Journal articles on the topic 'Competence'
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RUGAIYAH, RUGAIYAH. "STRATEGI MEMPEROLEH SUMBERDAYA MANUSIA PENDIDIKAN YANG BERMUTU." ALQALAM 27, no. 1 (April 30, 2010): 135. http://dx.doi.org/10.32678/alqalam.v27i1.586.
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Improving the quality ef education management begins with the improvement of human resources schools, principals as school managers need to have a high competence. To assume the principal's office is necessary to prepare the candidates who meet the qualifications and competence
Goals of this study to obtain strategy to get quality education through ; first competency mapping pricipal candidate, second; competency mapping for the principal candidates in terms of the total competence of the principal, third competency mapping principal candidate from each principal aspects of competence.
Surory approach use for this study data analysis with kuantitatif descriptive. Collecting data principal of competency with instmment by paper and pencil
Result of this study to Mapping of Competence Principal Candidate, first Mapping competencies for prospective principals principals only 3% of the candidates included in the category of high competence, and 46% of the principal candidates have been category, 51 % belong to low or very low. Second mapping competencies of principal are acquired 63% of the principal candidates have mastered the managerial competence and social competence, for competence and personal entrepreneurship 4 3% of the principal candidates master the competence, the competence for supervision while the only 26% controlled by the principal candidate. Third Mapping competencies for managerial competence, entrepreneurship, personal, supervision and social, there are some competencies have mastery and any competece have not master.
Based on mapping results, the implication of this study are : for the competence of managerial skills development priorities through education and training or workshop activities. For entrepreneurial competencies need to be trained to think of creative and innovative capabilities through case studies. For the supervision competencies need to be trained through simulation. For social competence and personality is only required to guide them through regular meetings.
Keywords: Strategy, qualified human resources, headmaster competence-managerial personality-supervision-social entrepreneurship.
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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.
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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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Смирнова, А. Р., and Е. Ю. Пряжникова. "THE CONCEPTS OF “COMPETENCE” AND “COMPETENCIES” IN RETROSPECTIVE AND MODERN TIME." Человеческий капитал, no. 3(183) (March 21, 2024): 206–19. http://dx.doi.org/10.25629/hc.2024.03.19.
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Цифровизация общества внесла свои коррективы в требования, предъявляемые к обучающимся на всех уровнях образования. Образовательные организации пересмотрели технологии обучения и «перешли» на обучения через результат в рамках компетентностного подхода. С середины XX в. психологи оперируют такими понятиями, как «компетенция» и «компетентность». На протяжении развития компетентностного подхода понимание к компетенции и компетентности существенно менялись. Изначально «компетенция» и «компетентность» рассматривались как тождественные понятия (D. O. Hebb, L. M. Spencer, M. M. S. Varadan), с начала XIX в. психологи вносят отличающийся смысл данных понятий (K. Khan, S. Ramachandran, J. G. Burgoyne, S. K. Wong, А. Г. Асмолов, Э. Ф. Зеер, И. А. Зимняя, А. В. Хуторской, П. Г. Щедровицкий). Цель статьи – анализ проблемы компетенции и компетентности, а именно смыслового значения, классификации, структуры и методов оценки. Результаты. Психологами в отечественной и зарубежной психологии существует следующие понимание первичности компетенции и компетентности: первична компетентность, вторична компетенция (А. Г. Асмолов, Э. Ф. Зеер, А. В. Хуторской); первична компетенция, вторична компетентность (И. А. Зимняя, П. Г. Щедровицкий, K. Khan, S. Ramachandran, J. G. Burgoyne). Выводы и заключение: отсутствует универсальная классификация компетенций / компетентностей, а также единого понимания конструктов компетентностного подхода всеми психологами. The digitalization of society has made adjustments to the requirements for students at all levels of education. Educational organizations have reviewed teaching technologies and “switched” to learning through results within the framework of a competency-based approach. Brief review of the literature. From the middle of the 20th century psychologists operate with such concepts as “competence” and “competence”. Throughout the development of the competency-based approach, understanding of competence and competency has changed significantly. Initially, “competence” and “competence” were considered as identical concepts (D. O. Hebb, L. M. Spencer, M. M. S. Varadan), from the beginning of the 19th century psychologists bring a different meaning to these concepts (K. Khan, S. Ramachandran, J. G. Burgoyne, S. K. Wong, A. G. Asmolov, E. F. Zeer, I. A. Zimnyaya, A. V. Khutorskoy, P. G. Shchedrovitsky). Purpose: analysis of the problem of competence and competency, namely the semantic meaning, classification, structure and assessment methods. Research methods: analysis of the definitions of “competence” and “competencies”, synthesis of types of competencies and competences, formalization of models of competence and competence, deduction of assessment of competences and competencies. Results and its discussion. Psychologists in domestic and foreign psychology have the following understanding of the primacy of competence and competency: primary competence, secondary competence (A. G. Asmolov, E. F. Zeer, A. V. Khutorskoy); primary competence, secondary competence (I. A. Zimnyaya, P. G. Shchedrovitsky, K. Khan, S. Ramachandran, J. G. Burgoyne). Conclusions and conclusions: there is no universal classification of competencies/competencies, as well as a unified understanding of the constructs of the competency-based approach by all psychologists.
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Chang, Eunha, and Daeyeon Cho. "The needs analysis on adult competencies for the elderly in Korea." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 627–46. http://dx.doi.org/10.22251/jlcci.2022.22.23.627.
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Objectives This study aims to examine the discrepancy level of the elderly competencies and to assess the educational needs in order to enhance essential competencies for the elderly in Korea. Methods Data were collected from 315 adults with age range of 60 to 69 through online survey questionnaire on 19 adult competencies developed in the prior research. First, gap analysis was carried out to identify discrepancy between perceived importance of each competence and the current level of attainment of each competence using t-test and Borich needs assessment formula. Then, the Locus for Focus model was utilized to rank the competences, thus to determine the highest priority of the competences. Results As a result of the analysis, two competencies, which include health-management competence and finance-management competence, were identified as the highest-priority competencies for the Korean elderly to develop. The study also found that the elderly males and females showed different levels of educational needs on each competence; for example, the level of educational needs on health-management competence and digital-utilization competence were higher for the elderly males than the elderly females while no particular competence was identified as the highest-priority competence for the elderly females. In addition, different educational needs on 19 adults competencies were also shown between the employed and the unemployed. Conclusions The suggestions and practical implications of the study for developing policies and educational programs for the elderly in Korea are as follows. First, competency diagnostic system needs to be established for the Korean elderly to develop the highest-priority competencies identified in this study. Second, a variety of teaching methods can be utilized for developing digital-utilization competence of senior adults. Lastly, financial and administrative support at the institutional and local governmental level is suggested for enhancing art & cultural competence among the elderly in Korea.
