Relevant bibliographies by topics / Competence

Academic literature on the topic 'Competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 July 2024

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Journal articles on the topic "Competence"

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RUGAIYAH, RUGAIYAH. "STRATEGI MEMPEROLEH SUMBERDAYA MANUSIA PENDIDIKAN YANG BERMUTU." ALQALAM 27, no. 1 (April 30, 2010): 135. http://dx.doi.org/10.32678/alqalam.v27i1.586.

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Improving the quality ef education management begins with the improvement of human resources schools, principals as school managers need to have a high competence. To assume the principal's office is necessary to prepare the candidates who meet the qualifications and competence Goals of this study to obtain strategy to get quality education through ; first competency mapping pricipal candidate, second; competency mapping for the principal candidates in terms of the total competence of the principal, third competency mapping principal candidate from each principal aspects of competence. Surory approach use for this study data analysis with kuantitatif descriptive. Collecting data principal of competency with instmment by paper and pencil Result of this study to Mapping of Competence Principal Candidate, first Mapping competencies for prospective principals principals only 3% of the candidates included in the category of high competence, and 46% of the principal candidates have been category, 51 % belong to low or very low. Second mapping competencies of principal are acquired 63% of the principal candidates have mastered the managerial competence and social competence, for competence and personal entrepreneurship 4 3% of the principal candidates master the competence, the competence for supervision while the only 26% controlled by the principal candidate. Third Mapping competencies for managerial competence, entrepreneurship, personal, supervision and social, there are some competencies have mastery and any competece have not master. Based on mapping results, the implication of this study are : for the competence of managerial skills development priorities through education and training or workshop activities. For entrepreneurial competencies need to be trained to think of creative and innovative capabilities through case studies. For the supervision competencies need to be trained through simulation. For social competence and personality is only required to guide them through regular meetings. Keywords: Strategy, qualified human resources, headmaster competence-managerial personality-supervision-social entrepreneurship.
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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.

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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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Смирнова, А. Р., and Е. Ю. Пряжникова. "THE CONCEPTS OF “COMPETENCE” AND “COMPETENCIES” IN RETROSPECTIVE AND MODERN TIME." Человеческий капитал, no. 3(183) (March 21, 2024): 206–19. http://dx.doi.org/10.25629/hc.2024.03.19.

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Цифровизация общества внесла свои коррективы в требования, предъявляемые к обучающимся на всех уровнях образования. Образовательные организации пересмотрели технологии обучения и «перешли» на обучения через результат в рамках компетентностного подхода. С середины XX в. психологи оперируют такими понятиями, как «компетенция» и «компетентность». На протяжении развития компетентностного подхода понимание к компетенции и компетентности существенно менялись. Изначально «компетенция» и «компетентность» рассматривались как тождественные понятия (D. O. Hebb, L. M. Spencer, M. M. S. Varadan), с начала XIX в. психологи вносят отличающийся смысл данных понятий (K. Khan, S. Ramachandran, J. G. Burgoyne, S. K. Wong, А. Г. Асмолов, Э. Ф. Зеер, И. А. Зимняя, А. В. Хуторской, П. Г. Щедровицкий). Цель статьи – анализ проблемы компетенции и компетентности, а именно смыслового значения, классификации, структуры и методов оценки. Результаты. Психологами в отечественной и зарубежной психологии существует следующие понимание первичности компетенции и компетентности: первична компетентность, вторична компетенция (А. Г. Асмолов, Э. Ф. Зеер, А. В. Хуторской); первична компетенция, вторична компетентность (И. А. Зимняя, П. Г. Щедровицкий, K. Khan, S. Ramachandran, J. G. Burgoyne). Выводы и заключение: отсутствует универсальная классификация компетенций / компетентностей, а также единого понимания конструктов компетентностного подхода всеми психологами. The digitalization of society has made adjustments to the requirements for students at all levels of education. Educational organizations have reviewed teaching technologies and “switched” to learning through results within the framework of a competency-based approach. Brief review of the literature. From the middle of the 20th century psychologists operate with such concepts as “competence” and “competence”. Throughout the development of the competency-based approach, understanding of competence and competency has changed significantly. Initially, “competence” and “competence” were considered as identical concepts (D. O. Hebb, L. M. Spencer, M. M. S. Varadan), from the beginning of the 19th century psychologists bring a different meaning to these concepts (K. Khan, S. Ramachandran, J. G. Burgoyne, S. K. Wong, A. G. Asmolov, E. F. Zeer, I. A. Zimnyaya, A. V. Khutorskoy, P. G. Shchedrovitsky). Purpose: analysis of the problem of competence and competency, namely the semantic meaning, classification, structure and assessment methods. Research methods: analysis of the definitions of “competence” and “competencies”, synthesis of types of competencies and competences, formalization of models of competence and competence, deduction of assessment of competences and competencies. Results and its discussion. Psychologists in domestic and foreign psychology have the following understanding of the primacy of competence and competency: primary competence, secondary competence (A. G. Asmolov, E. F. Zeer, A. V. Khutorskoy); primary competence, secondary competence (I. A. Zimnyaya, P. G. Shchedrovitsky, K. Khan, S. Ramachandran, J. G. Burgoyne). Conclusions and conclusions: there is no universal classification of competencies/competencies, as well as a unified understanding of the constructs of the competency-based approach by all psychologists.
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Chang, Eunha, and Daeyeon Cho. "The needs analysis on adult competencies for the elderly in Korea." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 627–46. http://dx.doi.org/10.22251/jlcci.2022.22.23.627.

