Proficiency

The high pace business environment poses great competition among firms. The key to an organisation's survival is its workforce. Time taken by the workforce to reach to full proficiency in their job role takes very long in certain job roles. Thus, shortening time-to-proficiency of employees is a critical business problem for today's organisations. This qualitative research study explored the proven practices and strategies that have successfully reduced time-to-proficiency of the workforce in various settings. A total of 93 participants from seven countries participated in the research study. Bounded project case (with a defined start and defined end) was used as a sampling unit and unit of analysis in this study. This study collected 67 successful project cases with the evidence of significant reduction in time-to-proficiency of the workforce in their settings. These project cases are spanned across nine economic sectors, 20 business sectors and 28 industrial groups. This study revealed that project leaders across the board used six practices to successfully reduce the time-to-proficiency. The purpose of this paper is to present the model of accelerated proficiency in the work place developed in this study.

Proficiency in English is indispensible for it is used as the medium for international communication especially in education. This proficiency does not only concern the English major teachers but also the non-English major teaching other subjects that are taught in English. To determine the proficiency of the non-English major teachers is the objective of this research. The researcher attempted to determine the relationship between the language-related variables and respondents' linguistic competence. The data for the related variables were gathered through a survey questionnaire while the competence was measured through an English Proficiency Test. In terms of the language-related variables, the teachers were Highly Proficient with the mean score of 4.18; their Attitude was Highly Positive with 4.09; their implementation of the Classroom Activities was Highly Extensive with 3.97 and they were Highly Efficient in the Use of Instructional Materials with 4.21. However, they were Anxious with the mean score of 3.08. With regard to the linguistic competence, the respondents were in the Beginning Proficiency level. Of the 45 respondents, 29 or 64.4% of them were in the Beginning level in Subject-Verb Agreement; 18 or 40% in Correct Usage; 29 or 64.4% in Pronoun-Antecedent Agreement; 22 or 48.9% in Use of Tenses; and 16 or 35.6% in Reading Comprehension. It was only in the use of Modals that they were in the Approaching Proficiency level with 13 or 28.9%. The results revealed that the teachers were in the Beginning level of Proficiency although their perceptions of the language were highly favorable. Therefore, it was concluded that they fluently but not accurately use English. Moreover, it implied that they could not practically contribute to the English teachers in improving the students' written and spoken communication skills. In general, the teachers are not proficient to teach using the language as medium of instruction.

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This exploratory article describes (1) the self-reported instructional practices of a group of 103 Kindergarten to Grade 12 French-as-a-second-language (FSL) teachers from school boards across Ontario, Canada before and after intensive and extensive professional learning about the Common European Framework of Reference (CEFR) and (2) the areas of strength and opportunities for improvement in the FSL proficiency of 434 Grade 12 students from school boards across Ontario in their final year of study, as measured through their outcomes on the Diplôme d’études en langue française (the FSL proficiency exam aligned with the CEFR). In looking across the findings from these early-CEFR-adopter teachers and these highly-motivated students at the end of their FSL studies, the article offers a window onto how the CEFR is impacting the local landscape of FSL education in the province.

This study determined the self-professed proficiency of Philippine higher education (PHE) teachers of science, technology, engineering, agri/fisheries, and mathematics (STEAM) disciplines. Through the lens of technological pedagogical content knowledge (TPACK) framework and the standards of teaching the disciplines in STEAM in advance and higher learning as spelled out in the indicators of proficiency used in this research, the study informed the status of teacher quality in the different disciplines of STEAM. Sampled (Tier 1: stratified random sampling for 156 schools; Tier 2: complete enumeration) 1940 teachers (representing the different STEAM disciplines) took the online survey in January-December 2018. Selected teachers from the set provided interviews and classroom observations for data triangulation. Data analysis (i.e. programmed scoring framework, descriptive statistics, percentile rank, and t-test) determined that self-rated proficiency defined their competence. In terms of the aforementioned framework and standard, they perceived themselves as "Highly Proficient to Distinguished" teachers. The qualitative data worked with these findings, but some coupled with student achievement (through licensure performance) revealed that teachers may have overrated themselves. Males and females do not register significant differences in their perception of proficiency. School type (private and government-owned) do not index significant differences as well, except in Community Linkages and TPACK as a whole. These findings may inform policy creation to build a stronger Philippine Workforce 4.0. In fact, the tool (proficiency instrument) may be envisioned to initiate a highly structured micro-credentialing system of STEAM education in the country.

