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With the tendency of shifting from Knowledge-Based Education into Competence-Based Education, assessment is not only of learning but also for and as learning. In Competence-Based Education, Competence-Based Assessment (CBA) is a process of collecting evidence and making judgments on whether competence has been achieved and regulating teaching and learning activities. Integrating CBA into instruction provides students with opportunities to self-construct their competences by applying academic knowledge to solve assessment tasks well related to real-world contexts. This paper referred to international discussions on the term of CBA, the meaning of integrating CBA into instruction and proposing a process of integrating CBA into instruction Pedagogical subjects for developing core competences of students. This paper also analyzed the development of Problem-Solving Competence and Presentation Competence of 33 Food Technology Education students and 22 Garment Technology Education students after dealing with the assessment tasks integrated into instruction General Psychology and Vocational Education subjects and presenting the results at Ho Chi Minh City University of Technology and Education. Finally, some minor suggestions for developing core competences of Technical and Vocational Education students through integrating CBA into Instruction Pedagogical subjects by carefully considering the consistency of course learning outcomes, teaching-learning activities and assessment were discussed.

This article takes as a case study a provincial city in an attempt to analyse the dynamics of location, creation and extension of the high schools of Metz, from the imperial high school to the current high schools, including those built during the annexation of the city to Germany (1871-1919), the remarkable extensions of the inter-war period, and finally the industrialised constructions of the “Trente Glorieuses”, the 30 years of post-war economic boom in France. This transversal reading of public buildings within a defined communal territory inevitably fits into a perspective between the local and the national, for example in the choice of the architects behind these constructions. Covering nearly two centuries, this article highlights the history of these buildings, emphasising the context of their construction and their evolution.

The IEEE Power and Energy Society (PES) has a long history of numerous educational activities that benefit members as well as future members and the global community. This panel presentation provides a summary of the latest activities that are being led by the society and ideas for the future. These activities include the work of the Power Engineering Education Committee (PEEC), The U.S. Power and Energy Engineering Workforce Collaborative, IEEE eLearning (formerly Expert Now), Plain Talk Courses, the PES Distinguished Lecturer Program, PES-Careers, and other novel educational resources that are available through the IEEE/PES web site.

Along with the arrival of the Internet era, all walks of life are beginning to promote the wisdom of the process. As the concept of "smarter planet" and "wisdom city" is put forward, the school as the frontier of knowledge and information service, as a new talent incubator should seize the opportunity and apply the advanced information technology to promote the construction of smart campus. Wisdom campus applies in many aspects of the school, such as campus unified call center, intelligent transportation, energy saving, safe campus, mobile application service system construction, campus comprehensive information system, public housing resources comprehensive management, the foundation of the campus design regulation, etc. This paper makes the planning of the implementation and method technology of the intelligent transportation system in the construction of smart campus.

We have a system that is unable to keep students excited about their own learning and educational performance. In light of this situation it is the responsibility of educators to make a broad and global reflection on what must be changed and how this change may be managed. We believe that change is possible and there is no objective more necessary for society than investing in its future project. This paper proposes an exhaustive analysis of the current situation of the secondary school teachers and from there on justifies the change through the teaching practice based on innovation and with a better training in pedagogical and didactical issues.

Cooperative learning seems to be the right methodology to tackle the development of the teamwork competence inside the process of teaching?learning at the University. That strategy has been used by lecturers of different faculties and schools of the University of the Basque Country UPV/EHU who have sorted an Educational Team on cooperative learning. The experience was developed in six different groups which add up as 185 students. The outcome of that experience was analysed by means of a questionnaire which gathers the main competences of teamwork. The analysis of the dimensions of the questionnaire shows a structure with two dimensions: (1) 'interpersonal competences' and (2) 'instrumental competences'. Students seem to prioritise the most technical or procedural competences (instrumental) over personal and relationship competences (interpersonal) in their formative process and assessment of their learning.

Abstract The South Korean government has been actively promoting an educational-facility improvement program as part of its energy-saving efforts. This research seeks to develop a decision support model for selecting the facility expected to be effective in generating energy savings and making the facility improvement program more effective. In this research, project characteristics and electric-energy consumption data for the year 2009 were collected from 6282 elementary schools located in seven metropolitan cities in South Korea. In this research, the following were carried out: (i) a group of educational facilities was established based on electric-energy consumption, using a decision tree; (ii) a number of similar projects were retrieved from the same group of facilities, using case-based reasoning; and (iii) the accuracy of prediction was improved, using the combination of genetic algorithms, the artificial neural network, and multiple regression analysis. The results of this research can be useful for the following purposes: (i) preliminary research on the systematic and continuous management of educational facilities’ electric-energy consumption; (ii) basic research on electric-energy consumption prediction based on the project characteristics; and (iii) practical research for selecting an optimum facility that can more effectively apply an educational-facility improvement program as a decision support model.

The author summarizes the author’s techniques used in psychology classes with the aim of meaningfully transforming educational information by bachelors into their personal knowledge. The methodology for developing techniques was based on idiographic and qualitative approaches. The productive ideas of V.P. Zinchenko about “living” knowledge and the fundamental difference between information and knowledge, his original and fruitful metaphor about the fifth dimension of being, which he associated with meaning; a consequence of this metaphor about the difficulties of the process of generating an affectively colored space of meanings by a person turned out to be useful. The procedural aspect and content of four specific techniques for transforming educational psychological information are described. Examples of the use of techniques in the study of specific psychological disciplines are given. A special technique of creating and accumulating knowledge about his person by transforming educational psychological information into verbal self-portraits is highlighted. The question is raised about the correspondence of the knowledge obtained by bachelors as a result of the application of the proposed techniques to the content of the concept of “living” knowledge in the understanding of V.P. Zinchenko. The author’s version of the answer to this question is offered. A hypothesis is formulated about the possible mechanisms of transformation of educational psychological information into meaningful knowledge of bachelors. Two promising directions for the continuation of the empirical research pre sented in the article are highlighted.