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Pavlenko, Olena. "FORMATION OF THE FUTURE SPECIALIST’S COMMUNICATIVE COMPETENCE AND COMPETENCIES IN CONDITIONS OF UNIVERSITY EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 155–23. http://dx.doi.org/10.31499/2307-4906.2.2022.262942.
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The article focuses on the need to implement a competency-based approach as a methodology for designing and forecasting the goals and results of professional and communicative training of social work specialists, aimed at the development of competence and the acquisition of communicative competencies that ensure the formation of communicative culture, taking into consideration both personal and social needs and interests. The analysis of scientific sources on the features of the competence approach, competence and competencies was put through. The author’s interpretation of the definition of “competence approach” is given. The range of communicative competencies that must be adopted by future social work specialists in the process of professional training in the system of university education is outlined. The neediness of introducing a competency-based approach to the educational process is explained by several factors. As the first, the transition from an industrial economy to the “knowledge economy” requires competencies for successful development in conditions of unpredictability and uncertainty. As the second, the most world’s influential business leaders and employers are increasingly saying, that the educational system must better meet the needs of everyday life and be prepared for work in the face of today’s and future complex challenges. As the third, modern information technologies of education allow transforming and optimizing the learning process, professional training of future specialists in the system of university education. Acquired competencies will enable a social worker to be competitive in the labor market, freely possessing their professionalactivities, the acquired baggage of communicative knowledge, skills, and to be ready for constant professional self-improvement.
Keywords: competence approach; competence; competences; communicative competences; future social work specialist; university education; author’s definition; social worker’s professional activity.
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Martynova, R. U., and S. V. Bodnar. "Levels of competences and competencies of foreign language proficiency." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 18–26. http://dx.doi.org/10.32589/2412-9283.36.2022.262035.
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Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills.
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Tehseen, Shehnaz, Farhad Uddin Ahmed, Zuhaib Hassan Qureshi, Mohammad Jasim Uddin, and Ramayah T. "Entrepreneurial competencies and SMEs’ growth: the mediating role of network competence." Asia-Pacific Journal of Business Administration 11, no. 1 (January 24, 2019): 2–29. http://dx.doi.org/10.1108/apjba-05-2018-0084.
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PurposeThe purpose of this paper is twofold. First, to examine the influence of two dimensions of entrepreneurial competencies, namely, strategic competency and ethical competency on the growth of small and medium enterprises (SMEs); and second, to explore the role of network competence as a mediator among these understudied variables.Design/methodology/approachThe data for this study were collected from wholesale and retail-based SMEs in Malaysia through a standard structured questionnaire. PLS–SEM approach was utilised to analyse the data.FindingsAlthough the findings did not reveal a direct effect of strategic and ethical competencies of entrepreneurs on SMEs’ growth, these competences, however, were found to be influential in driving their growth when network competence was used as a mediator.Originality/valueThe existence of a mediation effect between strategic and ethical competencies and SMEs’ growth via network competence has provided insights which add new knowledge to the extant entrepreneurship and SMEs’ performance literature.
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Mazanek, Lukas, Lukas Vraniak, Anastsasia Murinova, and Stepan Konecny. "Significant leadership competencies at large industrial companies: Results of exploratory quantitative research." Global Journal of Business, Economics and Management: Current Issues 8, no. 1 (April 17, 2018): 30–37. http://dx.doi.org/10.18844/gjbem.v8i1.3297.
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The aim of this study is to identify important managerial competencies applied in large industrial enterprises established in the South Moravia region. The study was created on the basis of extensive research activities of competency-oriented publications, published in the last 15 years. Current scientific approaches to competence research, their composition and classification are described. The research was carried out on a sample of 24 managers. The significance of 25 competences was evaluated by using a 5-point Likert scale in the form of self-evaluation of the manager. The contribution of the presented study is an analysis of key concepts in the area of competency models and identification of stakeholders [Human Resource, managers, employees and society as a whole], including their relationship to the application of a competence approach. The identified most important managerial competencies in relation to the managerial level at which leaders work are used as a base for the creation of competence model in large industrial companies.
Keywords: Managerial competencies, quantitative research, leadership, competency model, personnel management.
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Ivanov, I., and T. Lukyanova. "DEVELOPMENT OF THE MODEL OF COMPETENCE: APPROACHES AND IMPLEMENTATION." Vestnik Universiteta, no. 1 (March 15, 2019): 14–21. http://dx.doi.org/10.26425/1816-4277-2019-1-14-21.
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The analysis of the concept of “competence” has been made. The stages of building a competency model for an accountant performing consulting functions based on a judgement-based approach have been described. A step-by-step development of an accountant’s competency model has been carried out (the existing performance of functions was assessed, and the desired performance has been described; the competencies necessary for the successful performance of their functions were determined; the behavioral indicators have been distributed according to competences; finally the original competence model of the accountant of the organization has been formed).
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Abdulrahman, Nishad Chathamkulam, and Emad A. S. Abu Ayyash. "Linguistic competence, Communicative Competence and Interactional Competence." JOURNAL OF ADVANCES IN LINGUISTICS 10 (November 19, 2019): 1600–1616. http://dx.doi.org/10.24297/jal.v10i0.8530.
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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.
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Lestari, Yovi Anggi, and Margaretha Purwanti. "The inter-relation among pedagogic, professional, social, and personality competences in nonformal school teachers." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (May 30, 2018): 197–208. http://dx.doi.org/10.21831/jk.v2i1.10207.