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Objectives This study aims to examine the discrepancy level of the elderly competencies and to assess the educational needs in order to enhance essential competencies for the elderly in Korea. Methods Data were collected from 315 adults with age range of 60 to 69 through online survey questionnaire on 19 adult competencies developed in the prior research. First, gap analysis was carried out to identify discrepancy between perceived importance of each competence and the current level of attainment of each competence using t-test and Borich needs assessment formula. Then, the Locus for Focus model was utilized to rank the competences, thus to determine the highest priority of the competences. Results As a result of the analysis, two competencies, which include health-management competence and finance-management competence, were identified as the highest-priority competencies for the Korean elderly to develop. The study also found that the elderly males and females showed different levels of educational needs on each competence; for example, the level of educational needs on health-management competence and digital-utilization competence were higher for the elderly males than the elderly females while no particular competence was identified as the highest-priority competence for the elderly females. In addition, different educational needs on 19 adults competencies were also shown between the employed and the unemployed. Conclusions The suggestions and practical implications of the study for developing policies and educational programs for the elderly in Korea are as follows. First, competency diagnostic system needs to be established for the Korean elderly to develop the highest-priority competencies identified in this study. Second, a variety of teaching methods can be utilized for developing digital-utilization competence of senior adults. Lastly, financial and administrative support at the institutional and local governmental level is suggested for enhancing art & cultural competence among the elderly in Korea.
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Pavlenko, Olena. "FORMATION OF THE FUTURE SPECIALIST’S COMMUNICATIVE COMPETENCE AND COMPETENCIES IN CONDITIONS OF UNIVERSITY EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 155–23. http://dx.doi.org/10.31499/2307-4906.2.2022.262942.

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The article focuses on the need to implement a competency-based approach as a methodology for designing and forecasting the goals and results of professional and communicative training of social work specialists, aimed at the development of competence and the acquisition of communicative competencies that ensure the formation of communicative culture, taking into consideration both personal and social needs and interests. The analysis of scientific sources on the features of the competence approach, competence and competencies was put through. The author’s interpretation of the definition of “competence approach” is given. The range of communicative competencies that must be adopted by future social work specialists in the process of professional training in the system of university education is outlined. The neediness of introducing a competency-based approach to the educational process is explained by several factors. As the first, the transition from an industrial economy to the “knowledge economy” requires competencies for successful development in conditions of unpredictability and uncertainty. As the second, the most world’s influential business leaders and employers are increasingly saying, that the educational system must better meet the needs of everyday life and be prepared for work in the face of today’s and future complex challenges. As the third, modern information technologies of education allow transforming and optimizing the learning process, professional training of future specialists in the system of university education. Acquired competencies will enable a social worker to be competitive in the labor market, freely possessing their professionalactivities, the acquired baggage of communicative knowledge, skills, and to be ready for constant professional self-improvement. Keywords: competence approach; competence; competences; communicative competences; future social work specialist; university education; author’s definition; social worker’s professional activity.
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Martynova, R. U., and S. V. Bodnar. "Levels of competences and competencies of foreign language proficiency." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 18–26. http://dx.doi.org/10.32589/2412-9283.36.2022.262035.

