Journal articles on the topic 'Competencies'
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Suberviola Ovejas, Iratxe. "La socialización diferencial emocional de género como factor predictor del carácter." iQual. Revista de Género e Igualdad, no. 3 (February 4, 2020): 80–93. http://dx.doi.org/10.6018/iqual.369611.
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Este artículo se enclava en la actual corriente que considera que el análisis de las competencias emocionales por cuestión de género necesita matización, puesto que en ocasiones los resultados aportados están referidos al “sexo” y no al “género”. En las siguientes páginas se realiza un análisis de diferentes investigaciones sobre competencias emocionales y la variable “sexo”/”género” estableciendo tres categorías: competencias emocionales y “sexo”; competencias emocionales y “género”; competencias emocionales y su relación con la socialización diferencial emocional de género.
Tras el análisis se apunta que teniendo en cuenta el vínculo entre las habilidades emocionales y la formación del carácter, el género sería un factor predictor de este. This article follows the current that considers that the analysis of emotional competences and gender needs clarification because sometimes the results are referred to “sex” and not “gender”. This document is an analysis of different research about emotional competences and the variable “sex”/”gender”. There are three categories: emotional competences and “sex”; emotional competencies and “gender” and; emotional competencies and its relationship with the emotinal differential socialization of gender.
The analysis indicates, keep it in mind the bond between emotional habilities an character training, the gender would be a predictor of this.
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Cordeiro, João Pedro, Luísa Cagica Carvalho, Pedro Pardal, and Duarte Xara Brasil. "Key competencies of traders in municipal markets: case study in the Livramento Market of Setubal." Revista de Administração da UFSM 14, no. 3 (October 4, 2021): 478–501. http://dx.doi.org/10.5902/1983465963781.
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Purpose – This study aims to analyse the role and importance of trader’s competencies in the context of municipal markets. It is proposed to define the ideal competences profile of traders (ICPT) in a municipal market – Livramento Market of Setubal, Portugal – attending to their key competencies, to assess the degree of similarity between the actual profile of the traders and the ICPT.Design/methodology/approach – A case study was carried out with a quantitative approach through the application of a survey to individuals of the various stakeholders’ groups (N = 36) related to the municipal markets.Findings – The ordering the relative importance of the competencies allowed to obtain the ICPT, highlighting the greater importance of more technical competencies in detrimental of soft competencies. Each of the competence’s profiles identified by the different groups were compared to the ICPT and high percentages of similarity were obtained (greater than 70%).Research implications – This study assists professional associations and managers in the design of local market management models with a focus on competencies, guiding their efforts towards the development of the most relevant competencies for professional practice.Originality/value – Its originality is based on the lack of research studies focused on the analysis of the competences of the players in the municipal markets. The analysis of the central role of a profession that is little valued, and little studied in the national context serves as an anchor for other studies on the competencies of these professionals.
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Salvador Ferrer, Carmen María, Magdalena Pilar Andrés Romero, Mercedes Fernández Torres, and Darío Salguero García. "<p>Competencies, motivation and engagement of university students through service-learning experiences <sub>Competencias, motivación y compromiso con el trabajo de estudiantes universitarios a través de experiencias de Aprendizaje-Servicio</sub></p>." ESPIRAL. CUADERNOS DEL PROFESORADO 16, no. 33 (September 21, 2023): 25–40. http://dx.doi.org/10.25115/ecp.v16i33.9192.
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Abstract: Throughout the present work we intend to know if Service-Learning experiences causes positive consequences in the acquisition of competences knowledge (conceptual, procedural and attitudinal), as well as in motivation and engagement of university students. For this purpose, we analyzed the SL experiences of a group of 198 students, using the Fernández-Torres et al. (2017) questionnaire. The results indicate that students present high scores in the three types of competencies, especially in attitudinal ones, also, in motivation and engagement. In addition, we appreciate the influence caused by attitudinal competencies on motivation, and, also, on engagement. Finally, we propose and test a mediational model, where motivation is a mediating variable in the relationship of influence of attitudinal competencies on engagement. Among the practical implications we want to highlight the importance of promoting SL experiences at university level, since it not only favors the acquisition of competencies knowledge, especially attitudinal ones, but it is also for motivation and engagement. In addition, we demonstrate the impact that motivation has on SL experiences. Resumen: En el presente trabajo pretendemos conocer si en el contexto universitario la experiencia de Aprendizaje-Servicio (ApS) provoca consecuencias positivas en la adquisición de conocimientos competenciales (conceptuales, procedimentales y actitudinales), así como en la motivación de los/las estudiantes y en el compromiso con el trabajo. Para ello, analizamos las experiencias de ApS de un grupo de 198 estudiantes utilizando el cuestionario de Fernández-Torres et al. (2017). Los resultados indican que los estudiantes presentan elevadas puntuaciones en los tres subcomponentes de las competencias, especialmente en los actitudinales, asimismo, en la motivación y en el compromiso con el trabajo. Además, apreciamos la influencia que provocan las competencias actitudinales en la motivación, y, también, en el compromiso con el trabajo. Finalmente, proponemos y probamos un modelo de mediación, donde la motivación es una variable mediadora en la relación de influencia de las competencias actitudinales sobre el compromiso con el trabajo. Entre las implicaciones prácticas queremos destacar la importancia de promover experiencias de ApS a nivel universitario, ya que no sólo favorece la adquisición de competencias, especialmente actitudinales, sino que es positivo para la motivación y el compromiso con el trabajo. Además, demostramos el impacto que tiene la motivación en las experiencias de ApS.
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Martínez-Mínguez, Lurdes. "Proyectos de Aprendizaje Tutorados y autoevaluación de competencias profesionales en la formación inicial del profesorado (Project Oriented Learning and self-assessment of professional competencies in initial teacher education)." Retos, no. 29 (December 20, 2015): 242–50. http://dx.doi.org/10.47197/retos.v0i29.42719.
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En un contexto actual de aprendizaje y evaluación por competencias en la Formación Inicial del Profesorado (FIP), este artículo pretende alcanzar un doble objetivo. Por un lado valorar la adecuación de proyectos de aprendizaje tutorados (PAT) como «buena práctica» eficaz para adquirir competencias profesionales. Y, por otro lado, analizar el grado de utilidad de una escala de percepción para poder autoevaluarlas. Los participantes han sido140 estudiantes de la asignatura de Educación Psicomotriz de la Universidad Autónoma de Barcelona y su profesora. Los datos cuantitativos y cualitativos se han obtenido a partir de tres instrumentos: Cuestionario sobre el PAT, una Escala de autopercepción de competencias por parte del alumnado, y un Informe de docencia por parte del profesorado. Los resultados muestran que todos los estudiantes mejoran la autopercepción del grado de competencias profesionales adquiridas desde el inicio hasta el final del proyecto de forma global. Ordenadas de más a menos serían las competencias de: organización, evaluación, trabajo en equipo, programación, ambiente y difusión. Se concluye que los PAT implementados en contextos reales de intervención con equipos de profesorado mixtos universidad-maestros escuela son eficaces para adquirir competencias profesionales y que la escala de autopercepción utilizada es útil para autoevaluarlas reflexionando y siendo consciente de los cambios que se van produciendo desde el inicio hasta el final de su formación.Abstract. In the current context of competences-based learning and assessment in Pre-service Teacher Education, this study assesses a Project of Oriented Learning which is used as an example of good practice to achieve professional competencies and analyze the level of usefulness of a self-assessment scale. One-hundred forty students from the subject «Psychomotor Education» at Autonomous University of Barcelona and their professor participated in the study. The tools used to gather quantitative and qualitative data were: a questionnaire, a self-perception scale of the students’ competencies and two professors’ teaching reports. The results show that all the students improved their level of self-perception of the professional competencies achieved during the project. In order of importance, these competences are: organization, assessment, teamwork, learning environment and dissemination. The conclusion of the study is that these types of projects, when implemented in real contexts with mixed teams composed of university professors and school teachers, are efficient not only to achieve professional competencies through reflection but also to be aware of the different changes that occur during the education process.