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HUBUNGAN KOMPETENSI PEDAGOGIK, PROFESIONAL, SOSIAL, DAN KEPRIBADIAN PADA GURU SEKOLAH NONFORMAL XAbstrakPenelitian ini bertujuan untuk mengetahui kompetensi guru (kompetensi pedagogik, kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian) serta melihat hubungan antarkompetensi pada guru-guru sekolah nonformal X. Penelitian ini dilakukan pada sekolah nonformal yang berfokus pada pendidikan seni yang juga membutuhkan kompetensi guru yang berkualitas seperti pada pendidikan formal. Penelitian ini menggunakan mixed methods dengan instrumen kuesioner, panduan observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pertama, mayoritas guru memiliki kompetensi cukup, namun masih ada yang memiliki kompetensi kurang sehingga menunjukkan bahwa kompetensi guru masih bervariasi. Pada uji korelasi menunjukkan setiap kompetensi memiliki korelasi signifikan dengan kompetensi lainnya. Artinya, setiap kompetensi tidak berdiri sendiri, namun saling melengkapi untuk menghasilkan kompetensi yang berkualitas secara utuh. Kedua, kompetensi pedagogik memiliki korelasi signifikan dengan kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian. Kompetensi profesional juga memiliki korelasi signifikan dengan kompetensi sosial dan kompetensi kepribadian, serta kompetensi sosial yang juga memiliki korelasi signifikan dengan kompetensi kepribadianAbstractThis study was aimed at determining teachers’ pedagogic, professional, social, and personality competences and competency inter-relation of the teachers in the non-formal school X. This study was conducted in non-formal schools that focused on art education that required teachers’ qualified competences as in formal education. The study used the mixed methods with questionnaire instruments, observation, and interview guides. The results show that the majority of the teachers have sufficient competence, and the others have insufficient competence. It shows that the competences of the teachers are still varied. The correlation test results show that each competency has a significant correlation with other competencies. That is, each competency does not stand alone, but complement each other to produce a quality competence intact. The results show that pedagogic competence has a significant correlation with professional, social, and personality competences. Professional competence has a significant correlation with social and personality competences, as well as social competence also has a significant correlation with personality competence
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Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka, and Tetiana Besarab. "Development of Competency-Based Approach to Education." Educational Challenges 27, no. 2 (October 17, 2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.
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The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm.
The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion.
The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies).
The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.
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Tereshchuk, Andriy. "REALIZATION OF THE COMPETENCY POTENTIAL OF THE TECHNOLOGIGAL EDUCATION FIELD IN THE CONTENT OF EDUCATIONAL LITERATURE." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 91–98. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290575.
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The article discloses general algorithms for identifying the competence approach in the content of educational literature, during the organization of the educational process of learning technologies in the New Ukrainian School.A brief overview of the issues of competence training was carried out, the concept of key competence was outlined, taking into account theoretical research and taking into account the State Standard of Basic Secondary Education. The components of key competence and its difference from the leading technological educational field are determined.Learning outcomes, which are grouped in the field of technology education, into four groups of skills, written in terms of key competencies. Here one should distinguish between leading and key competence. Leading for technological education will be a part of the “competency in natural sciences and technologies” shared with the natural branch, which can be conventionally called “competencies in technology”.The leading technology competence (or competences) is formed and developed by the teacher in the technology lessons of the same name, while other key competences are only developed. This will determine the content of the tasks in the educational literature on technologies, when the tasks, for example, on the development of mathematical competence will not contain new knowledge in mathematics, but only on the use of mathematics in practice, which will only involve the development of mathematical thinking during solving practical tasks.General approaches for identifying competence content in the technological education textbook are proposed.
Keywords: New Ukrainian school; competence approach; technologies; technological educational sector; State standards of basic secondary education; learning results; key competence; leading competence; study guide; educational literature.
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Dahlan, Dadang, Neti Budiwati, and Susanti Kurniawati. "PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 25, no. 2 (December 1, 2014): 56–61. http://dx.doi.org/10.21009/parameter.252.01.
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Abstract : This study aims to: 1) Generating a description of the graduates competence to prepare economics teacher at the International School (SBI) 2) Generating the substance of the study which relevant with the graduates competence. 3) Producing design curriculum appropriate to the needs of the economy to prepare prospective teachers in SBI. The study was designed for 2 years in the Research and Development, is based on a curriculum development manual competency-based curriculum development of higher education issued by the Directorate General of Higher Education (2008). Results of the study, among others, found that the description of the competence of Education study program consists of a) two core competences b) nine supporting competency and c) four other competencies. Core competencies consist of a) control of the structure, concepts, generalizations, theories, and scientific mindset within the scope of the global economy that consists of 18 sub-competences b) mastery of concepts, theories, and pedagogical principles consisting of 6 sub-competences. Supporting competence consists of 11 subcompetences and other competencies consist of 9 sub-competences. Main competence substance consists of 24 studies, supporting competency consists of 11 studies and other competencies substance consists of 9 substance of the study, so the total credits of students who have taken a number of 152 credits or 61 courses.
Abstrak: Penelitian ini bertujuan: 1) Menghasilkan deskripsi kompetensi lulusan untuk menyiapkan guru ekonomi di Sekolah Bertaraf Internasional (SBI) 2) Menghasilkan substansi kajian yang relevan dengan kompetensi lulusan. 3) Menghasilkan desain kurikulum yang sesuai dengan kebutuhan untuk menyiapkan calon guru ekonomi di SBI. Penelitian dirancang untuk 2 tahun dengan menggunakan metode Research and Development, Pengembangan kurikulum ini dilakukan berdasarkan buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi yang diterbitkan oleh Direktorat Jendral Pendidikan Tinggi (2008). Hasil penelitian antara lain ditemukan bahwa deskripsi kompetensi Prodi Pendidikan terdiri dari a) dua kompetensi utama b) sembilan kompetensi pendukung dan c) empat kompetensi lainnya. Kompetensi utama terdiri dari a) penguasaan struktur, konsep, generalisasi, teori, dan pola pikir keilmuan ekonomi dalam lingkup global yang terdiri dari 18 subkompetensi b) penguasaan konsep, teori, dan prinsip pedagogik yang terdiri atas 6 subkompetensi. Kompetensi pendukung terdiri dari 11 subkompetensi dan kompetensi lainnya terdiri dari 9 subkompetensi. Kompetensi Utama terdiri dari 24 substansi kajian, kompetensi pendukung terdiri atas 11 substansi kajian dan kompetensi lainnya terdiri dari 9 substansi kajian, sehingga total SKS yang harus ditempuh mahasiswa sejumlah 152 SKS atau 61 mata kuliah.
