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The study deals with the competence approach as the basis for the educational reform of the New Ukrainian School, in part, analyzes regulatory, legal and scientific approaches to comprehension of competency-based learning. The implementation of the competence approach is examined on the example of model curricula “Ukrainian language. Grades 5-6” for general secondary education institutions on the basis of which philology teachers devise their working curricula of the discipline “Ukrainian Language”, bilingual or integrated courses. Comparative analysis of model curricula declares their correspondence to the State Standard of Basic Secondary Education and the implementation of the competence direction of the language and literary scope of education. It is pointed out that the key parts of the curricula contain result, content and activity components. The advantages of each of the analyzed curricula are described. It is proved that the competence direction of programs is realized through the effectiveness and activity components. The expected learning outcomes demonstrate the level of language proficiency and cross-cutting competence skills. More to the point, the types of educational activities proposed in the programs make it possible to utilize theoretical language knowledge to explicate the phenomena of reality and solve life problems. In both programs, the applied nature of language education is strengthened, its reorientation to the activity dimension is expressed. The authors include working in groups, executing projects, processing information from print and digital sources, critically understanding it and using it for communication. Its adaptability to the practical needs of philology teachers has been expressed. It is justified that model curricula are a tool for introducing the fundamental ideas of the competence approach in daily educational practice., Розглянуто компетентнісний підхід як основу освітньої реформи Нової української школи, зокрема проаналізовано нормативно-правові та наукові підходи до осмислення компетентнісного навчання. Проаналізовано реалізацію компетентнісного підходу на прикладі модельних навчальних програм «Українська мова. 5–6 класи» для закладів загальної середньої освіти, на основі яких учителі-словесники розробляють свої робочі навчальні програми дисципліни «Українська мова», білінгвальних чи інтегрованих курсів. Порівняльний аналіз модельних навчальних програм засвідчує їхню відповідність Державному стандарту базової середньої освіти та реалізацію компетентнісного спрямування мовно-літературної галузі освіти. Зазначено, що основні частини програм містять результативний, змістовий і діяльнісний компоненти. Описано переваги кожної з аналізованих програм. Доведено, що компетентнісне спрямування, програм актуалізовано через результативний і діяльнісний компоненти. Вочікуваних результатах навчання виражено рівень володіння мовними і мовленнєвими знаннями та наскрізними компетентнісними уміннями, а види навчальної діяльності, запропоновані в програмах, уможливлюють використання теоретичних мовних знань для пояснення явищ дійсності і розв’язання життєвих проблем. В обидвох програмах посилено прикладний характер мовної освіти, увиразнено її переорієнтацію на діяльнісний вимір. Автори передбачають роботу в групах, виконання проєктів, опрацьовування інформації з друкованих та цифрових джерел, її критичне осмислення і використання для комунікування. Умотивовано, що модельні навчальні програми є інструментом запровадження засадничих ідей компетентнісного підходу в щоденній освітній практиці.

The unprecedented shut down of educational institutions owing to the Covid pandemic had prompted many institutions to shift to an Online mode of instruction. The investigator, a teacher educator by profession found the abrupt shift from face-to-face instruction to an online only pedagogy for teacher education a major challenge. This necessitated the exploration of appropriate instructional strategies to substitute the existing time-tested pedagogical practices followed in teacher training colleges.The target audience specific data collected through surveys and interviews revealed that the needs, resources available and internet connectivity of main stake holders namely teachers and learners vary in several ways. This posed several challenges and the investigator found a solution in the RASE Model which is increasingly being perceived as a practical, evidence based design model with applications of technology to improve student learning outcomes and student satisfaction (Churchill, King, & Fox, 2013).When a batch of English optional teacher trainees of the Bachelor of Education (BEd) programme, was assigned to the investigator-cum-teacher educator, the RASE model which basically addresses Resources, Activity, Support and Evaluation was utilized for curriculum transaction. This paper lists down the strategy employed to transact the BEd curriculum using the RASE model. It is hoped that the report of the study will help colleges of teacher education and English language teacher educators to gain a sense of direction to commence delivery of instruction which has already been delayed owing to the pandemic.

本研究の最終目標は、保健師助産師看護師学校養成所指定規則の改正に伴い2022年度から適用される新カリキュラムにおける看護基礎教育独自の「数理・データサイエンス教育」のミニマム・エッセンシャルズを明らかにすることである。しかし、新カリキュラム構築までの期間が1年を切った今、看護基礎教育独自のものをゼロベースで検討する時間は限られている。そこで、2022年度に新カリキュラムの運用を開始しなくてはならない各看護師養成校に資するために、2020年4月に数理・データサイエンス教育強化拠点コンソーシアムが公開した「モデルカリキュラム(リテラシーレベル)」をもとにしつつも、ここには明示されていない数理・データサイエンスの哲学的背景である「データドリブン型(データ駆動型)アプローチ」を入れ込んだ看護基礎教育における「数理・データサイエンス教育」のミニマム・エッセンシャルズを提唱する。, In this paper, we put forward the minimum essentials of "mathematical and data science education" in basic nursing education. These minimum essentials are based on the "model curriculum (literacy level)" released by the Consortium for Strengthening Mathematical and Data Science Education in April 2020, while including the "data-driven approach," underlying the philosophical background of mathematical and data sciences, which is not specified in the model curriculum.