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Costes Rodríguez, Antoni, Joan Fuster Matute, Carlos Castellar Otín, and Antoni Planas Anzano. "Las competencias específicas en las webs de los grados universitarios de Ciencias de la Actividad Física y Deporte (The specific skills on the websites of university degrees of Sciences of Physical Education and Sport)." Retos, no. 25 (March 6, 2015): 43–47. http://dx.doi.org/10.47197/retos.v0i25.34473.
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Analizamos las competencias específicas publicadas en las Webs de las facultades españolas que imparten el grado en Ciencias de la Actividad Física y el Deporte y comprobamos si cumplían con el requisito de transparencia según el Espacio Europeo de Enseñanza Superior. Se han tratado los datos a partir de estadística descriptiva y por análisis de conglomerados. Se ha comprobado que no utilizan las competencias para mostrar su oferta de estudios y que hay pocas diferencias entre facultades en la elección de competencias, ya que siguen las que se redactaron en el libro Blanco de la titulaciónPalabras clave: Competencias específicas; Espacio Europeo de Educación Superior; Webs de las Universidades; Actividad física y deportes.Abstract: Specific competencies published in the Webs of Spanish universities that implemented the degree of Sciences of Physical Education and Sport were analysed to check if they fulfilled the requirement of transparency according to the European Higher Education Area (EHEA). The data have been treated from descriptive statistics and by cluster analysis. The results show that the websites do not use competencies to display its range of studies and that there is little difference between universities in the choice of competences since remain those which were drafted in the «White book» of the degree.Key words: Specific competences, European Higher Education Area (EHEA), Websites of universities, Physical Activity and Sports.
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Solà Santesmases, Josep. "Estudio de la transversalidad de los contenidos en Educación Física a través de los currículos competenciales (Study of the transversality of the contents in Physical Education through the competency-based curricula)." Retos, no. 40 (November 29, 2020): 419–29. http://dx.doi.org/10.47197/retos.v0i40.81783.
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El artículo tiene por objetivo analizar la evolución de los currículos competenciales a través del estudio de la transversalidad de los conocimientos mediante el análisis documental de las principales regulaciones jurídicas educativas. El análisis de contenido permitirá un enfoque transversal sincrónico para comparar las leyes y RD estatales con los decretos y normativas autonómicas catalanas, y un enfoque longitudinal diacrónico para comparar la evolución de los currículos competenciales desde su aparición en la LOE hasta su consolidación en la LOMCE. Dicho análisis de contenido se fundamentará en las regulaciones para la Educación Secundaria Obligatoria (ESO) a través de la materia específica Educación Física, contrastando las ejemplificaciones prácticas con la materia troncal de matemáticas.
Las conclusiones determinan el florecimiento de las competencias en los currículos y el asentamiento de la transversalidad como intervención necesaria para su logro. De una transversalidad centrada en los contenidos disciplinares como metodología competencial (conexiones con las otras materias) se evoluciona a la transversalidad basada en las competencias y en la transferibilidad de los conocimientos a contextos reales (tratamiento globalizado de los contenidos).
Abstract. The article aims to analyse the evolution of competency-based curricula through the study of the transversality of knowledge of the main educational legal regulations. The content analysis will allow a synchronous transversal approach to compare the state laws with the decrees of the autonomous administration, and a diachronic longitudinal approach to compare the evolution of the competences curricula from its appearance in the LOE to its consolidation in the LOMCE. Physical Education, a specific subject, will support the exemplification, contrasting it with the core mathematics subject. The conclusions determine the flourishing of competencies in the curricula and the establishment of transversality as a methodological aspect necessary for its achievement. From a transversality focused on disciplinary contents as a competency methodology (connections with other subjects) it evolves to transversality based on competences and on the transferability of knowledge to real contexts (globalized treatment of content).
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Bondarenko, Viktoriya, Olesia Diugowanets, and Oksana Kurei. "Transformation of Managerial Competencies within the Context of Global Challenges." SHS Web of Conferences 90 (2021): 02002. http://dx.doi.org/10.1051/shsconf/20219002002.
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This contribution presents an analysis of the transformational changes in the global environment on the content of modern models of managerial competencies. Theoretical approaches to the definition of managerial competencies according to international standards are studied, and on this basis a hierarchy of competencies, within the context of their acquisition through professional training, is determined. The predictions and changes in the basic competencies of managers in the near future (2025) are analysed. Sets of general managerial (organizational) competencies (hard skills) and non-specialized supra-professional competencies (soft skills) are defined and compared. Digital competences and intercultural competences are defined as conceptually new skills required by a modern effective manager.
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Repetto Talavera, Elvira, Sonia G. Beltrán Campos, Arancha Garay-Gordovil Casanova, and Mario Pena Garrido. "Validación del “inventario de competencias socioemocionales —importancia y presencia—” (ICS-I; ICS-P) en estudiantes de ciclos formativos y de universidad." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 2 (January 28, 2014): 213. http://dx.doi.org/10.5944/reop.vol.17.num.2.2006.11347.
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RESUMENEl objetivo del estudio reside en diseñar un Inventario construido ad hoc de Competencias Socio-emocionales (ICS-I; ICS-P) con el doble objetivo de identificar, por un lado, la importancia que dichas competencias tienen para el desarrollo profesional de los estudiantes de Ciclos Formativos y de Universidad y, por otro, la presencia que dichas competencias han tenido en sus planes de formación. Los resultados obtenidos garantizan la validez y fiabilidad del Inventario ICS-I; ICS-P a la vez que permiten detectar algunas discrepancias entre ambos grupos de estudiantes.ABSTRACTThe goal of the study resides in designing an Inventory of Emotional and Social Competences (ICS-I;ICS-P)! This instrument allows to identify, on the one hand, the importance that these competencies have for the professional development of the students of Vocational Training and University, and the other if this competencies are present in their curriculum! The results guarantee the validity and relia-bility of the Inventory ICS-I; ICS-P at the same time that allow to identify differences between both group of students.