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PYLYPENKO, O. S. "STEM COMPETENCIES: ESSENCE AND STRUCTURE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 142–49. http://dx.doi.org/10.31494/2412-9208-2021-1-3-142-149.
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The article is devoted to the research of the problem of modeling the structure and content of mathematical competence and competence in the field of science, technology and engineering (STEM-competences) of students. The author notes that the problem of active creative development of students who are able to mobilize knowledge in practice and quickly adapt to unusual situations is relevant for Ukraine today. This leads to the search for high quality education at all levels. A possible solution to this problem is the organization of STEM-learning, which requires the formation of students' STEM-competencies. The author analyzes the existing in scientific publications and official documents definitions of the concepts of purview, competence, STEM-competence. The components of STEM-competence, including cognitive, reflexive-analytical, operational-activity, value-motivational, are clarified. The article identifies the main components of STEM-competence, which consists of the ability to identify the problem, the ability to reason logically, justify their actions, understand and analyze different points of view in solving problems, the ability to unconventionally solve problems, analyze and evaluate results, formulate research tasks and identify ways to solve it, apply knowledge in different life situations. It was found that the methods aimed at the formation of STEM-competence of students should be based on the application of competence, activity and systematic approaches to the organization of learning. The paper emphasizes that the key competencies for the state standard of basic secondary education in Ukraine are based on the recommendations of the Council of the European Union. The author compares the key competences for lifelong learning in Ukraine and the European Union, discusses in detail the skills and attitudes associated with STEM competence. It was found that mathematical competence and competence in the field of science, technology and engineering in the European Union are distinguished as a whole, unlike Ukraine. Key words: purview, competence, key competencies, STEM competency, STEM-education.
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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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Asrial, Asrial, Syahrial Zakariyya, Dwi Agus Kurniawan, and Retno Septiasari. "Hubungan Kompetensi Pedagogik Dengan Kompetensi IPA Mahasiswa Pendidikan Guru Sekolah Dasar [Relationship of Pedagogical Competence and Science Competency of Elementary School Teacher Education]." PEDAGOGIA: Jurnal Pendidikan 8, no. 2 (November 13, 2019): 149. http://dx.doi.org/10.21070/pedagogia.v8i2.1872.
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This study has the purpose of (1) How is the pedagogic competence of students of elementary school teacher education; (2) How is the science competency of elementary school teacher education students; (3) Is there a relationship between pedagogic competence and science competence of elementary school teacher education students. The research method used in this study was a quantitative survey. Based on the results of the study, students' data obtained from elementary school teacher education for pedagogic competence and science competency fall into the unfavorable category with a pedagogic percentage of 67.9% and IPA of 63.52% and obtained data for the meaning of pedagogic efficiency (7.632), min 2.0), max (13.0) and standard deviation (2.2921) while for science competencies, the average (7.84), min (0), max (16) and standard deviation (2,773) and also between pedagogic competencies with natural science competencies produce 0,483 These figures reflect the variables of pedagogic competence with science competence because the value of r is below 0.5. Pedagogic competence with IPA competency obtained probability = 0,000 <0,005, so there is a significant existence. Instead of offering a pedagogic with IPA competencies mark '*'. Means together with pedagogic competencies with IPA competencies have a significant relationship.
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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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Moore, David R., Mei‐I Cheng, and Andrew R. J. Dainty. "Competence, competency and competencies: performance assessment in organisations." Work Study 51, no. 6 (November 1, 2002): 314–19. http://dx.doi.org/10.1108/00438020210441876.
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A number of confusions within the area of performance assessment with regard to the use of terminology, and differing interpretations, regarding competence assessment are discussed. A significant difference between the US and UK approaches to performance assessment is identified as being the issue of behaviours. A hierarchy of terms and their specific meanings is proposed as a first step in addressing the identified confusions. A particular aspect of this hierarchy is its relevance to assessment based on behaviours and attitudes rather than simply on the results of functional analysis concerning a particular job. This has implications for the future direction of performance assessment in the UK, particularly with regard to identifying the differences between average and superior performance.
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Syahrial, Syahrial, Dwi Agus Kurniawan, Asrial Asrial, Husni Sabil, Shella Maryani, and Endah Febri Setiya Rini. "Professional teachers: Study of ICT capabilities and research competencies in urban and rural?" Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2247–61. http://dx.doi.org/10.18844/cjes.v17i7.7590.
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This study aims to examine ICT competencies, research competencies, and teacher professionalism. The research method used is a mixed method.This study was conducted on urban and rural residents. The instruments used are teacher competency questionnaires, research competency questionnaires, questionnaires that measure teacher professionalism and interview instruments. Based on the results of data analysis, it is known that there is a relationship between teacher professionalism, ICT competence and research competence. This finding is that there is a relationship between ICT competence and research competence simultaneously on teacher professionalism.
Keywords: Profesional Teacher , ICT, Research Competencies, Urban, Rural
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Rustam, Adriadi, Mohd Norazam Yasin, Mairizal Zainuddin, Khairul Nizam Yusoff, and Nurul Atiqah Kamil. "A Review on Dominant Factors of Project Manager Competency in Various Implementations for the Construction Industry." IOP Conference Series: Earth and Environmental Science 1347, no. 1 (June 1, 2024): 012044. http://dx.doi.org/10.1088/1755-1315/1347/1/012044.
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Abstract In carrying out construction projects, the competence of a project manager is always debated by civil engineering practitioners, because the project manager is very important and a key factor in achieving successful project implementation. Therefore, a project manager must have the appropriate competencies to lead the implementation of construction projects. Existing competency research has been identified from various global competency sources, such as IPMA Competency Base Line (ICB), APM Competency Framework (ACF), and Project Management Competency Development (PMCD). When looking at it as a whole, their competencies have a lot in common with the competencies in PMCD. There are three main groups of PMCD competencies namely: Knowledge Competence, Technical Competence, and Personal Competence. This research examines previous research articles related to project manager competencies for successful projects. This research was randomized to global research since 5 years ago, starting from 2018 to 2022. This paper reviews the competencies strictly to determine the dominant project manager competencies that are widely used in the implementation of construction projects. This research examines and determines the appropriate factors sequentially in the three competency groups for project success. This study produces the most dominant competency factors and is widely used by project managers to be successful in handling construction projects.