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Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills.
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Tehseen, Shehnaz, Farhad Uddin Ahmed, Zuhaib Hassan Qureshi, Mohammad Jasim Uddin, and Ramayah T. "Entrepreneurial competencies and SMEs’ growth: the mediating role of network competence." Asia-Pacific Journal of Business Administration 11, no. 1 (January 24, 2019): 2–29. http://dx.doi.org/10.1108/apjba-05-2018-0084.

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PurposeThe purpose of this paper is twofold. First, to examine the influence of two dimensions of entrepreneurial competencies, namely, strategic competency and ethical competency on the growth of small and medium enterprises (SMEs); and second, to explore the role of network competence as a mediator among these understudied variables.Design/methodology/approachThe data for this study were collected from wholesale and retail-based SMEs in Malaysia through a standard structured questionnaire. PLS–SEM approach was utilised to analyse the data.FindingsAlthough the findings did not reveal a direct effect of strategic and ethical competencies of entrepreneurs on SMEs’ growth, these competences, however, were found to be influential in driving their growth when network competence was used as a mediator.Originality/valueThe existence of a mediation effect between strategic and ethical competencies and SMEs’ growth via network competence has provided insights which add new knowledge to the extant entrepreneurship and SMEs’ performance literature.
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Mazanek, Lukas, Lukas Vraniak, Anastsasia Murinova, and Stepan Konecny. "Significant leadership competencies at large industrial companies: Results of exploratory quantitative research." Global Journal of Business, Economics and Management: Current Issues 8, no. 1 (April 17, 2018): 30–37. http://dx.doi.org/10.18844/gjbem.v8i1.3297.

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The aim of this study is to identify important managerial competencies applied in large industrial enterprises established in the South Moravia region. The study was created on the basis of extensive research activities of competency-oriented publications, published in the last 15 years. Current scientific approaches to competence research, their composition and classification are described. The research was carried out on a sample of 24 managers. The significance of 25 competences was evaluated by using a 5-point Likert scale in the form of self-evaluation of the manager. The contribution of the presented study is an analysis of key concepts in the area of competency models and identification of stakeholders [Human Resource, managers, employees and society as a whole], including their relationship to the application of a competence approach. The identified most important managerial competencies in relation to the managerial level at which leaders work are used as a base for the creation of competence model in large industrial companies. Keywords: Managerial competencies, quantitative research, leadership, competency model, personnel management.
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Ivanov, I., and T. Lukyanova. "DEVELOPMENT OF THE MODEL OF COMPETENCE: APPROACHES AND IMPLEMENTATION." Vestnik Universiteta, no. 1 (March 15, 2019): 14–21. http://dx.doi.org/10.26425/1816-4277-2019-1-14-21.

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The analysis of the concept of “competence” has been made. The stages of building a competency model for an accountant performing consulting functions based on a judgement-based approach have been described. A step-by-step development of an accountant’s competency model has been carried out (the existing performance of functions was assessed, and the desired performance has been described; the competencies necessary for the successful performance of their functions were determined; the behavioral indicators have been distributed according to competences; finally the original competence model of the accountant of the organization has been formed).
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Dissertations / Theses on the topic "Competence"

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Rupprecht, Beatrice. "Kompetenzorientierte Leistungsmessungen in der Erzieherausbildung des Freistaates Sachsen." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175273.

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Der Beruf der Staatlich anerkannten Erzieherin/des Staatlich anerkannten Erziehers hat in den vergangenen Jahrzehnten stark an gesellschaftlicher und bildungspolitischer Bedeutung gewonnen. Die angehenden ErzieherInnen sollen dementsprechend innerhalb der dreijährigen fachschulischen Ausbildung das Maximum an Kompetenzen aus verschiedenen Fachdisziplinen erwerben und im Berufsleben an wissenschaftlichen Erkenntnissen und Methoden ausgerichtet selbstständig handeln. Aktuelle Studien zeigen jedoch, dass die ErzieherInnen im Anschluss an die Ausbildung trotz umfangreicher ausbildungscurricularer Reformierungen und vielzähligen Qualitätsinitiativen seit Mitte der 1990er Jahre diesen Anforderungen zumeist nicht gerecht werden. Die Dissertation fokussiert die fachschulische Ausbildung und beleuchtet anhand von zwei Untersuchungen die Ausbildungssituation im Freistaat Sachsen. Dabei wird die mangelnde Kompetenzausrichtung von Lehre, Diagnostik und ministeriellen Vorgaben als Hauptursache identifiziert. Unter der Zielstellung ein Hilfsmittel für Dozenten als Lösungsansatz zu entwickeln, um die Lehre und Diagnostik kompetenzorientierter gestaltbar zu machen, wird ein innovatives umfassendes Kompetenzmodell entwickelt. Dieses Modell beschreibt berufsaufgabenbezogen präzise die erforderlichen Kompetenzen von ErzieherInnen in ihren Inhalts- und Verhaltensaspekten. Im Rahmen zweier empirischer Untersuchungen zeigt sich die Validität und Nützlichkeit des Kompetenzmodells der Erzieherausbildung.
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.