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Krawczyk-Sołtys, Agnieszka, and Laura Płatkowska-Prokopczyk. "Modelling of managerial competences in health care units – preliminary assumptions." Scientific Papers of Silesian University of Technology. Organization and Management Series 2022, no. 158 (2022): 317–36. http://dx.doi.org/10.29119/1641-3466.2022.158.21.
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Purpose: The aim of the article is to present the theoretical assumptions of the model of managerial competences in health care units. It was assumed that competences are a multidimensional concept and require an integrated approach that allows for the construction of a competency model that reflects their real complexity. A list of managerial competencies will be presented, which will be subject to empirical verification in the course of future research by the authors in order to identify key competencies. Design/methodology/approach: The proposed lists of managerial competencies (six domains) were created and are based on the analysis of healthcare competencies models – the study of the literature – and one of the Authors’ observations of the analyzed entities (as a consultant). Findings: Presented model of managerial competencies in health care units contains six domains with 32 competencies. These domains capture the dynamics and complexity of health care unit’s manager’s role and reflect the dynamic realities in health leadership today. Originality/value: An identification the managerial competencies of health care units managers significantly shaping competences of such organizations especially relevant in pandemic time.
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Gutiérrez-Martín, Alfonso, Ruth Pinedo-González, and Cristina Gil-Puente. "ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model." Comunicar 30, no. 70 (January 1, 2022): 21–33. http://dx.doi.org/10.3916/c70-2022-02.
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This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.
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Sahin, Mehmet, and Selda Koca. "European Union lifelong learning key competences in early childhood education." International Journal of Innovative Research in Education 3, no. 3 (June 15, 2017): 135–42. http://dx.doi.org/10.18844/ijire.v3i3.1854.
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The Key Competencies dealt with in this study is within the framework of “Education and Training 2010” work programme as a white paper “Key competences for lifelong learning: A European reference framework”. This document mentions eight key competencies: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology), digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. This article uses a qualitative approach and aims to find out and analyze the activities in common practice, related to the Key Competencies, carried out at Early Childhood Education level, using observation and document analysis. Keywords: Lifelong learning, early childhood education, key competencies
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KRAWCZYK-SOŁTYS, Agnieszka. "Professional competencies in shaping the organizational competences of Polish Emergency Medical Units in the light of survey research." Scientific Papers of Silesian University of Technology. Organization and Management Series 2021, no. 150 (2021): 99–113. http://dx.doi.org/10.29119/1641-3466.2021.150.8.
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Purpose: The aim of the article is to identify the current level of professional competencies and to determine the extent to which individual professional competencies affect the organizational competences of Emergency Medical Units in the areas of marketing (recognizing the patient's needs), quality (level of medical services) and logistics (provision of medical services in the right place and time). Design/methodology/approach: The model of professional competencies of medical staff employed in Polish EMU establishes eight domains. To achieve superior organizational performance is very important to identify which set of professional competencies is required to gain their strategic goals. The research was carried out in 2018 in Emergency Medical Units in six voivodships. 135 respondents took part in the survey. Findings: As a result of the research, it is determined that the highest level among the professional competencies presented in the model is characterized by transportation competencies. Among managerial competencies, the following have the greatest impact on the organizational competences of Emergency Medical Units: in the area of quality – transportation competencies, while in the areas of marketing and logistics – transportation, therapeutics and assessment and diagnostics competencies. Practical implications: Nowadays health systems are being confronted with rapidly increasing demand generated by the COVID-19 outbreak. A well-organized and prepared health system has the capacity to maintain equitable access to essential service delivery throughout an emergency, limiting direct mortality and avoiding increased indirect mortality. Originality/value: An integration professional competencies of medical personnel of Emergency Medical Units with its organizational competences especially relevant in pandemic time
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English, Donald E., Edgar Manton, and Janet Walker. "AACSB College Of Business Deans Perception Of Selected Communication Competencies." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (August 4, 2011): 35. http://dx.doi.org/10.19030/ctms.v3i4.5584.
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The purpose of this study was to determine AACSB college of business deans perception of selected communication competencies. The business communication competencies studied were 1. writing and speaking, 2. Interpersonal/collaborative competencies and 3. global communication competences. A questionnaire was developed and mailed to AACSB college of business deans. The study analyzed deans views on selected communication competencies. The questionnaire identified 44 competencies. The deans were asked to evaluate each of the listed 44 competencies. The two competencies that ranked the highest were uses personal integrity in communication and spells correctly.
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Hammouch, Hanane, Andreas Makoto Hein, and Helene Condat. "A CONCEPTUAL MODEL FOR ORGANIZATIONAL COMPETENCES." Proceedings of the Design Society 1 (July 27, 2021): 41–50. http://dx.doi.org/10.1017/pds.2021.5.
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AbstractOrganizational competences are one of the main assets of companies. Models of these competences would allow for systematic reasoning for exploring technological innovations, enabled by combining and transposing organizational competences. Today, the literature linking organizational competencies to engineering design and systems engineering remains limited. In particular, a generic modelling approach for organizational competencies for engineering design and systems engineering seems to be missing, although first frameworks have been proposed for specific purposes. This paper presents a generic conceptual model of organizational competences. The objective is to link technology, product, and systems development with the corresponding organizational competencies and their future evolution in order to allow for a joint design of competencies and technologies, products, or systems. The conceptual model provides the basis for a competence combination framework which allows for modeling competence combinations in an organization. Finally, we validate our conceptual model using a case study from the automotive industry.
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Sharma, Payal, and Jagwinder Singh Pandher. "Competences desired among educational leaders of technical education degree institutions." Journal of Workplace Learning 31, no. 6 (August 12, 2019): 377–90. http://dx.doi.org/10.1108/jwl-09-2018-0110.
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Purpose This study aims to identify and classify various competences and competencies that educational leaders should essentially possess. Design/methodology/approach The systematic review of the literature was conducted to identify various competences of educational leaders in the institutions. Later, an empirical research was conducted. The data were analyzed through confirmatory factor analysis (CFA) using AMOS 20.0 to classify these competences according to their relative importance considering natural gaps in standardized beta (ß) values. In all, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a survey. Findings The results of the study identified five competences: pedagogical, leadership, innovative, research and evaluation competences. The competencies “help others in improvement and not blame circumstances”, “set high benchmarks” and “align class activities with learning objectives” have qualified among the “most important” competencies for the educational leaders. Research limitations/implications The sample was specific to one state. There may be the chances of response bias in a few situations. Therefore, there are few reservations in generalizing the findings. Practical implications The study has several implications for both the faculty and the technical education degree institutes. The study provides a link between the characteristics and competencies of educational leaders. This study also contributes in terms of mapping of these competencies while recruitment of the faculty to test whether the candidates possess the potential of becoming educational leaders. Originality/value The administrators can test these competencies in their faculty for the purpose of identifying both the educational leaders within their institutes and the potential educational leaders in future by assessing “requisite” and “important” competencies.
