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Academic literature on the topic 'Competence Framework'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Competence Framework"

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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (September 2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.

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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.
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STROGONOVA, T. V., and N. V. STUCHINSKAYA. "ANALYSIS OF THE DEVELOPMENT OF A COMPETENT APPROACH IN THE SYSTEM OF HIGHER VOCATIONAL EDUCATION OF UKRAINE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 181–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-181-189.

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The article investigates the development of the competence approach in the system of higher professional education of Ukraine. To specify the content of the concepts of «competence» and «competence» in the framework of this approach in the pedagogical field in Ukraine used the method of comparative historical analysis. Using this method, the works of domestic scientists in the period of formation of the competence approach in Ukrainian pedagogy are analyzed. The works of Ukrainian scientists who worked in various fields of knowledge: philology, management, theory of management and personnel management, law, pedagogy are considered. The chronology of the emergence of the concept of «competence» in Western scientific thought, its development and transformation into an educational standard. For an in-depth understanding of the concept of «competence», the process of appearance of the term in the regulatory framework of Ukraine, the genesis of its transformation into a standard of higher education in the domestic field is analyzed. The structure of qualification levels of the National Qualifications Framework is described. The main descriptors of the National Qualifications Framework are defined: knowledge, skills (cognitive and practical), communication, autonomy and responsibility, integral competence. The article mentions the comparison of the system of descriptors of the Ukrainian National Qualifications Framework with the European Qualifications Framework for lifelong learning, with the Qualifications Framework of the European Higher Education Area. integral competence The essence of competences and competences as components of the description of qualifications in the National Qualifications Framework is revealed. Differences of competences from the previous indicators of assessment of quality of training are allocated. The peculiarities of integral competencies are defined as those that reflect the ability of a person with a qualification of a certain level to perform tasks and solve problems of a certain level of complexity in the learning process or in professional activities. General competencies are considered as tools for assessing the maturity of the individual, his opportunities for self-improvement and growth. It is emphasized that professional readiness and professional suitability should be established with due regard to the moral and value qualities of the individual. General competencies are offered. which can improve professional selection and positively influence the development of the healthcare sector. Key words: competence, competencies, higher education, learning outcomes, competence approach, national qualifications framework, sectoral qualifications framework.
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Buko, Svitlana. "Competency Framework for Managers of International Organizations in Ukraine." Studies of Changing Societies 2013, no. 4 (November 5, 2014): 6–22. http://dx.doi.org/10.2478/scs-2014-0158.

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AbstractThe article is focused on the analysis of the cross-cultural competency framework of the NGO managers within international organizations. The results of the qualitative research project demonstrate a consistent pattern of three perceived mandatory competencies for efficient managers: communicative competence, intercultural competence and linguistic competence. The qualitative phenomenological research was conducted in Ukraine and US; the insights of 22 in-depth interviews with managers of the international NGOs reveal vision and perception that US and Ukrainian managers have regarding the required education, skill set and knowledge of the successful international managers.
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Stén, Tiia, Jan M. Pawlowski, and Henri Pirkkalainen. "The Globalization Competence Assessment Framework." International Journal of Knowledge Society Research 3, no. 4 (October 2012): 33–46. http://dx.doi.org/10.4018/jksr.2012100104.

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The goal of this paper is to recommend suitable competence assessment instruments and methods for assessing globalization competence in the Information Systems domain. This is done by matching globalization competences with suitable competence assessment methods. The results of the analysis indicate that the most applicable competence assessment methods for assessing globalization competences in the Information Systems domain are written format assessments (especially essays), candidate self-reports, live interactions (especially group work), and computer simulations. The validity of the outcome is confirmed through a mixed method of document analysis and expert interviews by analyzing and evaluating the assessment methods of Finnish higher education courses in the Information Systems field. Finally, a preliminary comparison between Finnish and Japanese assessment methods is conducted.
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Ahmad Noorhani, Nur Maizura, and Arniatul Aiza Mustapha. "Interior Design Practice: Project Management Competency Framework." Built Environment Journal 18, no. 1 (March 10, 2021): 98. http://dx.doi.org/10.24191/bej.v18i1.12991.

