The aim of this study is to provide a competency-based model for the evaluation of the fundamental reform document of education in Sama secondary schools. This research is applied in purpose, and data collection was based on a qualitative approach using heuristic method and foundation data content analysis. The statistical population included all experts and specialists in the field of educational management, academic experts, and education staff of the education office and Sama schools. Data saturation was achieved after conducting semi-structured interviews with 15 experts. Data analysis was based on coding. In the competency-based evaluation of the education system, emphasis is put on three main components including evaluation based on professional competence, moral competence, and technical and vocational competence. According to the results, the competency-based evaluation model of the fundamental reform document of education involves three main components and 16 sub-components.

PerposeThe aim of the current research is to provide a new conceptual framework for competency-based training of organizational employees, which, based on studies conducted in scientific sources, has become evident that no systematic literature review has been conducted in this field to date.MethodThis research was carried out using the Meta-synthesis method on 714 internal and external articles and related sources from 2010 to 2023. ResultsThe findings of the articles were analyzed using the seven-step method of Sandolowski and Barso. The results obtained from 41 selected articles based on 95 concepts, 16 Main themes, and 4 Sub thems; in the dimensions of competency-oriented needs assessment (supply-oriented approach, demand-oriented approach, evidence-oriented approach); - competency based design (program order, program content, program references); competency -based implementation (intra-organizational training, extra-organizational training, virtual training); And competency -based evaluation (knowledge evaluation, skill evaluation, behavioral evaluation) was examined and analyzed.ConclusionCompetency-based training allows people to improve their skills and competencies and develop them in a practical way. In general, it can be concluded that this approach can help people and organizations to improve performance, increase capabilities, and accelerate the achievement of their real goals. This type of training contributes to the productivity and effectiveness of development.

The present study aims to design and validate a model in assessing and evaluating competence based academic achievement of middle school students.The statistical population of the study includes principals, teachers, deputies and counselors of public-secondary schools in West Azerbaijan province. 296 people were selected as the sample using the cluster sampling method. The data collection tool was a the researcher-made questionnaire with 71 items in Likert scale, which were designed according to the research literature. Date was collected by two methods of online questionnaire and mailing of the questionnaire. In order to determine the reliability of the test, a preliminary study on 30 sample members, Through Cronbach's alpha method was used. Using the SPSS statistical software, the reliability of the questionnaire calculated at 0.96. Data analysis was performed using descriptive and inferential statistics including exploratory factor analysis and confirmatory factor analysis using PLS software. Findings showed that the competency model includes 56 indicators in the form of 13 factors including cognitive ability, learning skills, research skills, emotional skills, attitude structure, personality traits, hard work, lifestyle, and health skills. Social and communication skills, work and technology skills, and social attitudes are also included. Results showed that these 13 factors related to the competency-based evaluation model explained a total of 79.57% of the variance. Also, the competency-based evaluation model presented had an acceptable relative fit.

 Continuing assessment of the quality of evaluation programs promotes the quality of exams and ensures learners’ accurate evaluation. This study aimed to examine the quality of the competency-based evaluation program for dentistry based on the context, input, process, and product (CIPP) model.

 In a mixed-methods study (quantitative-qualitative), dentistry students’ evaluation program using competency-based assessment methods was examined by dentistry professors based on the CIPP model and via a reliable and valid researcher-made questionnaire. The questionnaire had three sections on demographic information, evaluation questions, and open-ended questions. Descriptive statistics (mean and SD) were used to analyze the questionnaire items. Open-ended questions were analyzed by content analysis, and the quantitative part was analyzed using SPSS.

Twenty-five faculty members from the departments of orthodontics and dental prosthesis completed the questionnaires. The overall level of faculty members’ satisfaction with the new evaluation program was above average (54±17.02). They had the highest degree of satisfaction with output indices and the lowest degree with input indices. The analysis of the open-ended questions yielded two general categories of “providing the human and physical infrastructure” and “spiritual support and encouragement of educational innovation.”

The competency-based evaluation program needs the support of managers and planners. The faculty should provide the infrastructure for the implementation of these methods. By meeting the requirements, the professors will be motivated to implement these methods, and the paradigm can shift from traditional to novel evaluation methods.