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Guzmán, Alba, Diana Oliveros, and Mauricio Mendoza. "SCIENTIFIC COMPETENCIES: A MECHANISM TO FAVOUR THE INCLUSION OF WORKING MARKET PROFESSIONALS." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 175–87. http://dx.doi.org/10.33225/jbse/17.16.175.
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Institutions of Higher Education seek to instil in their students the scientific competencies throughout the guidance of different included courses in their curriculums. However, the assimilation of diverse methodologies evidence the lack of development of those scientific competencies necessary for professionals to be graduated and therefore required by the labour market. This research examines the research competencies of students of higher education sample (N=189) to determine their appreciation towards scientific competencies they consider to have developed in both their educational processes. The results prove the perception of subjects in respect to the development of interpersonal and intrapersonal skills, decision-making, problem-solving and acquisition of scientific competences, the basic ones; use of technology, appropriation of new knowledge, self-learning and search of information, specialized competences, drafting of reports, design of articles, presentations, development of degree works and definition of new projects. The application of ANOVA detects that there are significant differences according to the gender of subjects on competencies referred to the search of physical information where women stand out, and reading comprehension of documents in English where men stand out. Besides, it’s demonstrated that these competences contribute to students’ critical thinking. IES required to include research as mechanism to strengthen the education. Key words: scientific competences, higher education, research training, scientific competencies, labour market.
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Aktas, Aysegul Kubra, and Mustafa Cem Babadogan. "A comparison with the competencies of classroom education programme." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 5 (September 13, 2018): 67–71. http://dx.doi.org/10.18844/prosoc.v5i5.3677.
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Education has been adapting itself to the constant change and renewal of the world in every field. Higher education in Turkey also suffered from this situation and one of the steps taken to improve the quality of education must be included in the Bologna Process. This study examines the programme competencies of the undergraduate programmes of the classroom education in the seven selected universities, to make comparisons among the universities and to make arrangements. A case study was used in qualitative research methods. As a result, it was seen that there were mistakes in writing and expressing programme competences. Also, some of the universities have never implemented programme competencies, even when it is wrong to classify programme competencies into sub-dimensions as knowledge, skills and competence. Regulations can be made in terms of distribution in the sub-dimensions of language proficiency and competences in programme competencies, and seminars related to programme competencies can be given to universities.Keywords: Bologna Process, programme competencies, classroom education programme competencies, national qualifications framework for higher education in Turkey.
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Gorbunovs, Aleksandrs, and Atis Kapenieks. "COMPETENCES DEVELOPMENT PROCESS RECORDING FOR MULTI-COMPETENCE E-COURSE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 259. http://dx.doi.org/10.17770/sie2012vol1.46.
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<p>Understanding of students’ current level of competencies might be tailored with a finding of the challenging learning approaches to strengthen and enhance their own competencies, and obtain the new ones. Learning paths, which are usually offered by educational organizations to students, as often as not prescribe monotonous acquiring of knowledge. Making a study course more interactive, there are appearing additional features like working in ePortfolio environment which noticeably influence competences level. This paper provides an overview of research results in competences development process recording for multi-competence e-course, assessing competences level of students, both at initial and on-going stages, and analysis of competences interrelation within particular subject domain, e.g. basic business course, as well as an impact of the study themes on different competencies.</p>
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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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Feoktistova, Marta A., and Anna I. Scherbina. "Formation of social competencies among pupils of the CVS in the conditions of their adaptation in foster families." Pedagogy: history, prospects 3, no. 5 (October 29, 2020): 56–65. http://dx.doi.org/10.17748/2686-9969-2020-3-5-56-65.
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The article raises the topic of the formation of social competencies among pupils of centers for the promotion of family education. The issues of adaptation of orphans in foster families are also considered. The aim of the work is to study the formation of social competencies in pupils and graduates of the Centers for the Promotion of Family Education, as well as children from foster families. It was assumed that the full-fledged formation of social competencies in orphans is difficult without the support of a foster family. The tasks were solved: to study the concept of social competences and the peculiarities of their formation; to determine the differences in social competencies among children from foster families and pupils of the Centers for the Promotion of Family Education; to form social competences in a child. Methods for the formation of social, personal and other competencies are very diverse. It is important to select them, paying attention to the age, psychological and physiological state of the child.
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Yordanov, Daniel. "Toolkit for Assessing Entrepreneurial Competencies among Learners." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 31, no. 3s (June 10, 2023): 25–44. http://dx.doi.org/10.53656/str2023-3s-2-too.
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The growth of entrepreneurship education has raised questions related to the measurement of entrepreneurial competencies, which has led to an increase in the number of studies focused on the latter. If we aim to develop such competences, it should be possible to measure them before and after the intervention and to prioritize the competences that benefit individual development and to provide academics with up-to-date information on the various factors, which influence their development. In this article, we present a toolkit for assessing entrepreneurial competencies, based on 15 competencies set out in the European Commission's Entrepreneurship Framework (EntreConp).
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Andreev, A. "Universal Competences in Modern Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 1 (April 21, 2021): 9–14. http://dx.doi.org/10.12737/2306-1731-2021-10-1-9-14.
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Educational objectives can be represented as the following chain containing conceptual algorithms: universal skills - soft skills - hard skills.
Under the universal competences (universal skills) is meant the possession of effective algorithms for solving informational in nature tasks facing a person who relies on the highest cultural values. Universal competencies allow you to form a picture of the world. The status of “universal” competencies implies that these competencies are equally important in professional, social and personal life.
On the basis of universal competencies, narrowly specialized competencies (hard skills) and “personal qualities” - soft skills should be formed.
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Churakova, A. V. "Modern Approaches to Assessing the Universal Competencies of Future Teachers on the Example of the Communicative and Regulatory Component." Open Education 27, no. 2 (March 26, 2023): 27–35. http://dx.doi.org/10.21686/1818-4243-2023-2-27-35.
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The purpose of the study. With the transition of higher education to modernized federal state educational standards of higher education, the concept of “universal competencies” was introduced in the theory of competency-based approach and in pedagogical practice. Later on, this notion was uniformly fixed by the levels of education for all areas of higher education in the Russian Federation. Federal state educational standards of higher education are focused on the norms of professional standards, and universal competencies supplement professional qualifications and reflect the peculiarities of educational training of future teachers. Today in Russia there is a stable social order for professional educators and formation of universal competences imposes new requirements to the quality of their training. According to the requirements of the federal state educational standards of higher education, the result of training is not only a competent specialist who is able to perform certain operations within his/her professional business, but also a specialist with a set of universal competences. However, the theory and practice of higher education currently lacks a unified approach to assessing the universal competencies of future teachers. The aim of the presented work is to identify modern approaches to the assessment of universal competencies in higher education institutions on the example of communicative and regulatory component of the universal competencies of future teachers.Materials and methods of research. The presented study comprehensively used such methods of research as study and analysis of scientific and pedagogical literature, normative and program documents of educational organizations of higher education, which form the basis of pedagogical activity, generalization of articles of major scientific and educational communities and their comparative analysis. The methodological basis of the study are integrated and activity-based approaches associated with the activity-based nature of the formation of universal competencies of future teachers.Results. As a result of the study, the theoretical foundations of evaluating universal competences are considered, the domestic and international experience of evaluating universal competences is analyzed and the evaluation of universal competences of future teachers is proposed on the example of the communicative and regulatory component.Conclusion. The federal state educational standards of higher education have a very detailed description of indicators of achieving universal competencies, but the present study highlights the problems of their assessment. The comparative analysis of domestic and international experience in assessing universal competencies showed that the results of individual research projects, as well as the opinions of employers and experts are a source of information on their formation. This indicates different approaches to assessing competencies. In order to assess universal competencies it is necessary to structure them. Our study is based on the three-component structure of universal competencies of future teachers, consisting of motivational, cognitive, communicative and activity-based components. The practical significance lies in the presentation of assessment of communicative and regulatory component of universal competencies of future teachers with the help of assessment tools for interim certification of the studied disciplines (modules) and various techniques.