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Currently, a role for a creative or visually appealing interior designer has also includes project management. One of the project's primary roles is for the interior design manager is to successfully deliver to the client. Additionally, project managers are measured for their capability to deal with day-to-to-day activities as well as projects. This study shares the required competencies project managers and interior designers to qualify as a project manager in the field of design. This paper examines the 27 competencies required of an interior project manager and highlights the value of competence in these three areas: functional, contextual, and behavioral. Competence as a project manager is assessed using questionnaires. The review and data collection of the results later helps support competency skills, which then diminishes the value of competency activities. From the analysis of the results, it follows that the project validity of the manager's knowledge increases project efficiency. Following the findings, new guidelines are implemented to further and more generally define the nature of the research.Keywords: interior design practice, project management competency
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Attallah, Dena, and Abd Alhadi Hasan. "Approach to Developing a Core Competency Framework for Student Nurses in Saudi Arabia: Results from Delphi Technique." Nursing Reports 12, no. 1 (January 25, 2022): 29–38. http://dx.doi.org/10.3390/nursrep12010004.

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Background: Competence, while firmly established as a primary conceptual framework in nursing education, continues to lack clarity and uniformity across borders and contexts. While a wealth of research has been carried out on the various dimensions of this concept, including the drafting and implementation of frameworks for nursing competence, no unifying international framework has been forthcoming. Indeed, the continued development of more localized approaches, based on geography or specialization, would appear to be the most realistic objective. It is incumbent on nurse educationalists and researchers to build on existing frameworks and develop evidence-based tested methodologies for competence assessment in localized contexts. Currently, there is a dearth of such evidence-based frameworks in the Middle East and in the Kingdom of Saudi Arabia (KSA) in particular. This study aimed to formulate and validate a competence framework for undergraduate nursing students in KSA. Results: Following documentary analysis, framework drafting and a three round Delphi process, a consensus was reached as to elements, comprising six discrete domains, to be included. The identified competence domains provide a framework to guide the implementation of a competence-based assessment and move towards a competency-based curriculum for nursing education in KSA. Conclusions: The study concluded that providing a competency-based model and expanding and standardization of competency concept in different dimensions of nursing profession is a necessity; considering that clarification of the concept of competency, the recognition of its dimensions, characteristics and the factors affecting it help in determining the criteria and standardizing the competency tools.
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Sahin, Mehmet, and Selda Koca. "European Union lifelong learning key competences in early childhood education." International Journal of Innovative Research in Education 3, no. 3 (June 15, 2017): 135–42. http://dx.doi.org/10.18844/ijire.v3i3.1854.

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The Key Competencies dealt with in this study is within the framework of “Education and Training 2010” work programme as a white paper “Key competences for lifelong learning: A European reference framework”. This document mentions eight key competencies: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology), digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. This article uses a qualitative approach and aims to find out and analyze the activities in common practice, related to the Key Competencies, carried out at Early Childhood Education level, using observation and document analysis. Keywords: Lifelong learning, early childhood education, key competencies
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Georgieva, Vesselina. "“My Street” – Project-Based Learning in Mathematics in First Grade." Vocational Education 24, no. 3 (June 24, 2021): 263–75. http://dx.doi.org/10.53656/voc22-361moia.

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The current focus of education lies in the development of key competencies set out in the European Competency Framework, namely: communication in the mother tongue, communication in foreign languages, mathematical competence and basic knowledge in science and technology, digital competence, learning skills, social and civic competences, initiative and entrepreneurship, cultural awareness and creative expression. These are knowledge, skills and attitudes that help students achieve personal fulfillment and later in life to find work and participate in society. These competencies provide a connection between the personal, social and professional expression of modern man. The school is one of the places where these competencies can and should be developed. It is good to work on their development from an early age - at the elementary stage of education. Project-based learning is a powerful tool for competency development and personal integrity.
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Brandhofer, Gerhard, and Marlene Miglbauer. "Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 55–69. http://dx.doi.org/10.5121/ije.2020.8406.

