Journal articles on the topic 'Competence Framework'
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1
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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HENSERUK, HALYNA, and MARTYNIUK SERHII. "METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 123–31. http://dx.doi.org/10.25128/2415-3605.21.1.15.
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The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.
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Jurs, Pāvels. "Conceptual Framework of Civic Competence." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 459. http://dx.doi.org/10.17770/sie2014vol1.754.
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There is a crucial importance for the country in the diverse participation of. Being aware of the potential of interaction of individual, community and the society, thus with a help of civic education facilitating the development of individual's civic competence. However, for basing the pedagogical activities of the formation of citizenship on the primary stage, it is necessary to develop a model of civic competence. Summarizing and analysing a number of theoretical approaches, using theoretical methods of research and being aware of the curriculum regulatory framework in the publication, developed model of civic competences is provided for the further discussion. Thus, through civic education and assuming the developed model of civic competences, young people's civic knowledge, responsibility, civic skills and capacity to participate in decision-making processes can be contributed.
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Ploum, Lisa, Vincent Blok, Thomas Lans, and Onno Omta. "Toward a Validated Competence Framework for Sustainable Entrepreneurship." Organization & Environment 31, no. 2 (March 1, 2017): 113–32. http://dx.doi.org/10.1177/1086026617697039.
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Knowledge, skills, and attitudes to manage sustainable development have become significant components of different career paths. Previous research has explored which competencies are needed for future change agents in the field of sustainable development. Sustainable entrepreneurship can be seen as a promising work context in which these competencies are truly at the forefront and enacted. Several researchers have compiled frameworks of key competencies. However, their work is exploratory in nature and a more in-depth analysis of these frameworks is called for. In this study, an existing competence framework for sustainable entrepreneurship was tested in terms of construct validity, among 402 would-be entrepreneurs. The results suggest the inclusion of six competencies, which constitute a competence framework with a good model fit. Furthermore, a new combination of two existing competencies is proposed. This study has important implications for the debate on which competencies for sustainable entrepreneurship are essential on theoretical and empirical grounds.
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H.R., Henseruk. "INTERNATIONAL FRAMEWORK OF DIGITAL COMPETENCE OF FUTURE TEACHERS." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 32–37. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-4.
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An important component of professional competence of teachers, digital competence of future teachers, has been considered in the article. The approaches of scientists on the interpretation of the concept of "digital competence" have been substantiated, the components of digital competence of future specialists have been described, namely information literacy, communication and cooperation, creation of digital content, security, problem solving; their development has been outlined. The European framework and standards of digital competence of citizens and teachers, which are an important tool for raising the level of digital competence of specialists, have been analyzed and substantiated. The author have described in detail the framework of digital competence for citizens DigComp, DigComp 1.0, DigComp 2.0, DigComp 2.1, DigCompOrg, DigCompEdu, which are an important tool for determining the level of digital competence of future teachers, their professional development and improvement of professional qualification. The definition of digital competence by the European Commission has been given, according to which it has been defined as one of the key competences for lifelong learning. The digital competence of future teachers includes the ability to logically and systematically usage of digital technologies in all areas of their activities. It contributes to the success of the future specialist, the solution of various tasks and the formation of his important life competencies. The aim of the article is to analyze the European framework of digital competence of citizens and outline a common approach to defining and describing the main areas of digital competence. The article describes in particular the first European framework of digital competence for teachers (DigCompEdu), the purpose of which is to reflect and describe the digital competences characteristic of teachers. It covers 22 competencies divided into six areas and provides a six-level (A1-C1) model of teacher professional growth. The framework is designed to help teachers assess the level of their own digital competence. The focus of this framework is not technical skills. The framework aims to detail how digital technologies can be used to increasing the professional competence of the teacher and innovation in education and training.Key words: digital competence, digital technologies, innovations, communication, problem solving.У статті розглянуто важливий складник професійної компетентності учителів – цифрову компетент-ність майбутніх учителів. Обґрунтовано підходи науковців до трактування поняття «цифрова компетентність», описано складники компонентів цифрової компетентності майбутніх фахівців, а саме: інформа-ційна грамотність, комунікація і співробітництво, створення цифрового контенту, безпека, вирішення проблем, окреслено напрями їх розвитку. Проаналізовано та обґрунтовано європейські рамки і стандарти цифрової компетентності громадян та учителів, які є важливим інструментом для підвищення рівня цифрової компетентності фахівців. Автором детально описано рамки цифрової компетентності для громадян DigComp, DigComp 1.0, DigComp 2.0, DigComp 2.1, DigCompOrg, DigCompEdu, які є важливим інструментом для визначення рівня цифрової компетентності майбутніх учителів, їх професійного розвитку та підвищення власної фахової кваліфікації. Подано визначення цифрової компетентності Європейською комісією, за яким вона визначається як одна із ключових компетентностей для навчання впродовж життя. Цифрова компетентність майбутніх учителів включає вміння логічно та системно використовувати цифрові технології у всіх сферах своєї діяльності. Вона сприяє успішності майбутнього фахівця, вирішенню різних завдань та формуванню його важливих життєвих компетенцій. Метою статті є аналіз європейських рамок цифрової компетентності громадян та окреслення спільного підходу до визначення і опису основних сфер цифрової компетентності. У статті особливо детально охарактеризовано першу Європейську рамку цифрової компетентності для педагогів (DigCompEdu), метою якої є відображення і опис характерних для педагогічних працівників цифрових компетенцій. Вона охоплює 22 компетенції, розподілені на шість сфер, і передбачає шестирівневу (А1-С1) модель професійного росту вчителя. Рамка покликана допомогти педагогам оцінити рівень власної цифрової компетентності. Центром уваги цієї рамки є нетехнічні навички. Рамки мають на меті деталізувати, як цифрові технології можуть бути використані для підвищення фахової компетентності педагога та інновацій в освіті і навчанні.Ключові слова: цифрова компетентність, цифрові технології, інновації, комунікація, вирішення проблем.