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Kostiuchyk, S. "THE PEDAGOGICAL CONDITIONS FOR THE FORMATION OF READINESS OF FUTURE TOURISM MANAGERS FOR INNOVATIVE ACTIVITY." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2 (105) (October 19, 2021): 35–45. http://dx.doi.org/10.35433/pedagogy.2(105).2021.35-45.
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The article highlighted the problems of professional training of tourism managers and their acquisition of relevant competencies during the studies at a higher education institution.
In the current conditions of rapidly changing circumstances and the rapidly developing world, it’s worth paying attention to the training of future managers of tourism, in particular the formation of their relevant competencies that can ensure successful activity in the modern tourism industry.
The opinions of scientists engaged in research and study of the concept of "competence" and "competency" are analyzed, certain competencies and competences for specialists in the field of tourism are considered. The importance of supplementing competencies with an innovative component for further training of future tourism managers is determined.
The innovation and investment component is characterized as the presence of special training in the field of Internet marketing and management theory – the ability to apply economic methods and models to optimize innovative solutions.
Innovative training is primarily a competence in the direction of innovative development of the enterprise, firm, institution, organization, which involves knowledge of the creation and implementation of innovation processes, theoretical and practical aspects of innovation, and their impact on enterprise development at different levels.
The main competencies have been supplemented with innovative components for the successful preparation of the future manager for innovation and investment activities in tourism which includes competence in the field of innovative specialization of the enterprise, which provides knowledge of technology of innovation processes, psychological and pedagogical training to understand the specifics of teams and groups, solving various problems in production and service teams.
The main competencies for the manager of the tourism expert who will carry out innovative activity are defined: moral and psychological competence, pedagogical competence, professional and business competence. Also, the pedagogical conditions of preparation of the future manager for acquisition of the corresponding competences are accordingly considered.
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Karim, Ajrun, Rudi Purwono, Suparto Wijoyo, and Fendy Suhariadi. "Multitasking competency development based on environmental capital at PT. PLN. Persero." Technium Social Sciences Journal 53 (January 9, 2024): 236–51. http://dx.doi.org/10.47577/tssj.v53i1.10443.
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PT. PLN Persero had vertically integrated business processes from upstream to downstream, and with the existence of several levels/levels of office, the appropriate competency model is the multiple competency model. Based on the choice of multiple competency models, in general, PT. PLN Persero competency needs are divided into main competencies, role competencies (soft competencies) and field competencies (hard competencies). Multitasking competence was a competency requirement for all position formations at PLN. derived from the vision, mission and corporate values. This study aimed to identify the development of environmental capital-based multitasking competence at PT. PLN Persero. This research was a descriptive study with a qualitative approach combined with a systematic literature review method. The results of the study concluded that the development of environmental capital-based multitasking competence at PT. PLN Persero identified 4 main competencies in PT. PLN Persero, namely achievement orientation, building trust, continuous learning, and customer focus. These four main competencies were identified based on the vision and mission of PT. PLN Persero and 4 corporate values. The preparation of this multitasking competence has taken into account the business scope of PT. PLN Persero based on environmental capital.
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Larasi, Rasid. "EVALUASI PEMBELAJARAN PENDIDIKAN KEAKSARAAN FUNGSIONAL BERBASIS KOMPETENSI SEBAGAI WAY OF LIFE WARGA BELAJAR." Jurnal AKRAB 11, no. 1 (May 31, 2020): 30–45. http://dx.doi.org/10.51495/jurnalakrab.v11i1.322.
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Abstract: Literacy education as a way of life, for all groups so that it can exist in his life. This goals of study to reveal how well the competencies of citizens studying literacy education correlate with aspects of life. The research method uses an evaluation study that aims to find out how well the achievement of learning competencies of citizens in the learning program period. The study was conducted in Southeast Sulawesi with a tiered sampling method, random sampling, with a sample of 350 people studying functional adult literacy education. Research Time January to March 2020. The results of the study stated that literacy learning in adults has a significant effect on the functional competencies of life of learning citizens namely (1) competence to motivate self-learning citizens; (2) competence in doing family micro business; (3) competence has practical skills; (4) competence to access employment; (5) competence in a healthy lifestyle; (6) competence in communicating using Indonesian; (7) competence in the use of technology in daily life; (8) environmental preservation competencies; (9) disaster mitigation competencies; (10) competency obligations and rights as citizens; (11) cultural preservation competencies; (12) physical fitness and recreation competency.
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Sutrisno, Edy, and Tinawati Simangunsong. "Model Pengembangan Kompetensi Sosial Kultural Aparatur Sipil Negara (ASN) Pada Unit Pelaksana Pelayanan Terpadu Satu Pintu (UPPTSP) Di Kecamatan Kembangan Jakarta Barat." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 24, no. 1 (July 12, 2021): 80. http://dx.doi.org/10.31845/jwk.v24i1.688.
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This study aims to determine how the socio-cultural competence of apparatus resources in the One-Stop Integrated Service Implementation Unit of Kembangan District. Each Apparatus Resource is required to have three competencies, technical competence, managerial competence and social cultural competency. As a service provider who is directly dealing with the community, socio-cultural competence is needed by every service provider officer. Competency development carried out at this time more development of technical competencies and managerial competencies, so in this study the author tries to develop a model for developing the socio-cultural competence of apparatus resources in the PTSP Implementation Unit of Kembangan District. In this study a Social Cultural Competency Development Model was formed which can be implemented internally (implemented by UP PTSP Kembangan District and carried out externally (implemented by BPSDM DKI Jakarta Province) .The internal development model is in the form of personal approach, coaching, briefing, gathering, benchmarking, personnel development (self-development), while external development is carried out in the form of service orientation, education and training services for persons with disabilities, communication education, ASN exchanges with private employees, competency tests and competency test feedback.
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Oskarsson, Ingrid Marie Leikvoll, and Erlend Vik. "Suggesting a holistic framework for understanding healthcare services leadership competence – a critical interpretive synthesis." Leadership in Health Services 37, no. 5 (April 15, 2024): 99–129. http://dx.doi.org/10.1108/lhs-08-2023-0059.