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The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies
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Hammouch, Hanane, Andreas Makoto Hein, and Helene Condat. "A CONCEPTUAL MODEL FOR ORGANIZATIONAL COMPETENCES." Proceedings of the Design Society 1 (July 27, 2021): 41–50. http://dx.doi.org/10.1017/pds.2021.5.

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AbstractOrganizational competences are one of the main assets of companies. Models of these competences would allow for systematic reasoning for exploring technological innovations, enabled by combining and transposing organizational competences. Today, the literature linking organizational competencies to engineering design and systems engineering remains limited. In particular, a generic modelling approach for organizational competencies for engineering design and systems engineering seems to be missing, although first frameworks have been proposed for specific purposes. This paper presents a generic conceptual model of organizational competences. The objective is to link technology, product, and systems development with the corresponding organizational competencies and their future evolution in order to allow for a joint design of competencies and technologies, products, or systems. The conceptual model provides the basis for a competence combination framework which allows for modeling competence combinations in an organization. Finally, we validate our conceptual model using a case study from the automotive industry.
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Dissertations / Theses on the topic "Competence Framework"

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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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Knight, Holly Esther. "A competence assurance framework for the dietetics profession." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40141.pdf.

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Kohl, Uta, and n/a. "An analytical framework on regulatory competence over online activity." University of Canberra. Law, 2002. http://erl.canberra.edu.au./public/adt-AUC20050509.105817.

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This thesis examines the application of traditional jurisdictional doctrines to online activity. It analyses not only to what extent, and why, the Internet challenges existing principles allocating regulatory competence, but the factors which shape, and must shape, the regulatory responses to these challenges, in an attempt to create an analytical framework within which the search for viable solutions can begin. The overarching argument made in this thesis is that the keys to viable future Internet regulation are deeply embedded in past and present regulation and that we cannot simply look for the most efficient legal solutions, regardless of how they fit within existing laws. This would be inconsistent with the law's basic function to answer the need for certainty and predictability. Building upon this fundamental premise, it is further argued, and shown, that an understanding of the public law - private law dichotomy within the existing jurisdictional framework, as well as its deeply entrenched status, is essential for appreciating the severity of the jurisdictional problems caused by the Internet and actual and likely regulatory responses to them. It is argued that this explains why both sets of rules have consistently accommodated transnational online activity differently, giving rise to different problems - problems which ultimately touch upon fundamental legal notions, such as formal justice, the rule of law or obedience to law which cannot but set further outer parameters of the search for solutions to the jurisdictional problems triggered by the Internet.
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Cram, Bridgette E. "Cultural Competence in Public Administration: A Framework and Predictors of Cultural Competence for Graduating Masters Students." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3459.

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Cultural competence is a critical aspect of achieving the pillar of social equity in public administration. Cultural competence refers to awareness, knowledge, and skills that support an individual’s ability to effectively function in various cultural contexts. Obtaining this set of skills is imperative for serving an increasingly diverse citizenry and workforce. However, several gaps in the literature prevent empirical research on this topic. Although cultural competence has become increasingly important over the past decade, there lacks a theoretical framework about what influences cultural competence and how to measure cultural competence of public administrators. The purpose of this study was twofold. First, it sought to fill the gaps in the literature through identifying a discipline specific measure of cultural competence, and a set of cultural competencies that public administrators should be able to demonstrate. Second, it was to develop both an indirect and direct measure of cultural competence to test relationships with hypothesized predictors: public service motivation, color blind racial attitudes, exposure to diversity, and Lifetime Experience with Discrimination. To address the primary objective, the results of a Delphi survey of 19 diversity or cultural competence experts in the field were analyzed. The Delphi results served as guidance in creating the dependent variables for this study: The Public Administration Cultural Competence Scale (PACCS) and the Public Administration Cultural Competence Index (PACCI). Fourteen institutions, for a total of 267 student responses, served as the sample to test the relationships with cultural competence and the independent variables. Results of the analyses demonstrate that the PACCI serves as a preferred assessment of cultural competence, as the PACCS was significantly influenced by social desirability bias. The results also demonstrate evidence for a negative relationship between cultural competence and color blind racial attitudes, and a positive relationship between cultural competence and Lifetime Experience with Discrimination. Overall, the study provides evidence for the increased need of cultural competence training and integration throughout the curriculum. A commitment to cultural competence integration and assessment is necessary to ensure that future public administrators are prepared to serve an increasingly diverse public.
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Nicholas, Robert John. "The development of an individual competence assurance framework at a major hazardous installation." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/925.