Problems in this research is how a work ethic muslim Who actually have a wonderful concept of good from Al Qur'an and As Sunnah. But there plenty of found a muslim who worked manner and the force that far from islamic values, especially with ethical or work ethos ? Therefor, This research aims to to apply one model curriculum to increase work ethic muslim. This research study using a library reasearch method, that traits of descriptive qualitative with the collection of primary data through of reference main book While secondary data it obtained through interviews to officials, section head, and several employees of Office of customs and excise Bogor. The research results show that The application of the concept of education curriculum to improve muslim work ethos in the government office Need to continue to get more attention, Both in the concept and application and supervision also.

This paper summarizes the results from a large-scale survey on the content and teaching philosophy of the first, and in many cases the only, control course taken by undergraduate students in engineering and applied sciences around the world. The IFAC Technical Committee on Education developed and administered the survey in 2019. At the time of writing of this manuscript 201 control professionals have responded to the survey. The majority view is that the first course in control should focus on concepts and avoid excessive mathematical proofs. The responders ranked the depth of coverage of 63 topics commonly found in introductory control texts. A model curriculum for a first control course is suggested based on the ranking results.

Contemporary research suggests an urgent need for educators to improve the quality of STEM teaching and learning. We developed a semester-long model curriculum for STEM teaching and learning. The o...

Much has been written about efforts to expand women’s social, cultural, and political representation, roles, and opportunities. However, as political scientists, we have done little to document the early history of incorporating women into the discipline. This article illustrates how the General Federation of Women’s Clubs (GFWC) established the study of politics as an acceptable course of baccalaureate study for women: first, by crafting a model curriculum; second, by advocating for the creation of endowed chairs in political science at women’s colleges; and, third, by publishing in scholarly outlets. The GFWC’s efforts can be viewed as the first steps to the incorporation of women into the discipline—a question that continues to be the subject of much analysis and consternation by professional associations and the academic community.

Substance use disorder is a major behavioral disorder associated with cases sentenced in limited jurisdiction courts, and increasingly so in the face of the national opioid epidemic.1 In this brief...

The diversity of Indonesian gastronomy is an attraction for tourists. Indonesian gastronomy course is an effort to study, record, and document gastronomy to preserve Indonesia’s intangible heritage. Indonesian gastronomy was explored from three main aspects: history, culture, and food itself. This study aims to evaluate the Indonesian gastronomy curriculum to ensure that the curriculum is designed and developed according to the needs of the community and science development. The purpose of evaluating Indonesian gastronomic curriculum is to find out the effectiveness and efficiency of the curriculum system. This study uses a qualitative approach, by using the CIPP (Context, Input, Process and Product) curriculum evaluation model. The data were collected from observation, interview, and literature study. The CIPP model was used to measure each component of the curriculum: objectives, content or material, methods and evaluation. The context evaluation under study was lecture facilities and lecturers. Input evaluation is related to plans and strategies in achieving lecturing goals. Process evaluation is related to the implementation of lectures; lecturer skills in managing and method of lectures. Product evaluation is related to the assessment of student learning processes and outcomes. The results of the curriculum evaluation become the basis for reconstructing the curriculum of the Indonesian gastronomy course, in accordance with the established curriculum component.

Background The Association of American Medical Colleges (AAMC) has recently identified a list of integrated activities to be expected of all medical school graduates entering residency: the core Entrustable Professional Activities (EPAs). Direct observation and deliberate practice of individual EPA behaviors in the clinical setting has multiple challenges, and there is limited literature describing a comprehensive, longitudinal curriculum dedicated to formative EPA assessment. Approach We present a model curriculum to develop and provide formative assessment of EPA skills longitudinally throughout the clinical years. Each EPA-focused training session includes a simulation case followed by several small group activities with content related to the clinical vignette in the initial simulation. We have designed this curriculum to be longitudinal and modular, and present the general framework here. Outcomes Step-wise implementation began in 2013. Over 450 medical students have participated in the third year (MS3) clerkship sessions, 30 in the MS4 sub-internship sessions, and over 300 thus far in the fourth year (MS4) capstone course, including students from 10 different medical schools. MS3 sessions focused on EPAs 4, 7, 8, 9, 10, and MS4 sessions had an additional focus on EPA 8. The capstone course encompassed nearly all 13 EPAs in active simulation-based learning. Opportunities to provide formative assessment through on-the-spot feedback exist throughout the curriculum. Student feedback was overwhelmingly positive. Next steps We found that simulations are an effective method of providing formative assessment of EPAs that are exceptionally well-received by medical students. We have demonstrated that these can be implemented for medical students from multiple educational backgrounds. We believe that deliberate practice and longitudinal formative assessment is of utmost importance in effectively developing core EPAs prior to final entrustment decisions.