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Musgrove, Albert F. "Assessing internet competence." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA297404.

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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

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The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.
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Macintyre, Donald McMaster. "Exploring understandings of the competence vocabulary : implications for understanding teacher competence." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/2621/.

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The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action.
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Johansson, Christoffer. "How to Assess and Map Employees Competencies." Thesis, Linköpings universitet, Programvara och system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161323.

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The need to manage, map and develop a companies employees competencies is constantly increasing in today’s rapidly growing market. It is therefore incredibly importantto have a broad understanding of what competencies one’s employees possess and whichcompetencies the company potentially lacks. This thesis investigates how to assess, evaluate and map employees competencies in the best possible manner, followed by the potential effects this can have on the individuals undergoing the assessment. Lastly the thesis identifies how a competency management system could be implemented and whichfunctionalities said system should contain. This study began with a systematic literaturereview, for me to get a better understanding of the competency concept and competency assessment. The literature study was followed by a questionnaire distributed to all Etteplansemployees in Linköping and Norrköping, and lastly four interviews were conducted withemployees at the office in Linköping. To get a clearer understanding of the employeesthoughts regarding competency and the implementation of a new competency management system. One of the most important factors to take into consideration when applyinga competency management procedure is that these implementations takes time and mustbe carefully planned and executed to generate the best possible results. All companies areunique and require their own competency management procedure to succeed.
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Подопригора, Вадим, and Vadym Podopryhora. "Про важливість формування інформаційних компетенстностей." фізико-математичний факультет СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6198.

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У тезах розглянуто особливості компетентнісного підходу. Зазначено про важливість формування інформатичної компетентності.
The thesis considers the features of the competence approach. It is noted about the importance of the formation of computer competence.
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Hood, Janelle Karina. "Children's goals and competence : the relation between children's goals, competence, and adjustment." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/j_hood_042607.pdf.

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Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.

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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.
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Sjögren, Pontus, and Henrik Riber. "Relational Competence and Leadership." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40559.

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An increasing number of studies suggest that a positive teacher-student relationship is an important element of successful education. Yet, resources and awareness about how teachers in Sweden can develop skills for supporting positive teacher-student relationships seem to be limited or lacking in popular teaching training programs where almost all focus is put on subject-knowledge and didactics. One potential means of promoting a leadership that endorses a positive teacher-student relationship is through the development of relational competence. Briefly, relational competence can be understood as how the teacher meets a student on a level where the teacher plans his or her actions by knowing the students’ experiences and life situation. This is connected to the teachers' communicative, differentiation, and social-emotional competence (Aspelin, 2018). Such an approach has been demonstrated to be successful in Denmark, where it has been introduced in teacher training programs as well as in the school system. In this paper we investigate to what degree current English teachers in Swedish compulsory school are aware of relational competence as a tool, what features from relational competence do the teacher currently use in their classroom leadership, and what aspects of relational competence teachers perceive as difficult to adopt or implement as a concept. Results show that Swedish English teachers work with relationships in connection with leadership and didactic competence, but that a majority of the informants do not have sufficient knowledge, terminology, time, or training to work with relational competence. Additionally, the teachers find it a challenge to implement the concept when it comes to significantly changing their view in the classroom to include not only the student or situation but the whole interactional situation between teacher and student.
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Books on the topic "Competence"

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Royal Institution of Chartered Surveyors., ed. APC/ATC requirements and competencies: Assessment of professional competence, assessment of technical competence. Coventry: Royal Institution of Chartered Surveyors, 2002.

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The assessment of performance and competence. Cheltenham: Stanley Thornes, 1991.