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In 2004 Alpha Hydrocarbon decided to build a new hydrocarbon processing plant at a Greenfield site within the United Kingdom (UK). Given that large quantities of hydrocarbon would be stored and processed by the plant, it was deemed a major hazardous installation, as defined by the Control of Major Accident Hazard Regulations 1999 (COMAH), as amended. One of the key requirements of this COMAH legislation is individual competence assurance. In 2006 it was noted by the Alpha Hydrocarbon senior management team that the development and implementation of the Competence Assurance Framework (ICAF), for all operations-based personnel, had not been executed for some unknown reason. It was evident that Alpha Hydrocarbon needed to embark on a process of planned organisation change, and the Researcher was recruited in the capacity of Management Consultant, in order to develop and implement an ICAF. A pragmatic research philosophy was adopted, this allowed for the use of knowledge to be utilized as a tool for action and change. In order to underpin this pragmatic philosophy I decided on an action research methodology, in order to achieve the desired change agenda within Alpha Hydrocarbon. This action research methodology is imbedded within the thesis structure. Drawing on the wider academic and practitioner literature the thesis examines the development and implementation of the ICAF. From an analysis of relevant literature a model was developed, which encompassed all aspects of individual competence assurance. In order to ensure the ultimate success of the ICAF it was necessary to develop and implement a wide range of learning and development interventions that in essence would underpin and support the developed ICAF. The implementation strategy focused on successfully achieving the desired change agenda in a structured, systematic and measured manner. Finally an evaluation methodology was developed and this was applied to both the development and implementation of the ICAF. The key output was to determine whether operational-based personnel had the correct degree of competence (skills, knowledge, attitude, behaviour), in order to operate a hydrocarbon processing plant facility safely, effectively and efficiently. The developed ICAF is of sufficient generalisability that it could be implemented within industry and commerce alike.
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Rosengren, Anna, Elsayed Mohamed Maher, and Niklas Eklund. "Corporate leadership development programs towards sustainability." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14780.

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With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.
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Zhang, YanBing. "Development of a structured framework for core competence evaluation in the manufacturing and service industries." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3139/.

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During the last decade, the theory of competence-based competition has drawn a considerable amount of attention from the academic and practitioners alike. The theory asserts that corporate and business strategies should be built upon the strengths of the core competencies of a firm. The aim of this research is to construct a structured and practical framework for core competence evaluation. The thesis begins with the introduction of the basic concept of core competencies through presenting three core competence-based approaches. Research methodology is described in detail. Two data collection methods are used for this study: case study and questionnaire survey. By reviewing the literature, six competence identification models are identified and analysed. The strengths and limitations of these models are discussed. Having provided working definitions for firm tangible and intangible assets, a relationship between resource and capability is developed and examined. Using financial and non-financial performance measures, Analytic Hierarchy Process (AHP) technique is employed to determine the key capabilities of firms. Subsequently using "C llecti enc s" and "uniqueness" attributes, a comprehensive method for evaluating competencies is provided. The attribute 'collectiveness' is introduced for determining the 'universal usefulness' of these candidates in the scope of a business. The attribute 'uniqueness' is employed for assessing the distinctiveness of the potential competence candidates in competition. Competencies are evaluated by subjectively assigning relevant scores to these characteristics. The effectiveness of this method is demonstrated through to case studies The author believes that being unique in competition is not sufficient for core competencies to keep their strategic values in dynamic competitive environment. A true core competence should be able to continuously create new business options for the firm Therefore, this thesis emphases that to be core competence, the candidates must be strategically flexible. By employing "strategic flexibility" as the main criterion, this study has presented a distinctive mechanism to differentiate core competencies from the competencies. The dynamic nature of the core competencies is evaluated using characteristics such as resource re-deployment and routine re-organisation. The generic nature of this framework is tested through conducting two case studies and a questionnaire survey This thesis makes three main contributions to the existing body of knowledge. Firstly the thesis provides a systematic and practical core competence architecture which can be used for firms to accurately understand the concept of core competence. Secondly the thesis gives a detailed and structured core competence evaluation framework which can be used for firms to identify their business strengths and weaknesses systematically. Thirdly by conducting a questionnaire survey, the thesis presents a snapshot of the UK manufacturing and service industry core competencies, and bridges the gap between theory and practice The framework may be viewed as a practical, robust and generic tool to benchmark a service, manufacturing or public sector organisation. The outcome of this study would help companies in strategic decision-making with regards to diversification, focusing and investment in competence building activities.
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Jayawickrama, Uchitha. "Knowledge management competence for ERP implementation success." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3498.

