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1

Challenge of Competence-Based Police Ethics Education

100%
Sůva J.
Internal Security
|
2012
|
vol. 4(1)
17-24
EN
The article examines the current situation in ethics education with a focus on its police context. It identifies the practical character of police ethics as a branch of applied ethics and indicates its correlation with an educational competence-based approach. In the course of defining the competence-based approach, its features of practicality and controllability are highlighted. The impact of the competence-based educational approach on ethics education in the police context is considered in the text. The practicality of applied ethics in a police context leads to a generally accepted conviction that professional ethics can be taught in a similar fashion as any other subject of education or training within the competence-based approach. The goal of police education within a competence-based approach is to reach such a state, when a student/an officer has the competences needed for the performance of his/her service. Unlike qualifications which stand for a potential to manage something, competence is inseparably bound to practical conduct in real situations, to actual performance. It shows some serious limits of the approach within the area of values and attitudes lying mainly in a risky prioritisation of appearances to internalisation of desired attitudes and values. The limitations pose a challenge for police ethics education inferred in the conclusion of the article which shall be met by both educational experts and police management.
2

On Competence-Based Approaches to Teaching English as a Foreign Language

88%
Czeglédi C.
Romanian Journal of English Studies
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2012
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vol. 9
|
issue 1
91-100
EN
The paper discusses some elementary concepts and issues in competence based education (CBE) in general and in a competence-based approach to teaching English as a foreign language in particular. It is shown how some basic assumptions and concepts apparently widely adopted in CBE and language pedagogy are confusing, misguided, and incoherent and how some of the incoherence and inconsistencies may be resolved.
3
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Developing students’ transversal competences through cultivation of health literacy competence

75%
Borova T., Petrenko V., Ved T., Pyvovarov V.
Marketing Instytucji Naukowych i Badawczych
|
2021
|
vol. 40
|
issue 2
35-52
EN
The recognition that transversal competences are increasingly needed to face the challenges of the ever-changing world has given rise to work examining students' development of transversal competences (TVCs) during their university time. This approach argues in favor of embedding transversal competences as well as health literacy competence and subject-based competences in curricula. The mini-study presented herein first posits a logical model for the integration of transversal competences in university curricula, supplemented with a qualimetric model comprising 6 factors associated with transversal competences. The resulting tools for transversal competence evaluation and self-assessment were next applied in a pilot questionnaire study of a small group of management students at a local university. Overall, the findings support the claim that students' TVC development requires a new educational paradigm based on a holistic approach to competence-based learning that involves the harmonious development of a person's TVCs and subject-based competences. Moreover, the results may serve as a reference for future studies on transversal competences and health literacy in particular, as well as for teachers and researchers in related fields.
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