Competency-based approach in technical education: a case study on ITSC and INFOTEP in the Dominican Republic
DOI:
https://doi.org/10.18800/educacion.202402.A007Keywords:
Vocational education, Competency-based approach, Workforce training, Technical education, Dominican RepublicAbstract
The main objective of this study is to assess the relevance of the competency-based approach in teaching practices within technical and vocational education in the Dominican Republic. The focus is on two institutions: the Instituto Técnico Superior Comunitario (ITSC) and the Instituto Nacional de Formación Técnico Profesional (Infotep). The study participants included both students and teaching staff from these institutions. The findings reveal that both ITSC and Infotep are highly regarded across the measured indicators, particularly in the category of pedagogical aspects.
Downloads
References
Açikgöz, T., & Babadogan, M. C. (2021). Competency-based education: Theory and practice. Psycho-Educational Research Reviews, 10(3), 67-95. https://eric.ed.gov/?id=EJ1326834
Brauer, S. (2021). Towards competence-oriented higher education: A systematic literature review of the different perspectives on successful exit profiles. Education + Training, 63(9), 1376-1390. https://doi.org/10.1108/ET-07-2020-0216
Cano, E., Lluch, L., Grané, M., & Remesal, A. (2023). Competency-based assess-ment practices in higher education: Lessons from the pandemics. Trends in Higher Education, 2(1), 238-254. https://doi.org/10.3390/higheredu2010012
Guzmán Marín, F. (2017). Problemática general de la educación por competencias. Revista Iberoamericana de Educación, 74, 107-120. https://doi.org/10.35362/rie740610
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2010). Metodología de la investigación. (5ª ed.). McGraw Hill. https://www.icmujeres.gob.mx/wp-content/uploads/2020/05/Sampieri.Met.Inv.pdf
Johansen, M., & Mikkonen, S. (2022). How can collaboration between schools and workplaces contribute to relevant vocational education? Vocations and Learning, 15(1), 37-57. https://hdl.handle.net/11250/3071756
Könings, K. D., Seidel, T., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2014). Differences between students’ and teachers’ perceptions of education: Profiles to describe congruence and friction. Instructional Science, 42(1), 11-30. https://doi.org/10.1007/s11251-013-9294-1
Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Deacon, A., Deane, N., Ferguson, R., Herodotou, C., Huang, C.-W., Mayisela, T., Rets, I., Sargent, J., Scanlon, E., Small, J., Walji, S., Weller, M., & Whitelock, D. (2023). Innovating Pedagogy 2023: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Institute of Educational Technology, The Open University, University of Cape Town. https://www.open.ac.uk/blogs/innovating/?p=784
McGrath, S., & Powell, L. (2016). Skills for sustainable development: Transforming vocational education and training beyond 2015. International Journal of Educational Development, 50(1), 12-19. https://doi.org/10.1016/j.ijedudev.2016.05.006
Rey, A., & Sanchez-Parga, J. (2011). Crítica de la educación por competencias. Universitas, 233. https://doi.org/10.17163/uni.n15.2011.09