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The global business environment has changed dramatically in recent years, as competition in complex knowledge-based economies has increased. Enterprise Resource Planning (ERP) systems have been viewed as a way to manage increased business complexity, leading to the rapid adoption and implementation of such systems, as ERP can support enterprises to improve their competitiveness. Knowledge management (KM) is crucial for ERP systems implementation, however a highly demanding task. Therefore, the primary concern of this research is to examine the effectiveness of knowledge management activities that would contribute to achieve ERP implementation success. This study adopted mixed methods approach by combining semi-structured interviews and a questionnaire to collect empirical data from ERP professionals in both manufacturing and service sector organisations. In the qualitative phase, it develops the “framework of integrative knowledge” based on empirical evidence, that can improve KM competence for ERP implementation success. Data analysis has been undertaken using a combination of thematic analysis and comparative analysis with respect to 14 ERP implementations in the UK. The framework integrates multiple perspectives in terms of knowledge components to enhance KM competence, including knowledge types, knowledge layers, KM lifecycle and knowledge determinants. It discovered 19 knowledge determinants to drive knowledge management activities during ERP projects, which is another vital contribution to the existing knowledge. Furthermore, the study develops the “knowledge network model” for ERP implementations in order to facilitate the knowledge flows between various stakeholders involved in ERP implementations, which can help to understand the interactions between the knowledge components. Moreover, sub-knowledge types (knowledge elements) under each knowledge type were discovered through empirical evidence. The quantitative phase was adopted to extend the findings of the qualitative phase. The knowledge types and knowledge elements were prioritised using Analytic Hierarchy Process (AHP) method through an online AHP based questionnaire with 77 responses from ERP professionals involved in UK ERP implementations. Furthermore, knowledge prioritisation demonstrates how effectively the framework of integrative knowledge can be used during ERP implementations with the help of prioritised knowledge. In total 4 knowledge types and 21 knowledge elements were ranked based on their contribution to achieve ERP success; four variables of information quality, systems quality, individual impact and organisational impact were used to measure ERP success. This study has number of theoretical contributions including framework of integrative knowledge, knowledge network model for ERP implementations and ERP knowledge prioritisation. Moreover, the framework of integrative knowledge can provide ERP practitioners with useful guidance on what the key knowledge determinants are and how the relationships between knowledge components should be best managed to achieve ERP implementation success in business reality.
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Pokpas, Carlynn. "Towards a framework for the development of e-skills for digital inclusion in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4216.