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Purpose Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners. Design/methodology/approach In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence. Findings Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies. Research limitations/implications This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books. Practical implications The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders. Originality/value This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.
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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (December 5, 2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.
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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.
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Birnbaum, Marvin L., and Elaine K. Daily. "Competency and Competence." Prehospital and Disaster Medicine 24, no. 1 (February 2009): 1–2. http://dx.doi.org/10.1017/s1049023x00006452.
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McConnell, Edwina A. "Competence vs. competency." Nursing Management (Springhouse) 32, no. 5 (May 2001): 14. http://dx.doi.org/10.1097/00006247-200105000-00007.
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Batsokin, A. O. "Practical aspects of artificial intelligence application in formation of competence model (on the example of railway industry)." Economics and Management 29, no. 7 (August 18, 2023): 843–50. http://dx.doi.org/10.35854/1998-1627-2023-7-843-850.
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Aim. To determine the potential of practical application of neural networks as a tool to form a model of competencies of JSC “RZD” employees who provide operation of railway infrastructure objects.Tasks. To estimate the quality of the structure, description and level of detail of the competence model formed by a neural network by means of comparison with traditional sources containing requirements to the competence of a track mounting workman position.Methods. The theoretical (analysis, modeling, specification, classification) and empirical (comparison, description, content analysis) general scientific research methods formed the methodological basis. The generation of the competence model by means of artificial intelligence was carried out with the help of the software complex based on neural networks.Results. The structure and description of the competencies generated by the neural network correspond on the whole to the competency model of a track fitter and unified corporate requirements for the employees of JSC “RZD”. At the same time, the description of some professional competences is insufficient, which indicates the need to form an additional clarifying query to the neural network. The corporate competencies, defined by the neural network, are described in detail and contain more competencies, than the existing model of JSC “RZD” employees’ competencies.Conclusions. In order to prepare a competency model, neural networks serve as an effective tool, which allows to ensure the proper quality of competency structure generation and description. The universality of this approach lies in the possibility to generate a competency model for any position regardless of the industry. The level of inclusiveness of neural networks increases with the development of digital environment, which ensures their accessibility in practice.
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Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.
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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".
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Krasteva, Antoniya. "The Competence Approach in Education." Pedagogical Almanac 30, no. 1 (June 29, 2022): 26–35. http://dx.doi.org/10.54664/mgoi9285.
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In this article, the competence approach is considered fundamental to modern educational philosophy. It is accepted as part of the reforms in education. The concepts of ‘competence’ and ‘competences’ are analysed. Separate opinions of the author are given on these concepts. The types of competences/competencies are defined according to individual views and ideas of the author. Special attention is paid to the professional competence of the teacher.
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Rifdan, Rifdan, Manan Sailan, and Haerul Haerul. "Strategy for Competency Development of Civil State Apparatus in the New Normal Era in Wajo District." Jurnal Ad'ministrare 9, no. 2 (August 30, 2022): 295. http://dx.doi.org/10.26858/ja.v9i2.36737.
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The purpose of this study is to analyze and discuss the implementation of Civil State Apparatus (CSA) CSA competency development in the Wajo Regency and formulate CSA Competency Development Strategies in the New Normal Era in Wajo Regency. The type of research used in this research is descriptive research using a qualitative approach. The research data sources are primary data sources and secondary data sources. The description of the focus of the research is the development of the competence of the CSA where there are 3 competencies (technical competence, managerial competence, and socio-cultural competence) which are carried out through education and training. The results showed that the development of CSA competence at the BKPSDM of Wajo Regency was seen from the Technical Competence, Managerial Competence, and Socio-cultural competence has not been optimal because competency development has not been implemented based on the results of the development needs analysis. So, the CSA competency development strategy must follow an integrated learning system (Corporate University).
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Strunina, N. V. "Realization of Federal State Educational Standards Competence-Based Aspect in Foreign Languages Teaching at High School." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 105–10. http://dx.doi.org/10.18500/1819-7671-2014-14-1-105-110.
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The article is devoted to the study of the problems of the competence-based approach implementation while teaching at the institutes of higher education. The terms «competency» and «competence-based approach» are expounded in details. The aims of the competence-based approach are determined; the classification of the key competencies that the students master at English lessons is given. Using of the competence-based approach in foreign languages teaching at high school is described. Various interpretations of the category «communicative competency» are considered; the basic components of communicative competency are defined. Also the article gives recommendations on the competence-based approach forming and introducing into university educational process.
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Sukapsih, Esti, and Supriyoko Supriyoko. "Kontribusi kompetensi guru terhadap kualitas layanan akademik di MAN se-Kabupaten Kulon Progo." Indonesian Journal of Educational Management and Leadership 2, no. 1 (March 17, 2024): 59–73. http://dx.doi.org/10.51214/ijemal.v2i1.805.
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Purpose − The aim of the study was to determine the contribution of educator competencies to academic service quality, to know the contribution of pedagogic competence to academic service quality, to know the personality competency contribution to service quality, to know the contribution of professional competence to academic service quality, and to contribute social competence to academic service quality in MAN Kulon Progo Regency.
Method − This type of research is quantitative research. The variables of this study are pedagogical, personality, social, professional, and academic service quality competencies. The population in this study were 134 teachers. The sample of this study was 100 respondents, taken proportionally random sampling with an error rate of 5%. The data collection technique uses a questionnaire. The analysis uses multiple linear regression.
Findings − Conclusion of the study: teacher competence contributes positively to academic service quality, meaning that the higher the competency of the teacher, the higher the quality of academic services. Pedagogic competence contributes positively to the quality of academic services, meaning that the higher the pedagogical competence, the higher the quality of academic services. Personality competencies contribute positively to academic service quality, meaning that the higher the personality competency, the higher the quality of academic services. Professional competence contributes positively to academic service quality, meaning that the higher the professional competence, the higher the quality of service for the academy. Social competence contributes positively to academic service quality, meaning that the higher the social competence, the higher the quality of academic services.
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Capulis, Sergejs, Valerijs Dombrovskis, Svetlana Guseva, and Alona Korniseva. "Trend Analysis of Professional Competences of Sports Teachers and Coaches." Pedagogika-Pedagogy 95, no. 8 (October 18, 2023): 1054–69. http://dx.doi.org/10.53656/ped2023-8.5.
