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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.

Forty-nine schools (N = 5,680 fifth and sixth grade students) were assigned to pre test/treatment, pretest/no treatment, no pretest/treatment, and no pretest/no treat ment conditions in the context of an alcohol misuse prevention study. At the first posttest, five months after the pretest and two months after the intervention, the effects of the pretest and of the intervention were examined. The analyses showed that failure to correct for the design effect due to clustering within schools resulted in the overestimation of the significance of treatment and pretest effects. After correction for the design effect, a significant treatment effect in the hypothesized direction was found with respect to students' awareness of the content of the curriculum. As hypo thesized, significant treatment effects on the alcohol use and misuse measures had not yet developed but are expected to occur at subsequent posttest occasions. Significant pretest effects were found for indices measuring trouble with peers resulting from students' alcohol use, students' internal health locus of control, and their perceptions of adults as a locus of control for their health. Two of the three pretest effects were in the direction that would be hypothesized if the pretest were providing the same impe tus as the intervention. Implications of these findings for school-based substance abuse prevention programs are discussed.

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.

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

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.

“Low expectation of success” is proposed as a factor in relation to problem behavior in the comprehensive theoretical model of problem behavior (CTMPB). Based on the framework of CTMPB, this study aimed to further examine the association between confidence in the future (including parental confidence in the adolescent future and adolescent self-confidence in the future in this study) and problem behavior. A nationwide representative sample data from the China Education Panel Survey (CEPS) were used in this study. A total of 8328 middle school students and their parents were included. Among the students, 4081 (49.0%) were boys, the mean age was 14.53 years (SD = 0.70); among the parents, 3908 (46.9%) were male, the mean age was 41.15 years (SD = 5.14). The results reveal that parental confidence in adolescent future (PCAF) can play a role in adolescent problem behavior through adolescent perceived parental confidence in adolescent future (APPCAF) and adolescent self-confidence in the future (ASF). Low levels of both PCAF and ASF are vulnerability risk factors in adolescent problem behavior. Lowering PCAF and ASF might increase the likelihood of engaging in problem behavior. However, this study was based on cross-sectional data only and is required to be supported by further experimental or longitudinal studies.

This study examined the effects that sustainable fashion education had on college students��� attitudes, subjective norms, knowledge, and intention to make sustainable apparel choices. In addition, relationships were analyzed and interpreted between intention and attitudes, subjective norms, and knowledge. The need for this research stems from changes in the fashion industry that required the adoption of new business models. The circular economy model embraces a culture that makes, consumes, enriches, or returns the product to supply chains. For the circular model to be successful, all stakeholders must understand the role one plays in creating a sustainable industry. The consumer is an essential player in the circular model. Overconsumption and underutilization of clothing by the consumer are currently not sustainable. This quantitative study was guided by Ajzen���s theory of planned behavior that predicts individual intention to engage in a behavior in which the person can exert self-control. This study followed a quasi-experimental design with paired t test and correlational analysis, collecting from a sample of 97 college students. Pretest and posttest survey data was gathered from college students before and after they completed a series of online learning modules about fast fashion and sustainable fashion. This study provided evidence that educational intervention influences a significant change in subjective norms, attitudes, knowledge, and intention. Research findings show that subjective norms and attitudes had significant relationships with intention to make sustainable apparel choices. The findings from this research support a need for education about the impacts apparel and clothing choices have on our environment. Results also provide evidence that education makes a positive impact. Conclusions from the research provide implications for FCS professionals exploring topics and approaches for educating others about sustainable apparel production, consumption and care, and a return to production.