a f

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Dr., Nguyen Thi Hong Hai, and Ngo Thi Lan Anh Dr. "Competency-Based Education of Marxist-Leninist Philosophy For Students At Universities Today." International Journal of Arts, Humanities and Social Studies 4, no. 3 (2022): 50–54. https://doi.org/10.5281/zenodo.6611301.

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Competency-based education of Marxist-Leninist philosophy for students at universities today is an inevitable trend. In this article, the authors give the concept of competency-based education and competency-based education of Marxist-Leninist philosophy for students at universities today, thereby proposing a number of solutions for competency-based education of Marxist-Leninist philosophy

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KRYEZIU, Belgizare. "CHALLENGES OF COMPETENCY-BASED EDUCATION IN PRIMARY SCHOOLS OF KOSOVO." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 107–16. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2644.

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Competency-based education (CBE) has gained recognition as a progressive approach to teaching and learning, emphasizing the mastery of specific knowledge, skills, and abilities. Competence-based education began its implementation in Kosovo ten years ago. It has become a main topic in all pre-university education, including primary education. There are almost as many parents, teachers, and civil society organizations claiming to have a clear definition of competency-based education and then implementing it in the classroom by teachers as there are practitioners. The most important characteristi

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Capulis, Sergejs, Valerijs Dombrovskis, Svetlana Guseva, and Alona Korniseva. "Trend Analysis of Professional Competences of Sports Teachers and Coaches." Pedagogika-Pedagogy 95, no. 8 (2023): 1054–69. http://dx.doi.org/10.53656/ped2023-8.5.

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Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achie

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Malczyk, Benjamin Robert. "Competency-Based Education and Waiver Exams in Social Work Education." Journal of Baccalaureate Social Work 24, no. 1 (2019): 197–209. http://dx.doi.org/10.18084/1084-7219.24.1.197.

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The core tenet of competency-based education is a focus on mastery of a skill or ability. The shift in focus in social work education to a competency-based approach can be applied and understood in varying ways. The current research study examined the use of waiver exams as one iteration of competency-based education in social work education. Forty seven of the 496 programs that replied to the survey indicated they offered some form of placement testing or the use of waiver exams. Further examination of program level policies suggests that social work educators continue to focus on policies an

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Nzoka, Francis Katumo. "Reforming Education in Kenya for Global Competitiveness: A Case of Competency Based Curriculum." European Journal of Contemporary Education and E-Learning 2, no. 3 (2024): 141–50. https://doi.org/10.59324/ejceel.2024.2(3).12.

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Education reform demands increased as Kenya entered the twenty-first century. Developing critical thinking, creativity, and practical skills is the main goal of the government's learner-centred Competency Based Curriculum (CBC), which was unveiled in 2017. The goal of the CBC is to develop well-rounded people who can thrive in a world that is changing quickly by placing an emphasis on competency above content. In Kenya, the 8-4-4 system of education has been replaced with the Competency Based Curriculum under the 2-6-3-3 system of education. This signifies the end of a period in which the sect

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Kumari, Sneha. "Competency Based Medical Education and its Application in Biochemistry." International Journal of Healthcare Education & Medical Informatics 6, no. 2 (2019): 7–9. http://dx.doi.org/10.24321/2455.9199.201906.

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Mulcahy, Dianne. "Turning the contradictions of competence: competency-based training and beyond." Journal of Vocational Education & Training 52, no. 2 (2000): 259–80. http://dx.doi.org/10.1080/13636820000200120.

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