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Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional self-improvement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores.
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Kostenko, Dmytro, and Viktoriia Oliinyk. "INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 100–107. http://dx.doi.org/10.31499/2307-4906.3.2021.241732.
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The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified.
Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.
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Et al., Dustnazar Omonovich Khimmataliev. "“FORMATION OF DIDACTIC COMPETENCE OF STUDENTS AS A PEDAGOGICAL PROBLEM”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5363–73. http://dx.doi.org/10.17762/pae.v58i1.2138.
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The article deals with the competence approach in preparing students for professional activity, professional competence, its manifestation, the introduction of a specialist with professional competence, the system of professional education, the essence of the concepts of "competence", "professional competence", approaches of pedagogical scientists, basic competencies, their summary description, the main differences between traditional vocational education and competency-based vocational education, didactic competence, its content, the formation of didactic competence of students as a pedagogical problem.
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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.
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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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Gapol, Avelino T., and Marilou Y. Limpot. "Teaching Competence Model of Secondary Teachers in Filipino." Journal of Education, Society and Behavioural Science 36, no. 8 (June 30, 2023): 45–60. http://dx.doi.org/10.9734/jesbs/2023/v36i81247.
Full textAbstract:
Objectives: To determine the best fit model of teaching competences of Filipino teachers in secondary.
Methodology: The respondents were 400 Filipino teachers from public schools in Region 11, Southern Mindanao, Philippines. The respondents were chosen using stratified random sampling. The data were collected using google forms.
Results and Discussion: The overall results showed that the respondents had a high level of professional identity, competence of teachers, professional competencies and teaching competences. It also showed a significant relationship between three variables: professional identity, competence of teachers and professional competencies in teaching competences of teachers. Among the five models, model 5 best fits the study.
Recommendations: Based on the results of the study, the researcher proposed the recommendation to continue and maintain the valuation of the four variables of professional identity, teachers' competence, professional competence, and teaching competence by using them as a basis for the selection of good teachers who possess teaching ability. Moreover, they both obtained the highest descriptive level.
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Asha, Lukman. "Langkah Manajerial Kepala Sekolah dalam Meningkatkan Kompetensi Guru Agama Islam di Madrasah Aliyah Muhammadiyah Curup." FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan 4, no. 2 (December 9, 2019): 117. http://dx.doi.org/10.29240/jf.v4i2.1120.
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Law No. 14 of 2005 concerning Teachers and Lecturers, has inspired the Principal of the Madrasah Aliyah Muhammadiyah School (MAM) Curup. The inspiration was manifested in the managerial step of increasing four main competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. In connection with the managerial step, this paper aims to describe; (1) school principal management in improving teacher competency; (2) the success of the principal's management in improving teacher competency; (3) inhibiting factors and principals management solutions in improving teacher competency. This research is in the form of qualitative, using data collection methods in the form of observation, interviews, and documentation. The results showed that the principal's management strategy in improving teacher competency in MAM Curup, namely: First, School Principal Management in improving Islamic education teacher competencies as follows: (1) Involving teachers in training, training and seminars, (2) Promoting discipline, (3) Motivating teachers, through motivation from school principals, becomes the spirit for teachers to improve improvements in educational innovation as a tangible form of developing competencies, (4) Implementation of Supervision. Secondly, the application of the principal's management in improving teacher competence greatly influences the competency of PAI teachers in MAM Curup, namely that teachers have implemented the five basic competency standards that are best governed by the government. Third, the barriers and solutions of the principal's management in developing the competence of Islamic education teachers in MAM Curup, namely: The role of parents has not been seen in the personal / karaker of each student, then together with the teaching time of the teacher with the training time in increasing teacher competency
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Tangkere, Telly. "Professional and Pedagogic Competence of Lecturers of the Faculty of Engineering Universitas Negeri Manado." International Journal of Information Technology and Education 1, no. 3 (June 28, 2022): 1–8. http://dx.doi.org/10.62711/ijite.v1i3.56.
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The four teacher competencies are very important and cannot be separated from one another. Professional competence, pedagogic competence, social competence and personality competence. One competency complements other competencies, so there is no more major competency. Assessing overall competence has often been done, especially with regard to professional competence. The author is interested in discussing specifically about pedagogic competence, with the assumption that professional competence will be meaningless if a teacher cannot carry out the learning process using methodical didactics. In other words, professional competence will not have any effect without understanding pedagogic competence. Pedagogic competence actually when applied correctly contains elements of other competencies, both professional, social and personality. Teacher competence, does not necessarily happen without a certain ability to be taught, then teaching competence must be followed by a strong basis as a form of social and personality abilities. The competence of lecturers, of course, has always focused on professional abilities in accordance with their fields of expertise, even as if ignoring other competencies. These conditions will be a problem when applying and the condition of students who are not ready. A good teaching ability must of course be supported by an expertise, which makes him a teacher. If as an instructor, this is not a problem, but when knowledge and skills must be shared with students, the problem arises how to do it, especially for students with vocational characteristics. Optimal learning quality produces good achievement for students. Many factors are the cause so that students are not satisfied in learning in class/school and of course become an obstacle to student achievement. In addition to psychological factors and internal factors, there are also other external factors. Therefore, researchers are interested in studying specifically pedagogic competence, so that the problem in this study is the Professional and Pedagogic Competence of Faculty of Technology Unima Lecturers. How is the level of professional and pedagogic competence of Faculty of Technology Unima Lecturers?. Are there differences in the competence of female and male lecturers?
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KALINICHENKO, Sergiy, Anatolii GULEI, Stanislav GULEI, and Andrey GRIBINYK. "COMPETENT ENVIRONMENT OF THE TOURIST COMPLEX." Ukrainian Journal of Applied Economics and Technology 7, no. 2 (May 11, 2022): 74–81. http://dx.doi.org/10.36887/2415-8453-2022-2-9.