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Reis, Diane Aparecida, André Leme Fleury, and Marly Monteiro Carvalho. "Consolidating core entrepreneurial competences: toward a meta-competence framework." International Journal of Entrepreneurial Behavior & Research 27, no. 1 (December 8, 2020): 179–204. http://dx.doi.org/10.1108/ijebr-02-2020-0079.
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PurposeEmerging digital ventures and related breakthrough innovations result in new challenges for the development of entrepreneurial competences and demand new perspectives for entrepreneurship research. In this context, policy-makers and organizations are increasingly interested in fostering entrepreneurial competences to improve the success of policies and venture capital investments. This paper aims at identifying the core relevant entrepreneurial competences, mapping the current literature and the main clusters and going beyond toward a meta-competence framework.Design/methodology/approachThe research approach is a literature review, combining bibliometric, network and content analysis. The sampling process was conducted in the Scopus and Web of Science databases. The bibliometrics and content analysis were performed with a computer aid approach applying VosViewer1.6, Ucinet and NetDraw 2.139. The content analysis approach was performed considering a detailed coding schema developed. Finally, toward the meta-competences framework, the study applied quantitative analysis on the coding schema, particularly cross-tabulation, core-periphery and network analysis.FindingsThe results show the state of the art concerning entrepreneurial competences. The research identified a list of 98 entrepreneurial competences. Finally, the study proposes a meta-competence framework and clusters the 33 core entrepreneurial competences previously identified.Originality/valueThe proposed conceptual framework exploring meta-entrepreneurial competences offers an original contribution with implications for theory and practice. The research contributes to broadening the understanding of the entrepreneurial competences, helping on the creation, design, development and improvement of entrepreneurship educational initiatives, which are important to entrepreneurs' educators. The proposed framework contributes by providing relevant knowledge for the policy-makers' strategy formulation processes. As implications for the practice, the proposed framework can allow better assessment process for incubators and accelerators, besides more robust ventures considering learning trails based on meta-competences frameworks.
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Kovaliuk, Tetiana V., Volodymyr V. Pasichnyk, Nataliia E. Kunanets, and Nataliia V. Veretennikova. "УПРАВЛІННЯ ПРОФЕСІЙНИМИ КОМПЕТЕНТНОСТЯМИ ІТ ФАХІВЦІВ ВІДПОВІДНО ДО ВИМОГ ІНДУСТРІЇ НА ОСНОВІ КОГНІТИВНИХ КАРТ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 253. http://dx.doi.org/10.33407/itlt.v64i2.2002.
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The article analyzes and summarizes competences of the IT professions defined by the European Competence Framework and competencies declared by higher IT education standards. The authors carried out a comparative analysis of competencies identified by modern educational IT standards in order to determine the commonalities and differences in the content of IT specialists training in Ukraine with international standards. With the help of cognitive cards, a simulation of the development of professional IT competencies was carried out within the framework of the cognitive modeling methodology. As designations of concepts at the vertices of the cognitive graph, the notions of competences defined in the notation of the European competence framework are taken. Building cognitive cards to manage the competencies of IT professionals and imitation on their basis of managerial influences allow exploring the subject area and developing strategies close to optimal for organizing the learning process in order to improve the quality of training specialists for the IT industry.
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Spyropoulou, Natalia D., and Achilles D. Kameas. "Methodology for the Development of a Competence Framework for STE(A)M Educators." EDEN Conference Proceedings, no. 1 (June 22, 2020): 162–71. http://dx.doi.org/10.38069/edenconf-2020-ac0014.
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The STE(A)MonEdu Project aims to increase the adoption and impact of STE(A)M education by investing in the community of stakeholders and the professional development of educators. Focusing on the professional development of educators, it aims firstly to compile a competence framework for STE(A)M educators and then design appropriate training offers. In this paper, we first discuss the competency-based perspective, alongside with the related work regarding competence frameworks for STE(A)M education. Subsequently, the proposed methodology for the development of a STE(A)M educator competence framework and profile are described, based on a modified Delphi technique and taking advantage of the European Framework for the Digital Competence of Educators (DigCompEdu).
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Daniali, Sara Mehrab, Sergey Evgenievich Barykin, Farzin Mohammadbeigi Khortabi, Olga Vladimirovna Kalinina, Olga Anatolievna Tcukanova, Elena Konstantinovna Torosyan, Svetlana Poliakova, Sergey Prosekov, Nikita Moiseev, and Tomonobu Senjyu. "An Employee Competency Framework in a Welfare Organization." Sustainability 14, no. 4 (February 19, 2022): 2397. http://dx.doi.org/10.3390/su14042397.