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Le Borgne, Carine, and E. Kay M. Tisdall. "Children’s Participation: Questioning Competence and Competencies?" Social Inclusion 5, no. 3 (September 26, 2017): 122–30. http://dx.doi.org/10.17645/si.v5i3.986.
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While Article 12 of the Convention on the Rights of the Child has encouraged children’s participation in collective decision-making, the literature is replete with the challenges as well as successes of such participation. One challenge is adults’ perceptions of children’s competence and competencies. These are frequently used as threshold criteria, so that children viewed as incompetent or lacking competencies are not allowed or supported to participate. Despite this casual elision between children’s participation and their (perceived) competence and competencies, the latter are rarely explicitly defined, theorised or evidenced. This article draws on research undertaken in Tamil Nadu (South India) and Scotland (UK), with two non-governmental organisations supporting children’s participation in their communities. The article examines how staff members can validate and enhance children’s competence and competencies, by scaffolding children to influence decision-making and recognising and adding to children’s knowledge. These empirical findings suggest the need for increased scrutiny of the concepts of competence and competencies, recognising their disempowering potential. The findings argue that competence is situationally and socially constructed rather than a set and individual characteristic.
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Proleiev, Sergii. "Philosophical Competencies: What Should They Be?" Filosofiya osvity. Philosophy of Education 19, no. 2 (December 27, 2016): 88–96. http://dx.doi.org/10.31874/2309-1606-2016-19-2-88-96.
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The article discusses the system of general and specific competences in the educational standard of philosophy. The basic principles of developing a set of competencies. Define their relationship with the Tuning project. In two tables are general competences and special competences on three main levels of education – bachelor, master, PhD.
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Grześ-Bukłaho, Justyna, Joanna Jończyk, Katarzyna Adamiak, and Martyna Zaniewska. "CONCEPTUAL FRAMEWORK OF COMPETENCES IN REAL ESTATE SALES." International Journal of New Economics and Social Sciences 18, no. 2 (December 31, 2023): 195–208. http://dx.doi.org/10.5604/01.3001.0054.3060.
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Competencies are important predictors of the quality of services provided and employee perfor-mance. The aim of the study was to systematize knowledge about the components of competences and to develop a model constituting the conceptual framework of competences in sales on the real estate market. The article reviews the literature on the subject, and when developing the list of competencies, the opinions of practitioners expressed during interviews were also taken into ac-count. The obtained results indicate that competences in sales on the real estate market are related to both knowledge, skills and attitudes. All these elements are interconnected and influence each other. However, it was found that due to the nature of the tasks performed in the real estate market, skills (including negotiation and mediation, as well as those related to market analysis and rela-tionship building) dominate. The study fills a gap in the literature by identifying competencies in an industry that is both socially and economically important. The study is a step towards structural analysis and determining the competencies that determine quality in sales on the real estate market.
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García-Fuentes de la Fuente, Carmen Delia, Olga Rodríguez Rodríguez, and Sonia Rodríguez Fernández. "Características competenciales del psicopedagogo. Una aproximación desde la Comunidad Autónoma de Galicia." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 1 (January 28, 2014): 99. http://dx.doi.org/10.5944/reop.vol.17.num.1.2006.11341.
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RESUMENEn este trabajo se presenta una revisión sobre aspectos teóricos del ámbito de las competencias profesionales y una reflexión sobre las características competenciales del/la psicopedagogo/a. Se concluye el trabajo con una aplicación práctica en una muestra de la Comunidad Autónoma de Galicia.ABSTRACTThis article shows a revision about the theoretical aspects in the area of professional competencies and a discussion about the competence features of the psychopedagogue. The work ends with a practical application in a sample of the Galician Autonomous Community.
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Wang, Chiachih DC, and Ayşe Çiftçi. "Social Justice and International Competencies: Positioning Counseling Psychologists for the Global Era." Counseling Psychologist 47, no. 4 (May 2019): 608–29. http://dx.doi.org/10.1177/0011000019879967.
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In this article, we attempt to draw a connection between social justice and international competencies within counseling psychology. Built on Constantine et al.’s general social justice competencies as well as the cross-national cultural competences model and dynamic-systemic-process model of international competencies, nine international social justice competencies are outlined and their relevance in international contexts is highlighted. In addition, three specific mindsets for the enhancement of international social justice work by U.S.-based counseling psychologists are discussed. We believe that by promoting the integration of social justice and international competencies, future counseling psychologists will be better prepared for the global era.
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Valente, Ana Augusta Motta Oliveira, and Milena Coelho Fernandes Caldato. "Matriz de Competências para Programas de Residência Médica em Endocrinologia e Metabologia." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 195–206. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180103.
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ABSTRACT Introduction Medical competencies have become the focus of Medical Education at all levels around the world. In this context the Medical Residency Programs (MRP) in Brazil have begun to seek a competency-based curriculum to improve the specialist training. Objective To develop a proposed Competency Matrix for Medical Residency Programs in Endocrinology and Metabolism (MREM). Methodology The study was divided into four phases. The first phase consisted of a bibliographical review and construction of the Pilot Matrix. In the second phase the Pilot Matrix was applied to endocrinologists from Belém, with subsequent data analysis and construction of the Structured Matrix. The third phase started with the implementation of the Structured Matrix at the Brazilian Congress of Endocrinology and Metabolism – CBEM 2016 with a total of 49 responses. Based on the Delphi methodology, the 230 competencies of each one of the matrices were analyzed and a questionnaire containing competences with a discrepancy level greater than 10% was created, including some suggestions from the experts. In the fourth and last phase, also using Delphi methodology, the questionnaire was sent by email and data analysis and construction of the MREM proposal was performed. Results In the second, third and fourth phases, the response rate of Endocrinologists was 73.3%, 51% and 76.4%, respectively. With the Southeast region of Brazil presenting the largest number of participants. There are 219 competencies in the Pilot Matrix, 230 in the Structured Matrix and 244 in the final MREM proposal. The competency areas of Diabetes and Obesity, Metabolic Syndrome and Alterations of Appetite were those which showed major change and suggestions. In all phases, only 2 competencies were excluded. The suggestions made in the third phase were unanimously accepted. Conclusion The MREM proposal was concluded with 21 areas and 244 competencies, 33 classified as prerequisites, 157 as essential competencies, 36 as desirable and 18 as advanced. The competencies were distributed as follows in the MCPRMEM: “Fundamental” field with 100 competencies, with 15 prerequisites, 65 core competencies, 14 desirable and 6 advanced ones; “Specific Knowledge” field with 132 competences, with 18 prerequisites, 87 essential competences, 19 desirable and 8 advanced; and “Complementary Training” field with 12 skills, no prerequisites, 5 core competencies, 3 desirable and 4 advanced skills.