Özet
Bologna, Avrupa Birliği'ne üye ülkelerin yükseköğretim sistemleri arasında birbirleriyle uyumlu ve ortak bir yükseköğretim alanı yaratmayı hedefleyen önemli bir süreçtir. Süreç kapsamında yükseköğretim alanında ortak değerleri olan meslek alanlarını bir araya getiren bir sınıflandırma yapılarak kılavuzlar oluşturulmuştur. Sınıflandırmadaki amaç uluslararası alanda ilgili eğitim programlarının ve diplomaların tanınırlığı ve anlaşılırlığı açısından şeffaf, sorgulanabilir ve ortaklaşan bir sistem oluşturmaktır. Sürece dahil olan ülkeler bu kılavuzları kaynak alarak kendi yükseköğretim sistemlerinde düzenlemeler yapmış ve kendi ulusal yeterlilikler çerçevelerini oluşturmuşlardır. Türkiye bu sürece katılarak Yükseköğretim Yeterlilikler Çerçevesini (TYYÇ) oluşturmuştur. Ancak düzenleme sürecinde birçok meslek alanında olduğu gibi içmimarlık/ içmimarlık ve çevre tasarımı eğitim programlarında da temel alanları dışında farklı alanlarda sınıflandırılmıştır. Bu durum eğitim alanında birçok değişimi beraberinde getirmiş ve temel alan özelliklerinden uzaklaşılarak meslek eğitiminde sorunlar ortaya çıkmıştır. Bu çalışma içmimarlık/ içmimarlık ve çevre tasarımı eğitim programlarının ulusal/uluslararası düzeyde hangi temel alan altında yer aldığının belirlenmesi ve TYYÇ sonrası belirlenen iki farklı temel alanın neden olduğu sorunları ortaya koymayı amaçlamaktadır. Bu amaç doğrultusunda içmimarlık/içmimarlık ve çevre tasarımı eğitim programlarının sınıflandırılmasıyla ilgili tüm dokümanlar incelenmiş ve elde edilen bilgiler ve ilişkilendirilen sorunlar tümdengelim yaklaşımıyla sistematik bir düzende aktarılmıştır. Çalışmanın sonucunda TYYÇ kapsamında hazırlanan eğitim programlarının temel alan sınıflandırılma raporlarının Avrupa Yükseköğretim yeterlilikleri çerçevesince yeniden gözden geçirilmesi ve içmimarlık eğitim programının tek bir temel alan altında sınıflandırılması ve bu alan altında yeterliliklerinin tanımlanması gerektiği sonucuna ulaşılmıştır. ,
Abstract
Bologna is an important process which aims to create a coherent and common higher education area among the higher education systems of the member states of the European Union. Within the scope of the process, guidelines were created by making a classification that brings together the professional fields that share common subjects and values in the field of higher education. The purpose of the classification is to establish a transparent, questionable and collaborative system for the recognition  and intelligibility of relevant educational programs and diplomas in the international arena. The countries involved in the process have made arrangements in their higher education systems based on these guidelines and established their own national qualifications frameworks. Turkey is also included in this process, National Qualifications Framework for Higher Education in Turkey (NQFHETR) was created. However, in the process of regulation, as in many education programs, interior architecture/design education programs are classified in different fields other than their board/narrow fields. This situation has brought many changes in the field of education and problems in vocational education have arisen by moving away from the board/narrow field features. The aim of this study is to determine in which fields interior architecture/design education programs are classificated at national/international level and to reveal the problems caused by two different board/narrow fields identified after NQF-HETR. For this purpose, all documents related to the classification of interior architecture/design education programs have been examined and the information obtained and related problems have been put forward in a systematic order with deductive approach. As a result of the study, it was concluded that the classification reports of education and training programs prepared for NQF-HETR should be revised within The Framework for Qualifications of the European Higher Education and that the interior architecture/design education programs should be classified in a single board/narrow field and that their qualifications should be defined in this field.

This paper is on the sociolinguistic study of peerglossia –language of the peer group-and its effects on the English Language proficiency of the Senior Secondary School students(SSS) in Nigeria.The Nigerian Government and stakeholders in education are worried about the low level of English Language proficiency of the SSS students.The author is therefore interested in finding out the causes of the appalling decline in the performance of SSS students in English Language at the Senior School Certificate Examination (SSCE).The author therefore conducted a research on the relationship between sociolinguistic variables and students' performance in English Language in some randomly selected secondary schools in Kano State in Northern Nigeria.The assumption is thatpeerglossia has an inhibitory effect on the language use of SSS students.From the written tests and questionnaire administered to the students,it was found that parents' socioeconomic and political status and education background influenced students' choice of peergroup whose language use has deleterious effects on students' language proficiency.The paper then suggests some ways through which students' proficiency in English Language can be improved.

Editörler tarafından elde edilen sonuçlar doğrultusunda, ülkemizde Uzaktan Eğitim ile ilgili yapılan çalışmalar incelendiğinde; dünyada Uzaktan Eğitim kuramsal altyapısı ile ilgili yapılan çalışmalardan dönemsel olarak ciddi farklılıklara sahip olduğu ve yapılan uygulamalarda da bazı sınırlılıklar oluşturduğu söylenebilir. Buna göre, çevrimiçi öğrenme ortamlarının tasarlanmasında Türkiye Yükseköğretim Yeterlilikler Çerçevesinin (TYYÇ) dikkate alınması ile eğitimde kalite güvencesinden taviz verilmeyeceği öngörülmektedir. TYYÇ Lisans düzeyindeki bir derse ait öğrenme kazanımlarının bilgi, beceri ve yetkinlik düzeyindeki yeterlilikleri kazandırmada ilgili program çıktılarına hizmet edeceği düşünülmektedir. Bu kapsamda, bu çalışmada fen, matematik, sosyal, eğitim, dil, spor, mühendislik, bilgisayar, iletişim, temel tıp bilimleri ile güzel sanatlar, mimarlık ve tasarım vd. alanlarda TYYÇ’ye uygun olarak hazırlanmış bir derse ait bilgi paketinin çevrimiçi öğrenme ortamlarının dinamikleri doğrultusunda tasarlanması amaçlanmaktadır. Bu amaç doğrultusunda, yazarların kendi alanlarındaki bir ders ile ilgili oluşturdukları (veya var olan) bilgi paketi doğrultusunda çevrimiçi öğrenme ortamlarında bir dersin kazanımlarını gerçekleştirecek faaliyetleri planlama, uygulama (veya uygulama önerisi sunmaları), değerlendirme (veya değerlendirme önerisi sunmaları) ve iyileştirmeye (veya iyileştirme önerisi sunmaları) yönelik bilimsel bir kitap bölümü içeriği oluşturmaları beklenmektedir.