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Purpose—The aims of the current study were as follows: (1) to develop a framework of the job competence of employees to examine the recruitment of employees in their specialized fields, and (2) to answer the question of whether the development of that framework of the job competence of employees in attracting and employing people or their appointment and promotion was effective in achieving the goals of the organization. Design/methodology—Researchers examined the work environment of a branch of the Welfare Organization of Iran and the most important duties and responsibilities of the employees of the specialized spheres of the organization. Afterward, researchers listed the essential knowledge, skills, and attitudes necessary for the employees. Then, the authors asked 70 experts working in this organization to express their views on the importance of each of these items and the status of each of the proposed items in terms of their relevance, clarity, simplicity, and ambiguity. Accordingly, the competencies were categorized and titled. The identified competencies were classified into four main groups: needs assessment, planning, implementation, and evaluation. The authors used the pairwise comparison method and the hierarchical analysis process approach to weighting. Findings—The authors set and presented critical competencies related to each specialized field of healthcare, social, educational, and cultural affairs in separate frameworks. The research results allowed theoretical and practical approaches to modeling to consider transversal and disciplinary competencies for a social, economic, or environmental commitment based on the sustainability concept. Value—Developing the employee competency frameworks of the health service is essential for sustainable development. The validated employee competency frameworks in the Welfare Organization can be applied in other provinces of Iran and other sectors of the healthcare system.
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Midhat Ali, Muhammad, Sheheryar Mohsin Qureshi, Muhammad Saad Memon, Sonia Irshad Mari, and Muhammad Babar Ramzan. "Competency Framework Development for Effective Human Resource Management." SAGE Open 11, no. 2 (April 2021): 215824402110061. http://dx.doi.org/10.1177/21582440211006124.
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Competence becomes competitive advantage for a business at all times. Making human resource more effective, competence-based hiring, development, and performance evaluation are popular phenomena discussed in the literature though not very common in practice. Despite their importance, the reason these are not commonly implemented may be the complexity of the subject and the absence of a generalized framework, which can be adopted with little or no modifications. There have been efforts made for competency framework development, but these are occupation-specific and usually limited in implementation. A need for an easily replicated general framework exists, which has followed a structured and scientific methodology utilizing professional expertise during development, which is simple to understand and is applicable to as many jobs as required. This article examines in detail the development approach of a generic competency framework using scientific tools and producing weighted ratings of competencies. The purpose is to establish confidence in potential users for a methodology that is applicable to the development of a similar framework for a diverse array of jobs.
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Mosteo, Leticia P., Terrence E. Maltbia, and Victoria J. Marsick. "Coaching for cultural sensitivity: Content analysis applying Hofstede’s framework to a select set of the International Coach Federation’s (ICF) Core Competencies." International Coaching Psychology Review 16, no. 2 (2021): 51–74. http://dx.doi.org/10.53841/bpsicpr.2021.16.2.51.
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Grounded in a selective integrated literature review, this study analyses select ICF core coaching competencies, critically reviewed by an established competency modeling architecture and Hofstede’s Five Cultural Dimensions Model. Qualitative content analysis methodology was used by three independent evaluators. The objective is to provide evidence as to the competencies effectiveness across different cultures. The aim is better understanding the specific interplay between modes of cultural programming and basic coaching competencies, to offer evidence-based awareness for the inclusion of cultural competencies in coach education. Our analysis shows that directionality shifts depending on behavioural indicators associated with each competency – suggesting the application of cultural competence in coaching is both dynamic and complex. Our results show inter-rater reliability was highest where both competency definitions and cultural descriptions were conceptually clear and coherent. Specific cultural assumptions embedded in the ICF competency model are revealed. The paper offers evidence-based insights for the inclusion of cultural competence in coach education, training, and credentialing processes.
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Nguyen Phuong, Thao, Anh Nguyen Ngoc, Cuc Nguyen Dieu, Yen Nguyen Thi Hoang, and Hanh Nguyen Van. "Theoretical framework for developing teachers’ professional competence in the context of education for sustainable development in Vietnam." Journal of Science Educational Science 66, no. 3 (July 2021): 11–23. http://dx.doi.org/10.18173/2354-1075.2021-0038.
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The literature on Education for Sustainable Development (ESD) in Vietnam has shown that it is imperative to conduct a research investigating professional competence of teachers in the specific conditions of the country. This paper, thus, focuses on investigating theoretical foundation for studying teachers’ professional competencies in the context of ESD in Vietnam. The authors conduct a systematic review to identify the main competence frameworks\models and then and propose a theoretical framework for promoting ESD-competences for teachers, which has remained a research gap in Vietnam. Since education is not just a goal but a means in achieving Sustainable Development Goals, this study contributes to implement ESD in specific and sustainable development in general in Vietnam.
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Liang, Zhanming, Peter F. Howard, Sandra Leggat, and Timothy Bartram. "Development and validation of health service management competencies." Journal of Health Organization and Management 32, no. 2 (April 9, 2018): 157–75. http://dx.doi.org/10.1108/jhom-06-2017-0120.