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Valente, Ana Augusta Motta Oliveira, and Milena Coelho Fernandes Caldato. "Competency Matrix for Medical Residency Programmes in Endocrinology and Metabolism." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 195–206. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180103.ing.
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ABSTRACT Introduction Medical competencies have become the focus of Medical Education at all levels around the world. In this context the Medical Residency Programs (MRP) in Brazil have begun to seek a competency-based curriculum to improve the specialist training. Objective To develop a proposed Competency Matrix for Medical Residency Programs in Endocrinology and Metabolism (MREM). Methodology The study was divided into four phases. The first phase consisted of a bibliographical review and construction of the Pilot Matrix. In the second phase the Pilot Matrix was applied to endocrinologists from Belém, with subsequent data analysis and construction of the Structured Matrix. The third phase started with the implementation of the Structured Matrix at the Brazilian Congress of Endocrinology and Metabolism – CBEM 2016 with a total of 49 responses. Based on the Delphi methodology, the 230 competencies of each one of the matrices were analyzed and a questionnaire containing competences with a discrepancy level greater than 10% was created, including some suggestions from the experts. In the fourth and last phase, also using Delphi methodology, the questionnaire was sent by email and data analysis and construction of the MREM proposal was performed. Results In the second, third and fourth phases, the response rate of Endocrinologists was 73.3%, 51% and 76.4%, respectively. With the Southeast region of Brazil presenting the largest number of participants. There are 219 competencies in the Pilot Matrix, 230 in the Structured Matrix and 244 in the final MREM proposal. The competency areas of Diabetes and Obesity, Metabolic Syndrome and Alterations of Appetite were those which showed major change and suggestions. In all phases, only 2 competencies were excluded. The suggestions made in the third phase were unanimously accepted. Conclusion The MREM proposal was concluded with 21 areas and 244 competencies, 33 classified as prerequisites, 157 as essential competencies, 36 as desirable and 18 as advanced. The competencies were distributed as follows in the MCPRMEM: “Fundamental” field with 100 competencies, with 15 prerequisites, 65 core competencies, 14 desirable and 6 advanced ones; “Specific Knowledge” field with 132 competences, with 18 prerequisites, 87 essential competences, 19 desirable and 8 advanced; and “Complementary Training” field with 12 skills, no prerequisites, 5 core competencies, 3 desirable and 4 advanced skills.
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Andonova Stamenov, Ivan a. "THE CURRICULUM PROJECT - MEANS FOR THE DEVELOPMENT OF CREATIVE ABILITIES IN SCHOOLS IN THE INITIAL SCHOOL." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 367–71. http://dx.doi.org/10.35120/kij3002367a.
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The article aims to trace the development of pupils' creative abilities in the initial stage of the primary education through project-based learning activities. In the curriculum of the students from the first to the fourth grade, emphasis is placed mainly on the acquisition of knowledge on individual subjects, on the formation of skills for the application of the learned on a practical basis through pre-selected exercises, test variants and project development. In the Bulgarian language and literature training, according to the structuring of the curriculum in the curriculum, pupils are expected to have a set of specific competencies. For the first grade are key mastering of the basics of literacy, basic language competences, communicative competencies, literary competences and socio-cultural competencies. For the second, third and fourth grades, students should have a solid knowledge base in the following areas of competence: language competences, communication skills, literary competences and socio-cultural competencies. Apart from the above mentioned, the programs also include activities for acquiring key competences on the part of the pupils in the training process on the basis of the interrelationships requested in this respect. Key competencies required for our elementary school pupils include: competencies in the field of Bulgarian language, mathematical competence and basic competences in the field of natural sciences and technologies, digital competences, learning skills, social and civic competences, initiative and entrepreneurship, cultural competences and skills for expression through creativity, skills to support sustainable development and healthy lifestyle and sport. For pupils in the second, third and fourth grades foreign language skills are indicated. It is not a coincidence that the issue of the development of creative abilities among small artists with the help of the work on the curriculum is central to the development. Project training allows learners to unleash the limits of their creative talents based on different ideas, techniques, and learning subjects not only to identify appropriate inter-subject relationships for the realization of the forthcoming venture, but also to show in practical terms that combining of activities within several subjects, gives the project a complete completion, while at the same time revealing the totality of the various creative initiatives used in it. Therefore, project-based training is at the heart of the development of creativity among the students.
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Duclos Bastías, Daniel, Carlos Matus-Castillo, Jorge Flández-Valderrama, Miguel Cornejo-Améstica, and Frano Giakoni-Ramírez. "Valoración de las competencias profesionales en gestores deportivos municipales de Chile (Valuations of professional competencies in municipal sports managers in Chile)." Retos 50 (September 5, 2023): 831–37. http://dx.doi.org/10.47197/retos.v50.100016.
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En el ámbito de la gestión deportiva, resulta fundamental evaluar y comprender las competencias profesionales de gestionan en servicios municipales. Estas competencias desempeñan un papel crucial en la eficiencia y calidad de los servicios deportivos ofrecidos a la comunidad. El objetivo de este estudio es analizar las valoraciones sobre las competencias profesionales de gestoras y gestores deportivos que se desempeñan en servicios deportivos municipales chilenos a partir de la escala de Competencias de Gestores Deportivos. Para lo anterior, se aplicó el instrumento a una muestra de 417 sujetos de 164 municipalidades (de un total de 346) pertenecientes a las 16 regiones de Chile. El análisis estadístico de tipo descriptivo e inferencial permitió concluir que los gestores deportivos municipales atribuyen una alta importancia a las competencias profesionales presentadas en el instrumento, como por ejemplo “Promover la armonía entre el personal” y “Motivar al personal o voluntarios”. No se encontraron diferencias estadísticamente significativas entre hombres y mujeres. En relación con la caracterización de los gestores deportivos municipales se puede señalar que la mayoría son hombres (76.7%) y con edades entre los 30 y 59 años, y que 3 de 4 cuentan con formación universitaria. Palabras clave: Competencias Profesionales, Gestor Deportivo, Municipalidad, Deporte Abstract. The objective of this study is to analyze the assessments of the professional competencies of sports managers working in Chilean municipalities based on the Toh and Jamieson (2000) Sports Managers Competencies Scale, adapted and validated to the Chilean context by Duclos-Bastías et al. (2021), and to characterize the professionals working in the local public sphere. For this purpose, the instrument was applied to a sample of 417 subjects (76.7% men and 23.3% women) from 164 municipalities belonging to the 16 regions of Chile. Once the results were analyzed, it was possible to conclude that municipal sports managers attribute high importance to the professional competencies presented in the instrument. No statistically significant differences were found between the group of men and women. In relation to the characterization of the municipal sports managers who participated in the research, it could be concluded that the majority are men (76.7%) and adults between 30 and 59 years of age, and that 3 out of 4 have university education. Key words: Professional Competences, Sport Manager, Municipality, Sport
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Braslauskas, Justinas. "DEVELOPING INTERCULTURAL COMPETENCES AND CREATIVITY: THE FOUNDATION FOR SUCCESSFUL INTERCULTURAL COMMUNICATION." Creativity Studies 14, no. 1 (May 21, 2021): 197–217. http://dx.doi.org/10.3846/cs.2021.14583.
