This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field.…

In 1999, the Accreditation Council of Graduate Medical Education (ACGME) began the Outcome Project which re-focused program accreditation decisions. Six competency areas detailed new standards, calling for programs to measure and provide evidence of learner's acquisition of the knowledge and skills for independent practice in a specific specialty.…

Preparing graduates for the professions is increasingly recognised as involving a partnership approach to curriculum design, implementation and evaluation. Experiential placements play a critical role in developing discipline-specific knowledge and skills and also generic professional dispositions including relationships, communication, problem…

Purpose: The purpose of this paper is to highlight the contradictions in the current maritime education and training system (MET), which is based on competency-based education, training and assessment, and to theorize the failure to make the training useful. Design/methodology/approach: A case study of education and training in the international…

For students pursuing careers in medical fields, knowledge of technical and medical terminology is prerequisite to being able to solve problems in their respective disciplines and professions. The Dean Vaughn Medical Terminology 350 Total Retention System, also known as Medical Terminology 350 (25), is a mnemonic instructional and learning…

Using the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement. In this context, the definition of competency coalesces into three primary interpretations (input, output and "behaviour"), leading to three applications: work related skill sets, standards and…

An instructional paradigm is described which starts with the student and then identifies three elements which if specified should unify the instructional process to yield a three-way consistency between what was intended, inaugurated, and achieved. (Author)

General history and survey of five institutions. (DAG)

A discussion of competency based education (CBE) designed to demonstrate that the significant contribution of CBE is its potential for rendering murky instructional processes visible. CBE should not be thought of as a teaching strategy, but rather as a framework in which teaching strategies and other components of an instructional system can be…

Discusses the definition of competency, how to select competencies, competency analysis, how to identify competencies, and the changing role of human resource development. (JOW)

This article reports on research in the Netherlands to determine the distinctive characteristics of powerful workplace learning environments within primary teacher education. Nationally and internationally, educational competence- based models and so-called workplace learning environments are widely seen as promising alternatives in professional…

The basic objectives of higher technical education consist of providing college and university graduates with a system of essential knowledge, abilities, and skills, and also of developing their capacity and readiness to put their knowledge to work in professional activity. In studies that have to do with the modernization of higher technical…

Competency based teacher performance and competency based teacher education represent an attempt to marry scientific methodology with instruction. This is not the first time that such a union has been attempted--programed learning and behavioral objective centered learning were both designed to minimize the error factor contributed by individual…

This module allows for an initial experience from which an inductive analysis will reveal elements of a learning module. The participant will then enter the planning phase for the development of module designing. This module is completed when the participant designs his own learning module. The module itself includes the following: a…