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Purpose The importance of managerial competencies in monitoring and improving the performance of organisational leaders and managers is well accepted. Different processes have been used to identify and develop competency frameworks or models for healthcare managers around the world to meet different contextual needs. The purpose of the paper is to introduce a validated process in management competency identification and development applied in Australia – a process leading to a management competency framework with associated behavioural items that can be used to measure core management competencies of health service managers. Design/methodology/approach The management competency framework development study incorporated both qualitative and quantitative methods, implemented in four stages, including job description analysis, focus group discussions and online surveys. Findings The study confirmed that the four-stage process could identify management competencies and the framework developed is considered reliable and valid for developing a management competency assessment tool that can measure management competence amongst managers in health organisations. In addition, supervisors of health service managers could use the framework to distinguish perceived superior and average performers among managers in health organisations. Practical implications Developing the core competencies of health service managers is important for management performance improvement and talent management. The six core management competencies identified can be used to guide the design professional development activities for health service managers. Originality/value The validated management competency identification and development process can be applied in other countries and different industrial contexts to identify core management competency requirements.
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Srivastava, Shirish C. "Managing Core Competence of the Organization." Vikalpa: The Journal for Decision Makers 30, no. 4 (October 2005): 49–64. http://dx.doi.org/10.1177/0256090920050405.
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Past studies on ‘core competence’ have deliberated either on the theoretical concept of core competence or its usefulness as a strategic tool for firms. In spite of a large number of papers on the subject, to the author's knowledge, there has been no study which spells out an actionable framework for leveraging the concept of core competence in creating competitive advantage for organizations. This perceptible gap in strategy literature is the prime motivation for this study. In this paper, the author views core competence as a ‘dynamic learned resource’ which is subject to continuous metamorphosis with changes in internal and external environment. The proposed ‘critical competence’ framework integrates the various studies on core competence and puts forth an all-encompassing practicable methodology to be utilized by firms for sustained success. Critical competence is the ability of a firm to successfully identify, nurture, develop, upgrade, and deploy its hierarchy of competencies to attain sustainable competitive advantage. In the process of proposing and explaining the framework for critical competence, this paper makes four major contributions: First, it provides a consolidated and comprehensive literature review on the subject of core competence which can be used by academics for future studies on the subject. Second, the proposed framework for critical competence shows that the possession of meta/core competencies will in itself not result in competitive advantage; rather, it is important to understand how these competencies are utilized for adding value to the firm. Third, the proposed critical competence framework serves as a tool for analysing the past success/failure and also serves as a guide for charting out the future strategy of firms. Fourth, through the example of Indian Railways, the paper illustrates the ‘descriptive capability’ of the proposed critical competence framework. The proposed framework helps us conclude that competencies in an organization need to be continuously nurtured, developed, and also abandoned. Critical competence emerges as a universal competence which is at the highest level in the hierarchy of competencies and is a prerequisite for attaining sustainable competitive advantage.
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Strasser, Margareta, and Christina Reissner. "Plurilingual and pluricultural competence." AILA Review 35, no. 1 (September 27, 2022): 38–59. http://dx.doi.org/10.1075/aila.22008.str.
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Abstract Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.
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Sims, Ronald R., John G. Veres, and Susan M. Heninger. "Training for Competence." Public Personnel Management 18, no. 1 (March 1989): 101–7. http://dx.doi.org/10.1177/009102608901800109.
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Competence has been defined as “the ability to meet or surpass prevailing standards of adequacy for a particular activity” (Butler, 1978 p.7). The authors describe in this article a framework for competency-based training, focused on the importance of training the public personnelist responsible for implementing staff development programs. Kolb's (1984) experiential learning model is suggested as a vehicle for instilling competencies which overcomes difficulties with many traditional, single modality approaches to training. The implications for public sector training programs are discussed.
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Stojkov, Svetlana, Ivana Tadic, Tatjana Crnjanski, and Dusanka Krajnovic. "Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF) in Serbia." Vojnosanitetski pregled 73, no. 9 (2016): 803–10. http://dx.doi.org/10.2298/vsp140728040s.
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Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients? health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF). The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists? competencies were performed during the period 2012?13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. Results. A total of 123 pharmacists were evaluated. Pharmacists? Professional Competency Cluster (KK1) had the lowest score (average value 2.98), while the cluster Management and Organizational Competency (KK2) had the highest score (average value 3.15). The competence Recognition of the Diagnosis and Patient Counseling (K8), which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively) among the all evaluated competencies. Conclusion. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.
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Thenjiwe Sithole and Jaco Du Toit. "A Cyber Counterintelligence Competence Framework." European Conference on Cyber Warfare and Security 21, no. 1 (June 8, 2022): 368–77. http://dx.doi.org/10.34190/eccws.21.1.255.
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The increased use of cyberspace and technological advancement are fundamentally changing the cyber threat landscape. Cyberattacks are becoming more sophisticated, frequent, and destructive. Internationally, there is a growing acceptance that Cyber Counterintelligence (CCI) is essential to counter cyber-attacks optimally. Therefore, in addition to government intelligence and security agencies, more companies are incorporating a CCI approach as a critical element of their posture for engaging cyber threats. However, the successful adoption of a CCI approach depends on the availability of skilled CCI professionals equipped with the requisite competences. The creation of such CCI professionals, in turn, requires a framework for developing the necessary CCI competences. At least in as far as reviewed academic literature is concerned, there is no existing postulation on a framework to develop the CCI competences, specifically for developing countries. Given the complexity and multi-disciplinary nature of the emerging CCI field, such a framework needs to provide two distinctive skillsets linked to CCI’s two distinct areas of expertise, namely cyber (security) and counterintelligence. The paper presents a high-level Cyber Counterintelligence Competence Framework (CCIC Framework) that outlines dimensions of CCI, functional areas, job roles and requisite competences (knowledge, skills, and abilities), and tasks for each CCI job role. The CCI framework also outlines five levels of proficiency expected for each job role. The identification of competences and levels of proficiency are integral to the successful implementation of the framework and workforce development. The CCIC Framework is intended to be used as a tool to retain, assess, and monitor knowledge, skills, and abilities for CCI workforce development. In addition, the CCIC Framework can be used to assist in providing the basis for individual performance management, education, training, and development pathway, as well as career progression. Therefore, this paper presents a CCIC Framework which is an overarching, integrative construct that synergistically combines different components required to develop a competent workforce for the emerging field of CCI.