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Magister Commercii (Information Management) - MCom(IM)
Digital inclusion, through the development of appropriate e-skills, is widely recognised as an essential means of capitalising on the opportunities presented by the information age for social and economic advancement. However, South Africa has not yet clarified its policy of digital inclusion. It has only just begun to tackle the challenge of developing an e-skilled society. As yet there is not an enabling e-skills framework and national implementation strategies are still at an early stage. The conceptual framework for the delivery of e-skills for digital inclusion specifically in the Western Cape of South Africa, which was developed as part of this study, could therefore make a substantial contribution to local research. Certain areas surveyed in this study have been overlooked, underestimated or have yet to be explored by local researchers, while existing research on related areas is generally fragmented and studied in isolation, despite the high interrelationship between the various areas. The conceptual framework that has been compiled offers a coherent holistic perspective, and depicts the logical flow from digital exclusion to inclusion in the Western Cape context. It identifies: (i) the groups most in need of focused inclusion efforts; (ii) significant barriers to inclusion; (iii) specific e-skill clusters for digital inclusion; (iv) guidelines for delivering these e-skills; and (v) the objectives of digital inclusion that the Western Cape should strive to attain. Each of these research areas has been investigated in the context of an on-going provincial e-skills for digital inclusion initiative, focused on training (largely marginalised) community e-centre employees. The qualitative research used semi-structured interviews with ten recently trained individuals, as well as three programme facilitators. Overall, digital inclusion in the Western Cape is conceived as a gradual process, initially concerned with achieving relatively basic objectives such as enabling citizens to access information and increasing the use of ICT in the province. It is envisioned that these short-term outcomes will eventually translate into longer-term advantages for individuals as well as the larger society. Having the appropriate knowledge and attitudes is as important for digital inclusion as having skills. Therefore the term ‘digital competence’ is preferable to ‘e-skills’. The competence areas include combinations of technical and cognitive abilities, the latter being more relevant to the broader inclusion impacts, yet more challenging to instil. These findings, which have been combined with strongly learner-centred guidelines, are presented in the conceptual ‘Digital Competence for Digital Inclusion’ framework. It is hoped that curriculum developers will give serious consideration to this framework and the recommendations contained in this study. It could form a useful basis for the development of digital inclusion throughout the country and e-skills related academic research.
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Bhamra, Raninder Singh. "The nature of competence and resource based concepts within UK manufacturing SMEs : an exploratory study and framework." Thesis, Cranfield University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273585.

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Books on the topic "Competence Framework"

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National Assessment of Educational Progress (Project). A framework for assessing computer competence: Defining objectives. Princeton, N.J: National Assessment of Educational Progress, 1986.

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Daniel, Kristy L., ed. Towards a Framework for Representational Competence in Science Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89945-9.

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Low, Stephanie. Performance management through the introduction of a competence framework. Northampton: Nene College, 1996.

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Affara, Fadwa A. ICN framework and core competencies for the family nurse. Geneva: International Council of Nurses, 2003.

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Patterson, David S. J. The assessment of competence-based business education within the National Vocational Qualification framework. Manchester: University of Manchester, 1993.

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Moscoe, Kara. Creating a framework for research on the acquisition of sociolinguistic competence in a second language. Ottawa: National Library of Canada, 1993.

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The development of a common framework scale of language proficiency. New York: P. Lang, 2000.

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Alper, Joe, ed. A Proposed Framework for Integration of Quality Performance Measures for Health Literacy, Cultural Competence, and Language Access Services. Washington, D.C.: National Academies Press, 2018. http://dx.doi.org/10.17226/24918.

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Patrick, Ainley, Tysome Tony, and National Council for Vocational Qualifications., eds. Beyond competence: The National Council for Vocational Qualifications framework and the challenge to higher education in the new millennium. Aldershot, Hants, England: Avebury, 1996.

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McDonnell, Desmond. A competence framework for public sector managers: A valid representation of the managerial role defining the set of competences required for effective performance as a middle manager?. [s.l: The Author], 1998.

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Book chapters on the topic "Competence Framework"

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L’Abate, Luciano, Mario Cusinato, Eleonora Maino, Walter Colesso, and Claudia Scilletta. "Background for a Hierarchical Theoretical Framework." In Relational Competence Theory, 3–18. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5665-1_1.

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Doepfer, Benedict C. "Conceptual Framework and Dimensions of Analysis." In Co-Innovation Competence, 113–54. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-658-00255-8_4.

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Deng, Liming, Qiujin Chen, and Yanyan Zhang. "Theoretical Framework." In Developing Chinese EFL Learners' Generic Competence, 3–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54845-1_2.

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Boulanger, David, Jérémie Seanosky, Colin Pinnell, Jason Bell, Vivekanandan Kumar, and Kinshuk. "SCALE: A Competence Analytics Framework." In State-of-the-Art and Future Directions of Smart Learning, 19–30. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_3.

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Pellegrinelli, Sergio. "Applications of the competence framework." In Thinking and Acting as a Great Programme Manager, 241–48. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583085_20.