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George, Psathas, ed. Interaction competence. Washington, D.C: International Institute for Ethnomethodology and Conversation Analysis & University Press of America, 1990.

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Taguchi, Naoko, ed. Pragmatic Competence. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218558.

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Barnes, Joanne, and Corey Seemiller. Cultural Competence. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781071869192.

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Hannawa, Annegret F., and Brian H. Spitzberg, eds. Communication Competence. Berlin, München, Boston: DE GRUYTER, 2015. http://dx.doi.org/10.1515/9783110317459.

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Enders, Andreas. Management Competence. Heidelberg: Physica-Verlag HD, 2004. http://dx.doi.org/10.1007/978-3-7908-2690-6.

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Poythress, Norman G., Richard J. Bonnie, John Monahan, Randy Otto, and Steven K. Hoge. Adjudicative Competence. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8493-7.

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McCowan, Richard J. Defining competence. Buffalo, N.Y: Center for Development of Human Services, Buffalo State College, 1998.

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Marconi, Diego. Lexical competence. Cambridge, Mass: MIT Press, 1997.

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Book chapters on the topic "Competence"

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Synková, Sandra. "Competence–Competence." In Courts' Inquiry into Arbitral Jurisdiction at the Pre-Award Stage, 59–98. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00134-0_4.

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Kou, Yue, Zhiyong Jia, and Yihua Wang. "A Comparative Research on Competency and Competence, Competency Model and Competence Model." In Lecture Notes in Electrical Engineering, 681–93. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4600-1_58.

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Hiriscau, Elisabeta Ioana, and Stella Reiter-Theil. "Competence." In Encyclopedia of Global Bioethics, 1–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_113-1.

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Bukowski, William M., Tanya A. Bergevin, Amir G. Sabongui, and Lisa A. Serbin. "Competence." In Improving Competence across the Lifespan, 91–100. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47149-3_7.

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Beauchamp, Tom L. "Competence." In Philosophy and Medicine, 49–77. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3614-3_3.

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Feltman, Roger, and Andrew Elliot. "Competence." In Encyclopedia of Quality of Life and Well-Being Research, 1133–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_497.

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Burke, Derek. "Competence." In How Doctors Think and Learn, 61–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46279-6_8.

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Holt, Knut. "Competence." In Market Oriented Product Innovation, 181–205. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4757-5720-0_12.

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Olohan, Maeve. "Competence." In Translation and Practice Theory, 57–72. London; New York : Routledge, 2020. | Series: Translation theories explored: Routledge, 2020. http://dx.doi.org/10.4324/9781315514772-5.

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Knapp, Samuel J., and Leon D. VandeCreek. "Competence." In Practical ethics for psychologists: A positive approach., 51–73. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11331-005.

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Conference papers on the topic "Competence"

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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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Unger, Michelle, and Phil Hopkins. "Competency Standards for the Pipeline Industry." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.

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Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.
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Anohina-Naumeca, Alla, and Anda Āboliņa. "Conceptualising Digital Competency for ICT Specialists." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.34.

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A competency-based approach to education has become central in discussing and assessing the quality of education. Competency is vital for any individual to cope successfully with challenging tasks in his/her professional, social and private life and achieve the goals set. In order to practically implement the approach in higher education institutions, it is necessary to understand what competencies are required by the labour market and what their structure is, as well as to select or develop models or frameworks for describing these competencies. One of the most relevant competencies in the modern world is digital competence which implies knowledge and skills to use information and communication technology (ICT) to achieve professional, social and personal goals. Although the need for developing digital competence is actual for specialists in any field, the definition of its structure for ICT professionals is mainly ignored. Therefore, it can hinder the development of quality educational programs and prevent graduates from being equipped with the necessary skills and knowledge. This study applies a systematic literature review to answer three research questions concerning the types and structure of digital competence of ICT professionals, the developed models and frameworks of digital and professional competence of ICT specialists, and the representation of digital competence in the existing competence frameworks and models. The research results offer the conceptualisation of digital competence for ICT specialists. It includes transversal digital competence, general professional digital competence, and specific professional digital competence, together with indicating an appropriate framework for each of the competence types mentioned.
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Unger, Michelle, and Phil Hopkins. "Training and Education: The Great Competence Divide..." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64500.