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Chelysheva, Olga, and Oksana Romanova. "Competence-based approach in the professional training of ATS investigators." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 1 (April 8, 2020): 169–73. http://dx.doi.org/10.35750/2071-8284-2020-1-169-173.
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The article is devoted to the General characteristics of the competency approach introduced in the training of investigators as part of training in specialized educational institutions of the MIA of the Russian Federation. Recognizes the crucial role of the investigative unit of the MIA of Russia in the implementation of law enforcement, the investigation of crimes. The necessity of modernization of the system of professional training of investigators in the framework of specialized universities in connection with the constant complication of the tasks solved by these employees in the framework of their professional activities is substantiated. Such modernization is largely associated with the introduction of a competency-based approach that ensures the formation of the necessary set of knowledge, skills and personal qualities of students. This approach also makes it possible to objectively assess the level of training of a specialist in the framework of higher education. Attention is drawn to the existing difficulties of implementing the competence approach. The article points to the need for a uniform understanding of the terms "competence" and "competence", discusses modern approaches to the interpretation of these concepts. The analysis of the approaches to the definition of the types of competencies and investigative personnel of the interior Ministry, educated in government schools. The article also presents the authors ' opinion on the understanding of the forensic aspect of the formation of professional competencies of investigators of the Ministry of internal Affairs of the Russian Federation.
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Mattar, Joao, Cassio Cabral Santos, and Lucia Maria Cuque. "Analysis and Comparison of International Digital Competence Frameworks for Education." Education Sciences 12, no. 12 (December 16, 2022): 932. http://dx.doi.org/10.3390/educsci12120932.
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Different frameworks are available for assessing and developing digital competences, which poses a choice challenge for potential users. This article aims to analyze and compare international digital competence frameworks for education. The study compares characteristics such as the frameworks’ purpose, structure, competences, and levels, as well as indicators for instrument development. The results indicate that the objective, the theoretical background, and the target group define the framework characteristics. Most analyzed frameworks focus on teacher training. The comparison identified common competences: communication, collaboration, sharing, information and data, content, technical, teaching, learning, and ethics. All frameworks include profiles, objectives, descriptors, activities, examples, and cases of knowledge, skills, and attitudes. The article concludes that digital competence frameworks should be segmented by educational actors (students, teachers, and administrators) and levels (early childhood, primary, higher, and corporate) with corresponding assessment instruments.
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Zeenny, Rony M., Marwan Akel, Aline Hajj, Hala Sacre, Souheil Hallit, and Pascale Salameh. "Descriptive assessment of graduates' perceptions of pharmacy-related competencies based on the Lebanese pharmacy core competencies framework." Pharmacy Practice 19, no. 2 (June 22, 2021): 2320. http://dx.doi.org/10.18549/pharmpract.2021.2.2320.
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Background: Pharmacists possess a unique and complex body of knowledge, skills, attitudes, and behaviors necessary to enable them to optimize health outcomes. Pharmacy organizations publish routinely updated versions of professional competencies that help pharmacy schools integrate advances into their curricula. In Lebanon, no national framework for pharmacy education is officially adopted yet. In 2017, the Official Pharmacists’ Association in Lebanon [OPL - Order of Pharmacists of Lebanon] took the initiative to develop a pharmacy core competency framework.
Objective: The primary objective of this survey was to evaluate graduates' perceptions of pharmacy-related competencies “taught” across Lebanese pharmacy schools/faculties, based on the suggested Lebanese Pharmacy Competencies Framework. This study also explored the association between graduates' demographics, university attributes, and self-assessed competency performance.
Methods: A cross-sectional study involving pharmacists who graduated from Lebanese universities was performed through a 40-minute online questionnaire distributed over social media platforms and groups of pharmacists.
Results: Pharmacists perceived their competence as moderate upon graduation, the lowest scores being in fundamental knowledge and medicine supply; the highest reported scores were in personal skills and safe/rational use of medicines. Moreover, females, younger graduates, PharmD holders, and pharmacists working in hospitals/clinical settings and academia had the highest perception of their competencies. Pharmacists in the public sector and medical laboratory directors had the lowest perception of competence.
Conclusions: When comparing the taught curriculum to the suggested Lebanese Pharmacy Competency Framework, all domains need to be improved to optimize the perception, education, and practice of pharmacists. It is essential to emphasize fundamental knowledge, medicines supply, and public health competencies in undergraduate curricula and improve continuing professional education.