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The dynamic nature of the tourism sector depends on the ever-increasing requirements for professional qualifications and training. The variety of types of tourism requires an adequate educational level and professional qualifications of future specialists and managers. Their professional training begins in higher education institutions in order to approve them in the process of implementation and career development in tourism. Competences in the modern science of tourism play the role of the main factor determining the success of tourism development in a particular destination. In this competence, they act as the main quality of destination management as well as a determining element of the external and internal environment of the tourism industry. Competence is considered as a complex integrative quality, which includes both substantive (knowledge) and procedural (skills) components that allow to effectively perform professional activities, independently solve production problems, answer questions. Thus, the competence is a set of competencies. Professional competencies are a determining factor for effective professional behavior and competitiveness in the tourism market. They help maintain the traditional rhythm of tourism, as well as making non-standard decisions in problematic situations. It is proved that the competent environment of the tourist complex includes government agencies, labor force, intangible tourist resources, consumers. The paper analyzes the relationship between the elements of the "national diamond" and competencies in relation to the tourist complex. It is noted that the competencies of related industries of the tourist complex indirectly affect the success of its operation. The problem of competencies in tourism education and science as a result negatively affects the ability to defend the corporate interests of the tourism industry in all areas. Keywords: competence, competency, professional competence, professional qualification
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Hyun, Areum, Marion Tower, and Catherine Turner. "The Current Contexts of Newly Graduated Nurses’ Competence: A Content Analysis." Healthcare 10, no. 6 (June 9, 2022): 1071. http://dx.doi.org/10.3390/healthcare10061071.
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Producing and sustaining a competent nursing workforce is imperative to protect the public. Identifying current issues and trends in nursing competence can strengthen insights and provide direction for the future nursing workforce. A summative content analysis was performed; PubMed, CINAHL, and Scopus were searched for content from the last ten years. A total of 3225 titles and abstracts regarding nursing competence were identified and analysed using the big-data analysis software Leximancer. Five themes were discovered from the analysis: (1) standardisation of nursing competencies with emerging competencies, (2) assessment competency levels, (3) graduates’ expectations and achievement, (4) safe and quality practice with teamwork, and (5) competency curriculum development. This found standardised nursing competencies, which suggests prioritising which core competencies should be focused on during education to produce competent generalist professional nurses, and employers could help nursing graduates improve their competence in specialised areas. This review also suggests that further education strategies should be developed to better prepare graduates for culturally safe practice to meet the needs of diverse minority populations and for informatics competency during the COVID-19 pandemic. Competence assessment methods must be extensively investigated to measure nursing competencies both longitudinally and cross-sectionally.
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Mariani, Sakkot, Bunari Bunari, and Yanuar Al Fiqri. "Implementation of History Teacher Competencies at SMA Negeri 2 Dumai City." JETISH: Journal of Education Technology Information Social Sciences and Health 3, no. 1 (March 1, 2024): 326–35. http://dx.doi.org/10.57235/jetish.v3i1.1673.
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A professional teacher does not only master one competency, but to be a professional teacher he must be able to master four competencies. History teachers should develop these competencies which are related to core competency (KI) 3 with the basic competencies contained therein instilling historical values. This research was conducted at SMA Negeri 2 Dumai City. The type of research used was qualitative research. The data collection methods used in this research are field observations, interviews and documentation. The data analysis techniques used in this research are data reduction, data display, and conclusion drawing. The research approach used is a descriptive qualitative research approach. The findings and discussion in this research are firstly the perspective of History Teachers at SMA Negeri 2 Dumai City regarding the importance of teacher competency and teacher competency that has been implemented well, secondly the implementation of history teacher competency at SMA Negeri 2 Dumai City, and thirdly the obstacles experienced in implementation Competency of history teachers at SMA Negeri 2 Dumai City. The first conclusion is that the teacher's perspective regarding the competence of history teachers at SMA Negeri 2 Dumai City is of the opinion that teacher competence is very important and has been well implemented. Secondly, the implementation of history teacher competence at SMA Negeri 2 Dumai City includes pedagogical competence, personality competence, social competence and professionalism competence, then the third is the obstacles experienced in implementing history teacher competence at SMA Negeri 2 Dumai City, including mastering the characteristics of students related to the teacher's ability to understand the condition of students, the curriculum transition adjustment period (the 2013 curriculum became the independent curriculum), the lack of numbers tools that support learning media, increasing professionalism for history teachers who have not participated in the PPPK program, apart from that the MMP is running ineffectively, and also obstacles in the lack of enthusiasm, attention and care of teachers in caring for students with diverse characteristics.
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Akhmetzhanova, Guldaray, Karlygash Sarbassova, Dinara Kazimova, Gulmira Tazhigulova, and Saltanat Mulikova. "Model of information and methodological competencies of a vocational training teacher." Revista Tempos e Espaços em Educação 14, no. 33 (August 28, 2021): e16321. http://dx.doi.org/10.20952/revtee.v14i33.16321.
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The purpose of the study is to develop a model of information and methodological competencies of a vocational training teacher. The research hypothesis is as follows: if the most important components of the information and methodological competency of a vocational training teacher are identified, they will become elements of the competency model, since competence means that a person has the appropriate competency. The research methods are analysis of literary sources, modeling, the method of expert assessments, and experimental work. The study resulted as follows: the concepts of competencies and competence have been separated; the components of information and communication competencies of a vocational training teacher have been identified; the type of model is justified; the importance of the components of information and methodological competence is determined based on a functional study of the practices of teachers; the model of information and methodological competencies is presented as a structure that combines the components of information and communication competencies and indicators of the importance of their components.
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Rahman, Marita Lailia, Ali Mufron, and Yeni Yeni. "Personality Competence Of Islamic Religious Education (PAI) Teachers In Shaping The Character Of Students." AL-WIJDÃN Journal of Islamic Education Studies 8, no. 3 (July 17, 2023): 396–404. http://dx.doi.org/10.58788/alwijdn.v8i3.2330.
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A qualified teacher must meet several competency requirements. The competencies are included pedagogic competence, personality competence, social competence, and professional competence. In this paper, the author is interested in using personality competencies among the four competencies. The purpose of this study was to find out whether there was an influence of PAI teachers' personality competence on the character of students. The research method used in this study is qualitative. The study's results above show that the personality competence of PAI teachers in building students' character has a positive and significant effect on student character formation. The basic competencies possessed by a teacher must be able to shape the character of a learner, just as a teacher must have values of discipline, responsibility, and religion. A teacher must be able to set an example to be able to achieve certain goals and be able to shape the character of a learner. Keywords: Personality Competence, PAI Teacher, Learner Character
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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (January 24, 2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.
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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.
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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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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.
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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.