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Yeratziotis, Alexandros, Torgeir Aadland, Sigrid Westad Brandshaug, Christos Mettouris, Evangelia Vanezi, and George Angelos Papadopoulos. "Design of a Social Innovation Competence Framework to Educate Entrepreneurs in Developing on the International Stage." In Innovation, Technology, and Knowledge Management, 87–106. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_5.

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AbstractThe European Commission identifies entrepreneurship as one of eight competences necessary for all members of a knowledge-based society. The Entrepreneurship Competence Framework (EntreComp framework) is a tool that European citizens and organisations can utilise to improve entrepreneurial capacity. Social entrepreneurship in particular, has been gaining momentum for numerous reasons. None more so than it being seen as an approach to offer solutions to worldwide social problems. Despite the increasing demand for social entrepreneurship, mainstream internationalization literature for social entrepreneurs remains underdeveloped and little is known about competences social entrepreneurs require to become successful with their internationalization efforts. In this chapter, the social innovation competence framework is presented; empirical work focusing on educating social entrepreneurs to acquire and improve upon competencies needed for going international. The framework, which uses the EntreComp framework as a foundation for its descriptions of the competences, was developed as part of the Erasmus+ project ISSA.
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Tyler, Forrest B. "The Structure of a Nested Framework." In Cultures, Communities, Competence, and Change, 29–55. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-4899-4_2.

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Upmeier zu Belzen, Annette, Jan van Driel, and Dirk Krüger. "Introducing a Framework for Modeling Competence." In Models and Modeling in Science Education, 3–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30255-9_1.

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Goh, Hock Huan. "Theoretical Perspectives and Analytical Framework." In Mandarin Competence of Chinese-English Bilingual Preschoolers, 47–60. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2225-8_3.

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Lopez, Aída, Silvia Alicia Gómez, Débora Martín, and Daniel Burgos. "A Framework for a Semiautomatic Competence Valuation." In Radical Solutions and eLearning, 215–36. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4952-6_14.

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Conference papers on the topic "Competence Framework"

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Bridgefoot, M. "What exactly is a competence framework?" In IEE Seminar Technical Competence Frameworks - seeing through the fog. IEE, 2002. http://dx.doi.org/10.1049/ic:20020311.

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Ward, M. "The need for a technical competence framework." In IEE Seminar Technical Competence Frameworks - seeing through the fog. IEE, 2002. http://dx.doi.org/10.1049/ic:20020310.

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Pratt, R. "A competency framework for your business." In IEE Seminar Technical Competence Frameworks - seeing through the fog. IEE, 2002. http://dx.doi.org/10.1049/ic:20020316.

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Hogg, M. "Relating company framework to Ceng requirements." In IEE Seminar Technical Competence Frameworks - seeing through the fog. IEE, 2002. http://dx.doi.org/10.1049/ic:20020318.

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Tymkow, P. "Creating a technical competence framework for your business: a case study." In IEE Seminar Technical Competence Frameworks - seeing through the fog. IEE, 2002. http://dx.doi.org/10.1049/ic:20020317.

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Garimella, Swaroop, Anil Allur, and B. Naresh. "T-Shaped Competence Management Framework." In 2021 IEEE Technology & Engineering Management Conference - Europe (TEMSCON-EUR). IEEE, 2021. http://dx.doi.org/10.1109/temscon-eur52034.2021.9488621.

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Perifanou, Maria, and Anastasios Economides. "THE DIGITAL COMPETENCE ACTIONS FRAMEWORK." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2743.

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Gamito, Rakel, Pilar Aristizabal, and María Teresa Vizcarra. "Pre-school Education Degree students´ prior knowledge and perception of digital competence." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8218.

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Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.
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Zlatić, Lidija, and Dragana Bjekić. "Preduzetničke i komunikacione kompetencije: isprepletanost dva konstrukta." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.263z.