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Harangus, Katalin, and Gabriella Kovács. "Competence of Language Teacher Trainees. A Comparative Study." Acta Universitatis Sapientiae, Philologica 14, no. 2 (December 1, 2022): 1–14. http://dx.doi.org/10.2478/ausp-2022-0012.
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Abstract Digital competence plays an essential role in the work of teachers in general, and it has its specific challenges regarding language teachers. In their future profession, teachers will need to be able to respond to challenges of the digital world and to develop 21st-century competencies in a conscious, goal-oriented way supported by digital tools. Our survey proposes to map the level of development of digital competence among first-year translation and interpretation students, also enrolled in language teacher training. The tool of the survey was a questionnaire. In compiling the questions, we relied on the digital competence elements of the five competence areas of the European Union DigComp 2.1 reference framework. The results suggest that students’ digital competence level is advanced, but there are areas and competences that require targeted intervention.
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Sim, Timothy, Minying He, and Lena Dominelli. "Social Work Core Competencies in Disaster Management Practice: An Integrative Review." Research on Social Work Practice 32, no. 3 (November 30, 2021): 310–21. http://dx.doi.org/10.1177/10497315211055427.
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Purpose: Though social workers are increasingly engaged in the disaster management, there has been a lack of professional guidelines for social work practice and training in this emerging field. This study aims to develop a rudimentary social work competence framework to plug this gap. Method: We conducted an integrative review of 183 international empirical studies and practice reflections, comprising a systematic search, selection, review, and content analysis, guided by ecological systems theory. Results: This rudimentary framework consists of 73 competencies, including 33 micro-level competencies, 18 meso-level ones and 22 macro-level ones, covering knowledge, values and skills in four disaster management phases. Conclusion: Compared to other competence frameworks, this framework further elucidated and classified the salient knowledge, values, and skills in disaster management training and practice for social work.
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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.
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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .
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McPhillips, Marita, and Magdalena Licznerska. "Open Innovation Competence for a Future-Proof Workforce: A Comparative Study from Four European Universities." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 6 (September 18, 2021): 2442–57. http://dx.doi.org/10.3390/jtaer16060134.
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Digital transformation is a key driving force of open innovation to capture and transfer knowledge inside and outside of a company’s bounds. New challenges in organizing multiple knowledge flows imply the need for increased competences related to this paradigm of future employees. In this article, we organize and aggregate the competencies required for open innovation collaboration and develop a competence profile that organizes individual competencies in an open innovation context. Based on elements of the European Entrepreneurship Competence Framework, we delineate an OI Competence Profile and list the core competencies to manage and accelerate the inflow and outflow of knowledge. We explore this profile by comparing data from 2332 students from four European universities to find differences in the distribution of OI competencies between countries. The study contributes to understanding the individual competencies that target the future OI needs of companies necessary in the context of digital transformation. It also introduces an interdisciplinary approach to integrate the research streams of management practice, open innovation, and entrepreneurial education.
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Ts, Shanmuga Sundaram, and Kamran Shavarebi. "Competence Development and Management in Malaysian Railway Traffic Management System." Asian Journal of Interdisciplinary Research 4, no. 1 (December 25, 2020): 11–21. http://dx.doi.org/10.34256/ajir2112.
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The purpose of this paper is to introduce a systematic approach to develop and manage competence of employee in the field of Traffic Management System (TMS) of Malaysian railway industry. The outcome of this research shall conclude a framework for competence management and define a benchmark for practice in this industry. Previous studies in competence management in the field of TMS mainly limited to non-Malaysian railway and from different type of railway network. The framework for this research study uses component of competence as core element mediate by suitable element to develop and enhance competence. This descriptive quantitative research study uses suitable competency model to explore the competence of the TMS employee. Following this, a suitable technique and method for learning and training method propose for Malaysian railway TMS operation employee. This whole process is summarized into a competence management framework.
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Banerjee, Probir Kumar, Louis C. K. Ma, and Ronnie H. Shroff. "E-governance competence: a framework." Electronic Government, an International Journal 11, no. 3 (2015): 171. http://dx.doi.org/10.1504/eg.2015.070120.
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Kalampokis, Evangelos, Efthimios Tambouris, Maria Zotou, and Konstantinos Tarabanis. "The enterprise architecture competence framework." International Journal of Learning Technology 7, no. 1 (2012): 79. http://dx.doi.org/10.1504/ijlt.2012.046867.
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Бродская, Татьяна Анатольевна. "Competence Approach in Teaching Higher Mathematics Students of Bachelors of Direction of Preparation 13.03.02 – “Power and Electrical Engineering” in Oil and Gas University." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 542–46. http://dx.doi.org/10.26907/1562-5419-2019-22-6-542-546.
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The purpose of mathematical training of bachelors of technical specialties in the framework of the competence approach is the formation of mathematical competence of the specialist, which is expressed in the ability of graduates to apply mathematical methods in professional activities. Competences are acquired by students in the process of mastering the content of education fixed in educational standards and curricula of disciplines. Using new methods and forms of organization of the educational process, using new teaching tools, competencies are formed in lectures and practical classes in higher mathematics.
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Hall, Kat, and Cathy Picton. "Analysing the Competency Framework for all Prescribers." Journal of Prescribing Practice 2, no. 3 (March 2, 2020): 122–28. http://dx.doi.org/10.12968/jprp.2020.2.3.122.