This study aimed to examine how well car mechanic training courses offered at Associate level at Kashan and Kermanshah universities were competency-based. Two groups of students at Kashan University and three groups of students at Kermanshah University were randomly selected using cluster sampling. Also، a car mechanic competencies inventory was administered to a convenient sample of 20 staffing officers in IKCO. Then، students were asked to evaluate their own competencies against the IKCO recruitment criteria. Results showed significant differences between practical competencies of students and employment requirements. Also، knowledge level of students was found to be significantly different from the criteria for employment. With regard to four dimensions of competence، students of two universities were found to be significantly different. Finally، a negative relationship was found between grade point average of students and their needs.

The present study was conducted with the aim of designing and validating an assessment model based on competency in measuring and evaluating the academic achievement of junior high school students.

The field of study included "all documents and resources related to the evaluation of academic achievement based on competency" and " managers, deputies and teachers of public high schools in West Azerbaijan province." The present study was conducted in a review (documentary) method. After preparing the research questions, in order to identify the dimensions and components, search terms were identified and suitable bases for receiving relevant resources were identified. Also, according to the theoretical foundations and background of the research, 45 people were selected using purposive sampling method. The data collection tool was a semi-structured interview.

Study of available resources, upstream documents and semi-structured interviews, dimensions and components of competency-based evaluation including dimensions of "basics of competency determination", "key competencies", "principles and characteristics", "tools and methods", "goals and standards", "Evaluator", "evaluation time" and "feedback" were identified.

This model can be used to compile the content and evaluate the academic achievement of junior high school students.

Competency-based medical education is proposed as a new educational method for training different generation of physicians. It is considered two issues: defining credible outcomes and designing standard tools for evaluation. The first issue is to determine competencies. Despite many similarities, different countries have tried to define appropriate competencies based on the need of their community and health care system. In Iran, the study from Tehran University of Medical Sciences in 1391 defined the framework of competencies of medical education. Competency-based medical education necessitates meta-competencies learning in addition to the core competencies. Meta competencies enable physicians to work with multiple tasks in different conditions. The second important issue is how to evaluate competency-based training. The designing of valid assessment tool for meta-competencies is difficult and complex. However achievement of ultimate goal of competency-based education approach in medical education will be met only with the standard measurement tool designing.

Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential were used. The sample for data collection is 9 curriculum experts and 45 documents in relation to competency-based curriculum that were purposefully selected. Data collection techniques were the individual semi-structured interviews with experts and the qualitative document analysis. The findings showed competency-based curriculum elements features according to the objectives, content, learning activities and evaluation methods, then primary model of competency-based curriculum designed. So the process, procedures and how to providing competency-based curriculum model, resulted from the preceding studies on the subject.This model was validated by experts and mediators that have been done. The results of this study could be used in designing competency-based curriculum.

