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Dual Training System Integration for Caregiver School in Cebu City

机译:双重培训系统集成宿雾市看护学校

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This research assessed the integration of the Technical Education Skills Development Authority (TESDA) Dual Training System of the identified Caregiver Schools in Cebu City, Philippines. This is anchored on Christian Wolff’s theory that the mind has mental powers or faculties such as memory, reason, judgment, attention, will and observation; these functions have separate entity that can be improved through exercise or use. The respondent groups of this research were clustered into three (3) as to trainers, clinical instructors and trainees from three (3) caregiver schools and two (2) affiliated hospitals. It utilized the descriptive method with the TESDA adopted survey questionnaire as the instrument. The statistical treatments used were simple percentage, weighted mean and T-test. The findings revealed that the educational qualification and achievements of the trainers and clinical instructors met the prescribed competencies required by TESDA. Hence the Dual Training System (DTS) competency-based curriculum was Fully Delivered with an average weighted mean of 2.41 to the trainee respondent groups. The level of the DTS competency-based curriculum implementation as to basic, common and core competencies had a weighted mean of 2.91 described as Fully Implemented. There is a significant relationship between the trainees’ in-bound rating of a weighted mean grade of 88 and DTS performance rating with a weighted mean grade of 90. There is no significant difference as to the perceptions on the extent of DTS competency-based curriculum implementation among the respondent groups. Thus, it is concluded that the integration of the Dual Training System Competency-Based Curriculum improved the trainees’ performance. Thus, the Training Manual which is the output of this research is highly recommended.,
机译:这项研究评估了菲律宾宿雾市确定的看护学校的技术教育技能发展局(TESDA)双重培训系统的整合。这是基于克里斯蒂安·沃尔夫(Christian Wolff)的理论,即思想具有精神力量或才能,例如记忆力,理性,判断力,注意力,意志和观察力。这些功能具有单独的实体,可以通过锻炼或使用加以改进。这项研究的受访者群体分为三(3)人,分别来自三(3)所护理学校和两(2)所附属医院的培训师,临床指导员和受训者。它采用描述性方法,TESDA采用调查问卷作为工具。使用的统计学处理方法为简单百分比,加权平均值和T检验。调查结果显示,培训师和临床教员的学历和成就达到了TESDA规定的能力要求。因此,向受训受访者群体全面交付了基于双重培训系统(DTS)能力的课程,平均加权平均值为2.41。在基本能力,共同能力和核心能力方面,基于DTS能力的课程实施水平的加权平均值为2.91,称为“完全实施”。学员的加权平均成绩为88的入站评分与加权平均成绩为90的DTS绩效评分之间存在显着关系。对于基于DTS能力的课程的理解程度没有显着差异受访者群体之间的实施情况。因此,可以得出结论,基于能力的双重培训系统课程的整合提高了学员的绩效。因此,强烈建议将本研究成果作为培训手册。

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