Objective:To obtain feedback from early career adult and child neurologists about the psychiatry component of residency training.Methods:A survey was developed and administered electronically to four cohorts of recently certified American Board of Psychiatry and Neurology diplomates.Results:The response rate was 16% (431/2,677) and included 330 adult neurologists and 101 child neurologists. Less than half of the respondents described themselves as extremely or quite satisfied with their psychiatry training while 26% of the adult neurologists and 33% of the child neurologists felt slightly or not at all prepared for this component of practice. Four themes were identified in the respondents’ suggestions for improving psychiatry training: provide more outpatient experience; provide more time/teaching in psychiatry; provide more experience with both pharmacological and non-pharmacological psychiatric treatments; and provide more exposure to patients with conditions likely to be encountered in neurology/child neurology practice.Conclusion:These recent graduates of adult and child neurology residency programs felt under prepared for the psychiatric issues they encountered in their patients. They suggested a number of strategies for better alignment of psychiatry training with the likely demands of practice, and a model curriculum recently developed by the American Academy of Neurology’s Consortium of Neurology Program Directors and the American Association of Directors of Psychiatric Residency Training also provides guidance for both neurology and psychiatry program directors.

BACKGROUND: Research training is important for all resident physicians to be able to interpret and critically appraise scientific literature. It is particularly important for those desiring future careers in academics or research. However, there is limited literature on research training in residency. The ideal scope and content of a model curriculum for research in emergency medicine (EM) residency programs has not been recently defined. METHODS: We used a modified Delphi method to achieve expert consensus as to what content should be included in a model research curriculum for EM residents as well as for those who choose to undertake an elective in EM research. RESULTS: Eight experts in EM clinical and education research participated in the modified Delphi process with two rounds of responses. Cronbach's alpha was 0.82 for round 1 and 0.95 for round 2. A curricular outline of 44 items was produced by this consensus process. CONCLUSIONS: A model curriculum for EM research is proposed here, along with references to assist residencies in building curricular components.

Background: Despite ultrasound being an inherent part of medical education, only a few German medical schools have established a comprehensive ultrasound curriculum. This study aimed to explore medical students' perspectives on ultrasound in medical education (USMed).Results: Between January 1st, 2019 und June 30th, 2019, an online survey was conducted among German medical students via the students' associations and their respective teaching facilities. The survey consisted of 17 items regarding USMed. Statements were rated on a 4-point Likert scale for agreement. In total, 1040 students from 31 German medical faculties participated. The majority (1021, 98.2%) reported a very high to high interest in curricular USMed. Students agreed (n = 945, 90.9%) that USMed would be helpful along their entire course of medical studies. Considering the best starting time for USMed, the opinions of German medical students diverged: students studying in a model curriculum preferred to start in the second year (40.7%) while 49% of the students studying in a traditional curriculum preferred to start in the third year (p ≤ 0.001). An insufficient allotment of time for USMed in the planned curriculum (675, 65%) and a lack of courses run by medical faculty (305, 29.4%) were listed as perceived significant barriers to the participation in USMed. Peer teaching was regarded as an effective method in realizing USMed by 731 (70.3%) students.Conclusion: German medical students are very interested and willing to participate in USMed. There appears to be a high demand for US courses offered by medical schools.

Pediatric psychiatric emergency care is delivered in different settings with vastly different resources around the country. Training programs lack guidance on developing optimal curricula for this highly variable but crucial setting. A model curriculum for child and adolescent psychiatry trainees may be helpful to provide such guidance; its components include recommendations for assessing baseline knowledge, identifying and teaching core subject content, encouraging development of essential skills, and building in supervision for learners. Future directions include further study in current pediatric emergency psychiatry education and expanding the scope of curricula to include different learners and delivery models.

本研究は、自治体のカリキュラム政策に基づき策定された接続期カリキュラムの「モデルカリキュラム」の開発と、各学校園でのモデルカリキュラムを用いた接続期カリキュラムの編成の現状を明らかにしながら、カリキュラム編成とカリキュラム・マネジメントとの関係性の検討を行うことを目的とした。その結果、全国的な動向としてほとんどの自治体で幼小接続の重要性が認識されていることが明らかになった。そして先駆的自治体における事例検討を通して、接続期カリキュラムに係る政策、特にモデルカリキュラム開発の特質として、「導入しやすさ」を意識して作業が進められた点、行政がマネジメント、カリキュラム・マネジメントの重要性を考慮していると考えられる点を指摘した。, The goals of the study were to reveal the policy of the connected-period curriculum development in the pioneer local governments. This study focused on relationship between the development of model curriculum and curriculum management at school garden. It became clear that the importance of the connection from early childhood education and care to elementary education is recognized by almost all the local governments. And, it became clear that easiness of introducing is emphasized from the feature of the model curriculum. In addition, local governments emphasized the school garden management and curriculum management.