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An updated Competency Framework for all Prescribers was published in July 2016 and has been widely promoted as an effective tool for supporting prescribing practice. It can support practitioners to develop their practice and to demonstrate they are competent. However, for some, using it in practice remains a daunting task. In this article, the history and role of competency frameworks will be explored, detailing the background to the concept of competence in the NHS and how it has been described. The development of the competency framework for prescribing will be explored and examples given of how the updated Competency Framework for all Prescribers can be used in practice. Its use by all prescribers in all settings will be illustrated, to support current and future prescribers to develop their practice.
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Falloon, Garry. "From digital literacy to digital competence: the teacher digital competency (TDC) framework." Educational Technology Research and Development 68, no. 5 (March 29, 2020): 2449–72. http://dx.doi.org/10.1007/s11423-020-09767-4.
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Abstract Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
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Made Mandalika, I., Sukardi ., and Asnul Dahar Minghat. "Characteristics of Electricity Competency Test at Vocational High School." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 144. http://dx.doi.org/10.14419/ijet.v7i4.33.23519.
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One of the requirements to be able to enter the business world and industry in the electricity sector is the existence of an electricity competence certificate. The electricity competency certificate is obtained after passing the electricity competency test. The electricity competency certificate is given by the Vocational High School in recognition of students who are declared competent to conduct electricity work through the electricity competency test process conducted by creditable education units and professional certification bodies. Expert competence test or often referred to as UKK is one part of the National Examination that aims to; (1) measure the achievement of students' competencies in accordance with the competencies taken; (2) facilitate students who will complete their education for graduation from education units; (3) optimizing the implementation of competency certification oriented to the achievement of vocational graduation in accordance with the Indonesian National Qualification Framework; (4) and facilitate business and industry cooperation so that the competence of graduates is in accordance with what is needed by the business world or the industrial world. The results of the competency test become indicators of the graduate competency standards contained in the Minister of National Education Regulation No. 28 of 2009, while for stakeholders will be used as information on the competencies of the workforce or vocational high school graduates. This study has following objective; (1) describe competencies in competency testing, (2) describe criteria for competency skills testing programs that are more effective, efficient, so that graduates in the Vocational High School receive full recognition from the business and industrial world.
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Kotzebue, Lena von, Monique Meier, Alexander Finger, Erik Kremser, Johannes Huwer, Lars-Jochen Thoms, Sebastian Becker, Till Bruckermann, and Christoph Thyssen. "The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid." Education Sciences 11, no. 12 (November 30, 2021): 775. http://dx.doi.org/10.3390/educsci11120775.
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For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.
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Attard, Josephine, and Donia Baldacchino. "The demand for competencies in spiritual care in nursing and midwifery education: a literature review." Revista Pistis Praxis 6, no. 2 (September 13, 2014): 671. http://dx.doi.org/10.7213/revistapistispraxis.06.002.dv02.
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Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.
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Mai Anh Thơ, Huynh Ngoc Thanh, and Ngo Anh Tuan. "Digital competence framework for higher education students: suggesting approach derived from relevant publications to vietnamese institutions." Journal of Technical Education Science, no. 66 (October 28, 2021): 101–11. http://dx.doi.org/10.54644/jte.66.2021.1072.
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Nowadays, digital competence is recognized as one of eight core key competencies for lifelong learning. University students, in the context of education digital transformation, necessarily possess digital competence to be able to study and work in today's open and global educational environment. To develop digital competencies for students, the most important, time-consuming and labor-intensive first step is to determine the conceptual definition and an appropriate digital competence framework. For countries conducting digital transformation in the later stages like Vietnam, inheriting the achievements of previous countries is the optimal and smart choice. Using theoretical research methods, this article synthesizes the concept and structure of digital competence in higher education context from relevant publications, as a basis to suggest an approach in selecting a digital competence framework that is suitable to develop digital competence for university students in Vietnam.
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Durán Becerra, Tomás, and Jesus Lau. "MIL Competency Framework: Mapping Media and Information Competencies." Anagramas Rumbos y Sentidos de la Comunicación 19, no. 37 (September 29, 2020): 49–67. http://dx.doi.org/10.22395/angr.v19n37a3.
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This article explores a literature review on different proposals to assess media and information literacy (MIL) competencies in citizens seeking to define the fundamental MIL skills and competencies to be considered in national curricula and assessment schemes. The study is based on qualitative content analysis to map and systematize the main MIL frameworks, research reports, and their practical applications/experiences. This qualitative technique allows the combination of categories (dimensions) and correlation of individual indicators (skills and capabilities) to group subcategories (components). The study inquires Unesco’s framework, as well as the authors upon which this theoretical approach was built, together with the European Commission’s views on media education. It gathers their principal propositions on media competence assessment and sets a reflection on information literacy and Educommunication as a contribution strongly developed in the Ibero-American context. A broad analysis of digital competencies related to media and information literacy is also included in the study. A new interpretation is given to the studied concepts to draw a structured systematization of competences on media and information literacy that sets a framework to assess and design MIL programs, actions or curricula. Finally, it proposes a map of skills and competences in MIL that allows the future creation of methodologies and strategies for the visibility, promotion, strengthening or evaluation of MIL.