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In the competence framework of the EU's educational policy, entrepreneurial and communication competences have a special place in the development of modern and functional citizenship, and they overlap to a great extent. The paper approaches entrepreneurial competences as transversal competences applicable in all areas of life – a system of competences transferred to different areas of activity. Communication competence is an expected outcome at all levels of education, and the paper highlights key communication competences that are relevant for entrepreneurial behavior as well. In addition to openness, flexibility, and other traits and competences shared by both systems of competences, the paper also underlines the common aspect of communication and entrepreneurial competence – situational awareness that represents the first step in improving communication, whereas entrepreneurial awareness guides adequate decision-making in entrepreneurship. This connection between communication and entrepreneurial competence directs teachers to implement teaching procedures to develop communication competences that, at the same time, contribute to the development of entrepreneurial competence.
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Lloyd, C. "Overview of the draft V2.0 IAM Competency Requirements Framework." In IET Seminar on V2.0 IAM Competence Requirements. IEE, 2008. http://dx.doi.org/10.1049/ic:20080169.

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Reports on the topic "Competence Framework"

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Lundgren, Anna, and Ágúst Bogason. Re-start competence mobility in the Nordic Region. Nordregio, November 2022. http://dx.doi.org/10.6027/wp2022:4.1403-2511.

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The Nordic Council of Ministers’ vision is for the Region to be the most sustainable and integrated region in the world by 2030. Cross-border labour market mobility in the Nordic Region will play an important role in achieving that goal. In this working paper, we share the latest data on labour market mobility across national borders in the Nordic Region in the form of both migration and commuting. We also present findings from a review of current literature on labour market mobility in the Nordic Region and present an analytical framework for exploring potential improvements to it. The working paper was written by Anna Lundgren, Senior Research Fellow and Ágúst Bogason, Research Fellow at Nordregio. A reference group comprising stakeholders from cross-border regions and Info Norden (see Appendix) provided input. The paper represents our contribution to research in this area and we invite others to comment on it. The project will present its final results in 2023. This working paper is part of the research project “Re-start Nordic competence mobility” under the thematic group of Green, resilient and innovative regions, which is part of the regional co-operation programme funded by the Nordic Council of Ministers. The first phase of the project resulted in a chapter, “Labour market mobility between the Nordic countries” in State of the Nordic Region 2022.
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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.233.

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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4441.

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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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McMeekin, Sharon, and Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, June 2022. http://dx.doi.org/10.7207/dpccf22-01.

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Polgun, K. The use of a higher mathematics electronic instructional and methodological package within inclusive learning environment. Association 1901 «SEPIKE», 2017. http://dx.doi.org/10.31812/0564/2053.

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The article shows the need for developing a higher mathematics electronic instructional and methodological package for students with special needs. Structural elements of the above package have been described. The distinctive features of each of them have been identified. The purpose of creating a higher mathematics electronic instructional and methodological package is to ensure the formation of mathematical competence of inclusive groups' students. The efficiency of the package developed has been corroborated by the experimental data. The article may be interesting for teachers of institutions of higher education with inclusive learning framework.
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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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Behrens, Sandi, Judah Mogilensky, and Steve Masters. CMMI -Based Professional Certifications: The Competency Lifecycle Framework. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada431100.

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Wetzel, Karen A. NICE Framework Competencies: Assessing Learners for Cybersecurity Work. National Institute of Standards and Technology, December 2021. http://dx.doi.org/10.6028/nist.ir.8355-draft2.

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Ndhlovu, Lewis. Quality of care in family planning service delivery in Kenya: Clients' and providers' perspectives. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1038.

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In recent years, the increasing number of organizations that have studied quality of care in international family planning (FP) programs demonstrates the importance the topic has acquired. To define quality of care in FP, the Bruce–Jain framework of six elements of care (choice of methods, information given to clients, technical competence, interpersonal relations, continuity and follow up, and appropriate constellation of services) have been used as the standard. However, what has been overlooked in this approach is the clients' perspectives of service quality. This study sought to narrow the gap in knowledge about the comparability and consistency in views between clients, providers, and researchers. Thus, this study’s main objective was to define the laypersons' and providers' dimensions of quality of care and compare them with the Bruce-Jain elements. The study was conducted in Kenya between July and September 1994. It was the first part of the Kenyan National Situation Analysis Study (conducted in 1995), and results will provide a guide in the methodology and formulation of the study instruments.
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