The vital role of management in the educational system and particularly at schools to qualitatively promote and desirably change this institution has been the reason why the educational managers’ duties and performance in terms of their skills and competencies are among the most basic things attended to by managers and management experts since a long time. The results of the research have showed that the effective realization of direction and change duties requires a manifold set of managers’ competencies. Successful managers are those who draw on competencies in their proper place to accompany and help people in different stages of change. Therefore, if managers’ skills and competencies are emphasized in the selection process, and sufficient expertise and competencies are taken into account, and sufficient effort are made to create, develop and evaluate these competencies, there will be a more effective educational system in the long term. Competency shows a picture of a grown-up human being who is in all dimensions ready for a job and it is actually the umbrella term that includes everything affecting the jib performance directly or indirectly. The study of the present condition at schools in our country shows that one of the most common problems in the operation level, is the inappropriateness of decision-making quality and proper measure by the managers so that many of the managers lack the basic professional competencies. This is due to the lack of updated knowledge and required skills. Such a situation has led managers to do nothing for the fundamental school improvement and their work has been limited to the performance of the regulations and registers. On the other hand, the lack of important components like expertise and technical dimensions, modeling competency, missions and vision depicting are evident among the school managers which have afflicted today the daily activities of the schools and their development. Given the importance of the school managers’ professional competencies in their designing selection, assignment, instruction, and performance evaluation, it seems that the study of managers’ professional managers in the educational system requires more attention and much deeper studies. In this respect, according to the researchers, what provides the discussion on the basic changes in the establishment and development of school managers’ professional competencies is the study and identification of responsible institutions and organizations, their duties and functions in the establishment, development, and evaluation of the school managers’ professional competencies. To explore this problem and to respond to the existing challenges in this area, comparative studies that are characterized by their consideration of different dimensions of educational phenomena and are universally acceptable were used in this study. In fact, the comparative approach in the educational management aims at the school level as the basic unit for comparison so as to ensure the significant progress in knowledge construction and perception. Therefore, it might be said that the comparison of educational management in different cultures has an intrinsic value as an intellectual activity to improve the perceptions of educational activities in different regions. The present study was conducted to investigate comparatively the committed institutions and evaluation systems for school principals’ professional competencies in Iran, Malaysia, and the United States, providing a context where Iranian relevant authorities can find some more reliant solutions to improve the principals’ professional competencies development programs. . The research method was based on Bereday’s method in comparative education studies included the stages of description, interpretation, proximity, and comparison. In the description level, the researcher must describe the phenomena based on the evidence and data collected through different resources, whether through direct observation or the study of others’ documents and reports. According to Bereday, the description stage is the stage of note-taking and provision of sufficient findings to be criticized in the next step. The interpretation stage involves the study of data described in the first stage by the researcher so as to find components and indices for each of the research questions. In the proximity stage, the data gathered in previous stages are classified and put together. In the comparison stage, the research problem is exactly investigated and compared given the details related to the similarities and differences. In this stage, the research questions are possible to be studied. Data was collected from library-relied resources including documents, reports, and published comparative studies on the issue. Study indices in Iran was compared to those of Malaysia and U.S that are both among the progressive countries in the studies and reformations of educational management. The most important references to be used and selected by the researcher were the documents and reports provided by valid organizations and institutes like UNESCO. The results showed that there are some ideas and lessons in the field of research in Malaysia and the state of California which would be used to improve the system of professional competencies of school principals in Iran. Based on the findings, there are duties and functions which are taken place by the overseas’ institutions for describing, developing, and evaluating the programs for principals’ professional competencies. Therefore, a revision of duties and functions by institutions responsible for describing, developing, and evaluating school managers’ professional competencies and also the evaluation system of school managers’ professional competencies in the country are recognized as necessary. Finally some suggestions were made for reforming and learning the relevant policies in Iran. Among those are the establishment of the center for evaluation of school managers’ professional competencies in Iran, the delegation of more authorities to provinces and regions in the area of planning for the establishment, development, and evaluation of managers’ professional competencies, the provision of the national system for ranked certificates in the area of school management professional competencies, using a supervisor manager in a coaching role in the evaluation system of school managers’ professional competencies, the provision of educational programs according to the results of the regular evaluations of school managers’ professional competencies, using international supervisory and advisory organizations and institutes in the process of establishment and development of managers’ professional competencies, using independent and international universities and evaluation and accreditation organizations in the area of managers’ professional competencies. In the end, other studies are recommended in the area of efficient programs for evaluating professional competencies before the assignment of the school managers as well as school managers’ professional competencies certificates, given the interaction and relationship of the researchers with the research topic and the exploration of problems and needs in the respective area.   Keywords: professional competencies, principal, comparative study, Iran, Malaysia, USA.

In today's world, due to inefficiency of traditional curricula, the majority of educational institutions have turned to the competency-based curriculum development. The aim of this study is to evaluating the current status of the Information Technology engineering’s curriculum which was done by descriptive- survey method. For this purpose, Of the total number of 120 students of Shiraz Industrial University, 35 students who were on the verge of graduation were selected by purposive approach and voter awareness sampling method.The data collection instrument was a questionnaire based on elements of CBC (goal, content, teaching-learning methods and evaluation) which was designed based on theorical and Research Foundations. After assessment of validity and reliability, scale was distributed between samples and data was analyzed by one sample run test and analysis of variance of repeated-measure test. Results showed that elements of the curriculum (goal, contents, teaching-learning methods and evaluation) are slightly able to create competency in students. According to the terms of competencies in students, there was no significant difference between the current situation of curriculums’ elemnts (goal, content, teaching-learning methods) students. However, the difference was statistically significant for the element of evaluation.