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Although various aspects of intercultural communication have been examined in the works of various authors, there is still a lack of more in-depth research to analyse effective intercultural interaction in the context of combining intercultural competences and creativity competences. A number of works on intercultural communication identify only the barriers to effective communication and provide ways to overcome them; they insufficiently focus on the importance of competence development, in particular the role of creativity in ensuring effective intercultural communication. Meanwhile, the role of creativity as a process of generating new ideas and solving problems in intercultural communication is undeniable. There is no doubt that in order to ensure effective intercultural communication, it is necessary to combine intercultural competences with creativity competences. The object of this study is the development of intercultural competencies and creativity competencies in the context of intercultural interaction. The aim of this article is to examine the development of intercultural competencies and creativity as a basis for successful intercultural communication. Through the works of various scholars, the article describes the aspects of intercultural competences and creativity competence development in the context of intercultural interaction, and emphasises the importance of combining these competencies in order to achieve effective intercultural communication. The following methods are applied in the work: analysis and synthesis of scientific literature.
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Moscoso-Ramírez, María José, and Leonardo Esteban Carpio-Cordero. "Estudio de las competencias investigativas del docente investigador de la Universidad del Azuay." UDA AKADEM, no. 9 (April 20, 2022): 178–209. http://dx.doi.org/10.33324/udaakadem.v1i9.482.
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Las actividades relacionadas con la investigación han ganado grandes espacios en el quehacer universitario, en donde, sin lugar a dudas, el docente investigador es el principal actor en la concepción y el desarrollo de esta praxis. Este es un estudio que permitió identificar las principales competencias investigativas que debería poseer el docente investigador de la Universidad del Azuay como responsable directo de la creación y difusión de los conocimientos en la práctica de la investigación; además de conocer el contexto actual y los nuevos desafíos a los que se enfrenta el investigador de educación superior. Las variables (competencias) se identificaron tal y como suceden en su contexto a través de la manifestación de las conductas y comportamientos observables del docente investigador. Con un análisis factorial confirmatorio se demostró que existe una alta correlación entre las competencias (factor) con sus respectivas acciones (ítem), por lo tanto, la validez del constructo para identificar las competencias. Como resultados se obtuvo una categorización en: competencias cardinales, competencias específicas investigativas y competencias del proceso de investigación determinando; de esta manera, que la presencia necesaria de estos conocimientos, capacidades, habilidades, destrezas y actitudes le permite al docente investigador de la Universidad del Azuay responder de manera pertinente, innovadora y creativa a los demandantes cambios y exigencias de las sociedades contemporáneas. Además, todo investigador debe incluir en sus procesos la gestión por competencias y los centros de educación superior deben redactar nuevas políticas que impulsen el desarrollo de las competencias profesionales dentro del campo de la investigación.Palabras clave: competencias investigativas, docente investigador, educación superior
Research-related activities have gained large spaces in university work, where, without a doubt, the research teacher is the main actor in the conception and development of these practices. This is a study that made it possible to identify the main investigative competences that the research professor at the University of Azuay should possess as directly responsible for the creation and dissemination of knowledge in the practice of research; in addition to knowing the current context and the new challenges facing the higher education researcher. The variables (competencies) were identified as they occur in their context through the manifestation of observable condu cts and behaviors of the research teacher. With a confirmatory factor analysis, it was shown that there is a high correlation between the competences (factor) with their respective actions (item), therefore, the validity of the construct to identify the competencies. As results, a categorization was obtained in: cardinal competences, specific investigative competences and competences of the research process, determining, in this way, that the necessary presence of these knowledge, capacities, abilities, skills and attitudes allows the researcher professor of the University of the Azuay respond in a pertinent, innovative and creative way to the demanding changes and demands of contemporary societies. In addition, all researchers must include competence anagement in their processes and higher education centers must draft new policies that promote the development of professional skills within the field of research.Keywords: research skills, research teacher, higher education
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Sannikova, Aija, Velga Vevere, and Jelena Titko. "COMPETENCES NECESSARY FOR A SOCIAL ENTREPRENEUR: A CASE STUDY OF LATVIA." Business: Theory and Practice 24, no. 2 (December 21, 2023): 604–12. http://dx.doi.org/10.3846/btp.2023.19703.
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Social entrepreneurship as a specific kind of business has been developing in Latvia since 2018, and it is a little researched field. Achieving the goals of social entrepreneurship is facilitated by several factors, including the competences of the social entrepreneur him/herself. The present research aims to identify the general basic knowledge, skills and competences necessary for a social entrepreneur in Latvia. The authors made a review of theoretical literature on the role of managerial competencies in social enterprises and analysed the results of surveys of social entrepreneurs and their institutional partners – university teaching personnel – conducted in Latvia. The research found that there were areas of general knowledge, skills and competences of social entrepreneurs that were rated as equally important by both groups surveyed, yet the social entrepreneurs gave more importance to competences related to business goals and opportunities. The present research makes a scientific contribution in two aspects: 1) the identified general competencies required for a social entrepreneur could serve as a basis for further research to measure the actual competencies of social entrepreneurs; 2) the research contributes to an institutional framework for the social entrepreneurship ecosystem by developing recommendations for cooperation partners – those involved in adult lifelong learning, incl. universities, for the development of competencies in social entrepreneurs.
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Alberteris Galbán, Orlando, Viviana Canizares Hinojosa, and Bertha Revilla Sabín. "COMPETENCIA EN LENGUA PARA ENSEÑAR CIENCIA EN LA UNIVERSIDAD: ¿CUÁL ES EL ROL DEL PROFESOR DE CIENCIA?" Revista Cognosis. ISSN 2588-0578 4, no. 2 (June 24, 2019): 123. http://dx.doi.org/10.33936/cognosis.v4i2.1783.
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RESUMEN
El objetivo del presente trabajo es reflexionar sobre el rol del profesor universitario en el desarrollo de competencias en lengua para dirigir el proceso de comprensión y producción textual de sus estudiantes sobre contenidos disciplinares específicos y diversidad de discursos característicos de la enseñanza universitaria. Se utilizó la sistematización teórica sobre competencias en lengua necesarias para la dirección del proceso de comprensión-producción en discursos disciplinares específicos y para determinar, a través del análisis y síntesis, las acciones principales para encauzar el trabajo didáctico de los profesores en sus campos disciplinares. El resultado principal del trabajo consistió, precisamente, en una propuesta de acciones didácticas con implicaciones en el desarrollo de competencias y en el diseño didáctico de las disciplinas.
