Designing and validating an Education Model based on the Competencies of Red Crescent Rescuer

This research was aimed at Designing and validating an Education Model based on the Competencies of Red Crescent Rescuer. The statistical population in the qualitative section consisted of Academic and organizational experts, including experts in education. The sample size is estimated in the qualitative section with the saturated saturation (20 people) and in the quantitative section 335 Members of Rescuers and rescuers of the Red Crescent in Tehran according to the Cochran formularesearch

A sample of qualitative sample was used for purposeful sampling and in a small part of the compilation sampling (Straight random sampling). The data collection tool was interviewed in the qualitative section and in the quantitative section the questionnaire was based on the 5-point scale. Validity of the questionnaire from a formal and content perspective through several experts, convergence validity was calculated by calculating the mean of variance extracted and cross-check validity was verified by calculating AVE optimization. Reliability questionnaire through Cronbach's alpha for the whole questionnaire was 0.86 Data were analyzed using Cronbach's, AVE, AVE, K-S, confirmatory statistical analysis, Pearson correlation,  scorecard rating and used techniques.

The results led to the identification of 25 components and 81 indicators, of which 8 main dimensions are educational environment (0.735), learners (0.623), implementation of educational program (0.615), competency assessment (0.563), design and educational planning (0.504) , Preparation of competency selection approach (0.420), educational evaluation (0.397) and review and updating of the training process and program (0.341) are the priority dimensions of competency-based education, respectively

It seems that to the proposed model had a good degree of fit. The advantage of using competency to design a curriculum is, on the one hand, a more accurate identification of educational needs and increase the efficiency of training, and on the other hand, the practicality of training and avoidance of knowledge transfer.