Determination of competency framework for technical and vocational education and training (TVET) educators in Nigerian tertiary institutions

Lack of competent TVET Educators in Nigerian institutions has led to several problems such as low quality graduates and unemployment. Competency is a vital element for assessing the quality of technical and vocational education and training (TVET) Educators. Therefore, this research investigated the TVET Educators ’ perceptions on competency needs in Nigerian tertiary institutions based on Malaysian Human Resource Development Practitioners (MHRDP) competency model for workplace learning and performance (WLP). Apart from that, this study also aimed at investigating the perception differences on competency elements among difference TVET tertiary institutions in order to enhance their quality. The study was fully quantitative and 218 questionnaires were systematically distributed to the TVET educators from five tertiary institutions based on the stratified sampling technique. A total of 205 questionnaires were returned. Descriptive and inferential statistical methods such as mean, EFA and ANOVA were used to analyse the data. The research found that Nigerian TVET educators perceived all the competency elements (25 constituents) as important; 19 out 25 constituents of competency framework were significantly related to Nigerian tertiary institutions. The research findings also revealed that there was no statistically significant differences among the TVET educators perception on competency elements across different types of TVET tertiary institutions. The developed competency framework for Nigerian TVET tertiary institutions contributes originally to the body of knowledge. The research recommends that government and other relevant authorities should emphasize on the implementation of the framework to tertiary institutions in Nigeria. A similar research should be undertaken to extend the result to reflect other Non-TVET educators in Nigeria

The Global People competency framework: competencies for effective intercultural interaction

This Competency Framework explains the competencies that are needed for effective intercultural interaction. In contrast to the Life Cycle Model for Intercultural Partnerships (see the Global People Toolbook) which presents the competencies by stage (i.e. key competencies are identified for each stage of a project life cycle), the Competency Framework presents them by clusters. Intercultural competencies can be grouped into four interrelated clusters, according to the aspect of competence they affect or relate to: - Knowledge and ideas - Communication - Relationships - Personal qualities and dispositions We overview these four clusters in Section 2. In Sections 3 – 6, for each competency cluster, we list the key component competencies, along with descriptive explanations of each of them. We also provide case study examples from the eChina-UK Programme to illustrate one or more of the following: - How the competency manifests itself; - Why the competency is important or is needed; - How the competency can be displayed in behaviour; - What problems may occur when the competency is not present. The Competency Framework is thus useful for those who wish to gain a systematic, in-depth understanding of intercultural effectiveness and the competencies need to achieve it

The implementation of a competency based assessment system for applicants for a restrictive licence for cadastral surveying

The Surveyors Board of Queensland has the responsibility for assessing the standards and regulating cadastral surveyors within the state. Recent legislative changes have required the Board to implement a competency based assessment scheme. This paper summarises the legislative framework and the theory of competency based assessment. It goes on to describe the development of competency standards for surveyors and the implementation of an assessment scheme. The move to a competency based assessment system was a substantial task undertaken by the Board and the paper discusses some useful lessons that may be learnt by other jurisdictions considering a similar move

Cultural competency in the delivery of health services for Indigenous people

Aim and objectives This review aims to examine available evidence on cultural competence in health care settings to identify key approaches and strategies that can contribute to improving the development and implementation of Indigenous health services and programs. The objectives are to: 1. define cultural competency –– we consider the significance of cultural competence and how it has been defined in international and local literature, including the use of similar terms and meanings 2. report on the quantity, nature and quality of available evidence –– we look at available evidence on cultural competency in Australia, New Zealand, Canada and the United States, including how cultural competence has been measured, and assess the quality of the evidence against basic methodological criteria 3. identify approaches and strategies that are effective in improving cultural competency among health services staff 4. examine the relationship between cultural competency and health outcomes 5. develop an evidence-informed conceptual framework of cultural competency

Growing Leaders: Innovations in the Competence Development System of Estonian Top Civil Service

The aim of this paper is to analyse the experiences of creation, implementation and development of the competency framework of the Estonian top civil service and the possibilities of contributing to the attainment of the state’s strategic goals through the development of the competencies of top civil servants. Firstly, on the basis of selected literature, the paper provides a short overview of the notions of competencies and competency frameworks. Secondly, the paper describes the creation, implementation and updating of competency framework of top civil servants of Estonia. Thirdly, the paper discusses the efficiency of different methods in the development of competences of top civil servants.

Devising a consensus definition and framework for non-technical skills in healthcare to support educational design: A modified Delphi study

Background Non-technical skills are a subset of human factors that focus on the individual and promote safety through teamwork and awareness. There is no widely adopted competency or outcome based framework for non-technical skills training in healthcare outside the surgical environment. The authors set out to devise such a framework and reach a consensus on a definition using a modified Delphi approach. Methods An exhaustive list of published and team suggested items was presented to the expert panel for ranking and to propose a definition. In the second round, a focused list was presented, as well as the proposed definition elements. The finalised framework was sent to the panel for review. Summary of results 16 experts participated (58% response rate). A total of 36 items of 105 ranked highly enough to present in round two. The final framework consists of 16 competencies for all and 8 specific competencies for team leaders. The consensus definition describes non-technical skills as ‘a set of social (communication and team work) and cognitive (analytical and personal behaviour) skills that support high quality, safe, effective and efficient inter-professional care within the complex healthcare system’. Conclusions The authors have produced a new competency framework, through the works of an international expert panel, which is not discipline specific. This consensus competency framework can be used by curriculum developers, educational innovators and clinical teachers to support developments in the field

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

The competency framework for surveyors compared to other professions in Queensland

This paper will look at whether competency framework as an instrument for registation and endorsement applies to other professions regulated by government legislation

Do Competency Frameworks Influence Business Performance? An Empirical Study of the Nigerian Banking Sector

The competency-based management system has grown to become one of the most influential HRM tools of the 21st century. However, there remains limited empirical data addressing the relationship between the adoption of a competency framework and organizational performance. The study reported upon in this paper is based within the Nigerian banking sector. A qualitative methodological approach was adopted, employing interviews with employees of the top ten high street banks in Nigeria. The result of the field data was subsequently analyzed using NVivo in order to achieve the aim of the research. The findings revealed that competency-based management frameworks are being used and that indeed they are a key management tool within the selected Nigerian banks. Importantly, the findings clearly suggest the adopted competency frameworks are having a positive impact on the banks’ performance

Improving the Competency of First-Order Ontologies

We introduce a new framework to evaluate and improve first-order (FO) ontologies using automated theorem provers (ATPs) on the basis of competency questions (CQs). Our framework includes both the adaptation of a methodology for evaluating ontologies to the framework of first-order logic and a new set of non-trivial CQs designed to evaluate FO versions of SUMO, which significantly extends the very small set of CQs proposed in the literature. Most of these new CQs have been automatically generated from a small set of patterns and the mapping of WordNet to SUMO. Applying our framework, we demonstrate that Adimen-SUMO v2.2 outperforms TPTP-SUMO. In addition, using the feedback provided by ATPs we have set an improved version of Adimen-SUMO (v2.4). This new version outperforms the previous ones in terms of competency. For instance, "Humans can reason" is automatically inferred from Adimen-SUMO v2.4, while it is neither deducible from TPTP-SUMO nor Adimen-SUMO v2.2.Comment: 8 pages, 2 table