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All industries need ‘competent’ staff, and pipeline standards and regulations expect all staff in the pipeline industry to be competent. This is emphasized by a North American pipeline regulator stating in its report on a failure: ...the management of training and competency is particularly critical for an organization [operating pipelines]’. Competence is a mix of skills, knowledge, and experience, and is obtained from training, mentoring, and experience. Consequently, industry knows how to develop competencies, but how can companies prove their staff are competent? Staff can attend the many training courses on offer, but how can the industry know these courses are the required quality, and that staff have acquired and absorbed the necessary skills/training? This evidence and demonstration are major problems in the pipeline industry, and need urgent solutions. Fortunately, the industry can learn from academia, who have been providing demonstrable skills for centuries. Most current industry training courses are presented by good trainers, using good materials, through good training providers. Unfortunately, most of these courses/trainers/organisers are not accredited by any reputable organisation, the materials are not quality assured, the necessary competence levels are neither specified nor defined, and there is no assessment to demonstrate understanding. This learning process may be good and delivered in good faith, but it is disorganised, unregulated, with no control or benchmarking, and no assessment. This leads to a lack of credibility. Academia has a well-established, but relatively simple system to ensure its learning process is credible. It has: courses that are assessed to a specified learning level, with clear objectives, outcomes, and qualification requirements; materials that are independently quality assured; lecturers that are qualified to teach; and, an assessment, qualification, and certification process that demonstrates the student has acquired all the stated skills. This leads to credibility. This paper assesses current training in the pipeline industry, and highlights the good points and bad points, and the deficiencies in the learning process, that prevent demonstrable competencies. It then describes how academia has a rigorous learning process that allows this demonstration. The paper ends with a ‘way forward’ for the pipeline industry, in its goal of demonstrating competency in its workforce.
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Sridarran, P., S. Jayakodi, S. Peiris, N. De Silva, J. H. K. Lai, U. Rathnayake, and P. Dissanayake. "Exploring the facilities management education needs in Sri Lanka." In World Construction Symposium - 2023. Ceylon Institute of Builders - Sri Lanka, 2023. http://dx.doi.org/10.31705/wcs.2023.42.

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Facilities Management (FM) is a multidisciplinary profession at the core of building operations management. As such, it requires a wide range of skills that differ significantly from region to region due to variable industry sizes, maturity levels, characteristics of building stocks and services, and occupant cultures. Consequently, it is essential to cultivate the necessary knowledge and skills to produce competent FM professionals to cater to the demand of the FM industry. Worldwide, various professional bodies have specified essential competencies for the FM profession. This study aims to reveal the current state of such competencies in the FM industry in Sri Lanka. Accordingly, a scrupulous literature review was conducted to identify the FM competencies. Twelve competency attributes germane to the Sri Lankan context were identified, and subsequently, a web-based questionnaire survey was conducted to analyse their importance and competence levels. The mean ratings were calculated using the received responses and were used to develop an Importance-Competence Analysis (ICA) matrix. The results indicated that ‘operations and maintenance’, ‘leadership’ and ‘technology’ are the prioritised competencies that need improvements through appropriate education and training.
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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, Evaluation of Teacher Competencies, was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model."
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Bjekić, Dragana, and Lidija Zlatić. "Preduzetničke kompetencije vaspitača u kontekstu profesionalnog osposobljavanja." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.171b.

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Whether entrepreneurship competences are considered as competences of the entrepreneur's professional action (career determination) or general transferable competences necessary for the action of every person (competence components of functional action), their development has its basis in childhood. Therefore, supporting the development of entrepreneurship characteristics in children during preschool education is necessary. The first systematic education of preschool children is realized by preschool teachers. The importance of preschool educators for the development of entrepreneurship competencies in preschool children is discussed in the paper. The specifics of the entrepreneurship competence of preschool educators, who should act as models to develop the entrepreneurship competencies of their preschool pupils/children, are also presented. A holistic approach to the entrepreneurship training of educators is proposed to develop their entrepreneurship competencies and to develop methods and approaches for the entrepreneurship education of preschool children.
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Hîrbu, Stella. "Intercultural competence: foreign language teachers’ perspective." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.26.

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The development of intercultural competency is a lifelong process that enables individuals to integrate effectively in diverse cultural environments. This article aims to bring language teachers' attention to the field of culture teaching in foreign language classes at a time when the newly released Basic Standards of Competencies in Foreign Language have given this element of language education more emphasis. The first section of this paper introduces the concept of intercultural communicative competence. It then goes on to explore the challenges, new and current teaching methods, techniques, attitudes, and discourses surrounding raising intercultural competence within foreign language classes. Finally, it presents some suggestions how to begin moving in new directions.
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Henschel, Lisa. "Competence Assessment and Competence Reflection in Software Engineering Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9351.