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Никитина and T. Nikitina. "Analysis of Materials of the Federal State Educational Standards of Higher Education in the Context of Formation of Professional Communicative Competence of Cadets of Educational Organizations of Higher Education of the Federal Service for the Execution of Sanctions of Russia." Standards and Monitoring in Education 5, no. 4 (August 21, 2017): 24–29. http://dx.doi.org/10.12737/article_5979fc97c1a348.20728118.
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The author analyzes the Federal State Standard on Higher Professional Education of the third generation and Federal State Standard on Higher Education area of training “Jurisprudence”in search of means of shaping this competence. The author also formulates defi nition and diff erentiates of the concepts “professional competence”and “professionally applied competence”. These normative documents identifi ed requirements for the formation of professional communicative competence. As a result, the analysis identifi ed the proportion of communicative competences of the whole volume of all formed competencies. Matrix, passport and program competencies, basic educational programs and programs of educational disciplines of the Perm institute of the Federal Service for the Execution of Sanctions of Russia are analyzedconcerning formation of professional communicative competence of graduates. The author suggests forming professional communicative competence, not only within the discipline “Russian language and Standard of Speech”, but also to include the communicative blocks of profi le orientation in the cycles of General and professional disciplines, and program practices in the framework of implementation of the basic educational program. This is due to the fact that in the training plan there are not linguistic disciplines (except “Russian language and Standard of Speech”) aimed at building these competencies.
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Zaitseva, Larisa. "e-CF Competences in Software Engineering Course." Applied Computer Systems 24, no. 1 (May 1, 2019): 32–37. http://dx.doi.org/10.2478/acss-2019-0005.
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Abstract The article describes the definition of competences formed during the acquisition of the study course “Software Engineering” at Riga Technical University. The European e-Competence Framework (e-CF) is adopted for this purpose. Using the steps to determine e-competences, it is established that students can develop 9 competences in the Bachelor and 15 in the Master study programme. Evaluation of practical assignments allows assessing the achievement level of the required competences. Some professions presented in e-CF and the competencies they need are also reviewed.
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Kolotaeva, Anna Y., and Liudmila P. Khalyapina. "Development of foreign language subject competence of a student of a technical university in the framework of the implementation of content and language integrated learning." Tambov University Review. Series: Humanities, no. 6 (2022): 1522–36. http://dx.doi.org/10.20310/1810-0201-2022-27-6-1522-1536.
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In the theory and methods of foreign language teaching, the development of the integration of language and subject competencies is increasingly becoming the leading goal of teaching, and a competency-based approach is being implemented in the process of training graduates of higher educational institutions. This approach, first of all, is aimed at strengthening the practice-oriented vector in education. In this regard, the implementation of CLIL technology (content and language integrated learning) is becoming very popular in higher education. The study substantiates the need to develop foreign language subject competence among students of the interdisciplinary direction of training “Industrial Management” on the basis of Peter the Great Saint Petersburg State Polytechnic University. A comparative analysis of the approaches of various researchers in the framework of the implementation of the competence-based approach is made, the problems of developing the component composition of foreign language subject competence are described. As subcompetencies of foreign language subject competence, the following were defined and described: linguistic, subject, communicative, cognitive and intercultural components. The indicators of achieving a given level of mastering each component of a foreign language subject competence are described through descriptions of the acquired knowledge, skills, and abilities. Methods for assessing the development of individual subcompetences of foreign language subject competence were also established and described. It is substantiated that the development of the subject foreign language communicative competence of students of a technical higher educational institution in the framework of the implementation of content and language integrated learning is an effective tool in the framework of the modern educational space and can be considered as an advanced learning experience.
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Hague, John. "Centrica uses skills management from John Matchett Limited." Industrial and Commercial Training 35, no. 4 (July 1, 2003): 148–50. http://dx.doi.org/10.1108/00197850310479123.
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This article outlines how Centrica, with a workforce of 40,000 people, approached a project to build a technical competence framework for the managers of Centrica’s group financial operation in 2001. Development took six months and 600 employees were involved. As well as John Matchett Limited which provided the system, consultants Moloney and Gealy were used in the later stage of development to refine the competence headings, descriptors and language into its present form. At first there were problems with the online systems but Centrica’s IT systems were modified and the problems were overcome. The system is constantly being improved, particularly in the links to learning and development opportunities, and the use of technical competences will be strengthened in initial recruitment to group finance vacancies. The whole competency concept has taken off at Centrica and, taking their lead from group finance, the marketing, legal and HR functions are all putting their own frameworks in place.
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Mao, Tiaoyuan, and Shanhua He. "An Integrated Approach to Pragmatic Competence: Its Framework and Properties." SAGE Open 11, no. 2 (April 2021): 215824402110114. http://dx.doi.org/10.1177/21582440211011472.
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The exploration of pragmatic competence has been endowed with theoretical and empirical significance for half a century, yet a common framework is still under investigation from different perspectives. First, this article conducts a critical review of the investigation of pragmatic competence in communicative ability theory, the function-discourse model, the componential and meaning-driven model, and the relevance-theoretic model. Based on the merits and demerits of these proposals and their relation with Chomsky’s dichotomy of grammatical and pragmatic competences, an integrated model of pragmatic competence (IMPC) is reformulated for thought and communication, focusing on the interactions among various organism-internal submodules under the current minimalist framework and their interactions with outside sociocultural factors. Finally, a comparison is made between the integrated proposal and the theory and models.