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In the course of digitalization, software is becoming increasingly important and is characterized by growing complexity. Without software, the use of digital technologies would be impossible. The increasing complexity brings major challenges for teaching and learning of software engineering with it. The dynamic of change in software engineering leads to permanent learning requirements, which have to be fulfilled holistically. The fact that the development of software requires a high degree of interdisciplinary thinking and a systematic cooperation of different roles, results in the demand for the development of interdisciplinary competences and makes the continuous holistic competence development indispensable, since technical skills are absolutely necessary, but not sufficient.A central issue in the course of the holistic competence development is to be able to recognize existing competences in order to use them for the personal biography and competence development. In this context, the process of reflection plays a decisive role as it can make implicit areas of competences aware. This contribution outlines a qualitative research approach which focuses on the question of how the reflection process of students in software engineering can be stimulated and supported by the use of a learning process-oriented competence assessment system.
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Gromova, S. F., and D. A. Osipchenko. "COMPETENCE APPROACH IN MODERN RUSSIAN EDUCATION. FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCES OF STUDENTS." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/70.

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The article is devoted to the competence-based approach in modern Russian education. The relevance of this approach is determined, the analysis of the central concepts is made on the basis of fundamental domestic and modern international research. The groups of key competencies are considered from the standpoint of various authors. The need for the formation of information technology competencies in students as a group of key competencies that meet the requirements of modern society and time is revealed. The contradictions and problems of the successful implementation of the competency-based approach in our country are revealed.
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Reports on the topic "Competence"

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Toropov, P. B. Competence in social assistance: features high level social competence. Ljournal, 2020. http://dx.doi.org/10.18411/2071-5331-2017-2-40-172-179.

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Decarolis, Francesco, Leonardo Giuffrida, Elisabetta Iossa, Vincenzo Mollisi, and Giancarlo Spagnolo. Bureaucratic Competence and Procurement Outcomes. Cambridge, MA: National Bureau of Economic Research, January 2018. http://dx.doi.org/10.3386/w24201.

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Bukauskas, Linas, Agnė Brilingaitė, Kęstutis Ikamas, Aušrius Juozapavičius, and Daiva Lepaitė. Cybersecurity competence map of Lithuania. Vilnius University, Lithuania, August 2022. http://dx.doi.org/10.15388/cibersek.2022.

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This work aims to prepare the first Lithuanian cyber competence map together with recommendations on how to attract specialists to the CS sector and how to advance their competencies. During the research phase, we explored the demand for CS specialists in Lithuania and the world, surveyed the opinions of CS professionals, management and specialists from private and public sector organizations, including national defence sector. Also, we determined the career path of the specialists, analysed job offers, distinguished work roles, and gathered findings and recommendations from scientific research papers and similar reports of other countries. The results of the work include a publicly available database of collected data, expert findings of the research and recommendations for stakeholders, and a submitted scientific article to promote the results.
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Nagy, György. Towards intercultural competence: models and frameworks for developing ESOL learners’ intercultural competence in Ireland. Hacettepe University, Faculty of Education, July 2018. http://dx.doi.org/10.31880/10344/6951.

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Гладка, О. В. Developing Upper-Intermediate Students' Lexical Competence. Видавничий центр ДВНЗ "КНУ", 2017. http://dx.doi.org/10.31812/0564/2039.

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The article deals with the problrm of developing upper-intermediate students' lexical competence. The difficulties of the this process are highligted. The wide range of activities on enlarging students' lexicon are suggested.
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Toropov, P. B. AGE DYNAMICS FORMING COMPETENCE IN SOCIAL ASSISTANCE. Bulletin of the Baltic Federal University I. Kant, 2020. http://dx.doi.org/10.18411/2500-039x-2018-1-91-96.

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Graham, John, Campbell Harvey, and Hai Huang. Investor Competence, Trading Frequency, and Home Bias. Cambridge, MA: National Bureau of Economic Research, June 2005. http://dx.doi.org/10.3386/w11426.

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Lane, H. C. Metacognition and the Development of Intercultural Competence. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada470403.

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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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