PALABRAS CLAVE: competencias en lengua; comprensión y producción textual; discursos disciplinares; contenidos específicos; acciones didácticas.
LANGUAGE COMPETENCIES TO TEACH SCIENCE AT THE UNIVERSITY: WHAT IS THE SCIENCE TEACHER’S ROLE?
ABSTRACT
The present paper aims at reflecting on the role of university teachers and their language competencies to direct the students’ comprehension and production of specific disciplinar contents and discourses in the university context. Theoretical systematization about competencies needed to direct the process of comprehension and production in specific disciplinar was used. Through analysis and synthesis the main actions to address the didactic work of science teachers were determined. The result yielded a proposal of didactic actions with implications on the development of teachers’ competencies and on the didactic design of disciplines.
KEYWORDS: language competencies; comprehension and production; disciplinary discourses; specific contents; didactic actions.
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Mihus, Iryna. "STRATEGIC MANAGEMENT OF HUMAN RESOURCES OF ENTERPRISES BASED ON DIGITAL COMPETENCIES." "Scientific notes of the University"KROK", no. 2 (June 30, 2023): 131–38. http://dx.doi.org/10.31732/2663-2209-2022-70-131-138.
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The article focuses on the need to take into account digital competences in the strategic management of the company's human resources. The purpose of the article is to systematize the main elements of the human resources management strategy of enterprises based on digital competencies. The methodological basis of the research was the use of general scientific methods: comparison (when studying research terminology), analysis and synthesis (to study the main directions of research in previous publications), modeling (to present a model of strategic management of human resources of an enterprise based on digital competencies), as well as special methods : grouping methods (to create a digital competence assessment pyramid) and a graphic method. The article examines a number of scientific works devoted to the concepts of "human resources", "strategic management", "strategic management of human resources" and "digital competences of personnel". This made it possible to propose the author's concept of "strategic management of human resources based on digital competences", under which we propose to understand the model of perspective management of the enterprise by harmonizing the strategic goals of development with its capabilities and interests of employees in the conditions of digitalization of the economy. The article proposes a model of strategic management of human resources based on digital competencies, the main elements of which include: purpose, tasks, prerequisites, principles, functions, objects, subjects, methodology for evaluating the human resources of an enterprise based on digital competencies, motivation of human resources to the acquisition of digital competences, the main consequences of the implementation of the company's human resources management strategy based on digital competences. A "pyramid for evaluating digital competencies" is proposed, the use of which will contribute to the step-by-step identification of digital competencies in all business processes of the enterprise, which will contribute to the development of an effective human resources management strategy. It is emphasized the need to use in-house training, which is based on the use of the strategy of anticipatory training of specialists during their entire professional activity.
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Trofymenko, Anastasiia, Olena Hniedkova, Olha Tokarieva, Oksana Lytvynko, and Odarka Kravchenko. "The development of students’ basic competencies in foreign language learning through interactive methods." Revista Tempos e Espaços em Educação 15, no. 34 (March 28, 2022): e17162. http://dx.doi.org/10.20952/revtee.v15i34.17162.
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The aim of the study was to identify and compare the level of students’ basic competences. An objective assessment of the ways of development and trends in the development of basic competencies through interactive methods was carried out. The methods and techniques of acquiring the required basic competencies that have been used effectively in the educational process were developed as part of professional and personal development of future specialists. Methods: analytico-synthetic, testing, survey; method of situational modelling; qualitative and quantitative analysis; empirical statistical and mathematical interpretation; functional analysis of research results. Results. On the basis of a theoretical analysis of a scientific problem, an objective and subjective model for diagnosing the level of formation of basic competencies of students was developed. The importance of the author’s analytical considerations and generalizations on the application of objective diagnostic methods is confirmed. The first group of respondents had a sufficient level of basic competences (364.1 points), which is 73.8%. The intellectual and creative segment showed the highest rate in the structure of competencies — 75.1%. The second group of non-linguistic respondents showed a somewhat similar level of Basic Competences (369.9 points = 75.8%), however, showed a relative weakness of the socio-emotional segment (53.5%). Prospects. Further research can be directed towards identifying and developing research methods for many competencies, taking into account the age characteristics of students.
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Blokhina, M. S. "Commercial organisations head’s innovative competencies model." Digital Sociology 5, no. 3 (September 6, 2022): 31–37. http://dx.doi.org/10.26425/2658-347x-2022-5-3-31-37.
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Digitalisation and the innovative economy have generated many social processes and transformations, and set many tasks. These changes were especially clearly reflected in the professional activities of the commercial sector heads. Today, they can no longer perform their duties effectively, having only general cultural and professional competencies in their portfolio. The formation of different, new type competencies is required. However, we are not talking about disparate, separate skills and abilities, the sporadic description of which is found in professional standards or requirements for vacancies in the positions of top managers. There is a need for the formation and development of competencies among the heads of commercial organisations responsible for the birth of innovations and involvement in the processes of the innovative economy. Sociological researchers are faced with the tasks of defining this concept, detailed description of innovative competences, their distinctive features from competences of other types, systematization and grouping. The article presents the author’s model of innovative competencies obtained as a result of sociological research “The role of innovative competencies in professional activity of managers of commercial organisations”. The model can serve as a basis for further research in this field and development of this direction of sociology.
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MELNYCHUK, Viktoriia, and Kateryna BOIARYNOVA. "FORMATION OF DIGITAL COMPETENCIES OF HUMAN CAPITAL OF MACHINE-BUILDING ENTERPRISES." Management 36, no. 2 (September 25, 2023): 34–45. http://dx.doi.org/10.30857/2415-3206.2022.2.3.
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Formulation of the problem. The article considers the problem of forming digital competencies of human capital of machine-building enterprises. It has been analyzed that the digital economy defines new requirements for enterprises, and one of the key success factors in it is the availability of highly qualified personnel with digital competencies.
The purpose of the study is to form the outline of digital competencies of human capital necessary for machine-building enterprises.
The main hypothesis is to confirm the trend in the labor market regarding the lack of middle-level personnel who possess digital skills and are provided with an effective plan for evaluating the digital competencies of human capital.
The methodology of scientific research is to ensure the development of human capital of machine-building enterprises with a unified framework of digital competences, based on the results of research using general scientific and special methods.
The results consist in the formation of proposals for the division of digital competences into basic and special digital competences, which, in turn, are divided into functional and operational ones. The functional dependencies of digital competencies of the human capital of machine-building enterprises have been formed, which include education, self-education, the worldview of the employee, biological qualities of the individual, the set of business processes at the enterprise, the peculiarities of production processes, the uniqueness of the software product used at the enterprise and practical experience of acquiring digital competencies. The logical sequence of the implementation of processes related to the improvement of their digital competences is described. The article proposes the creation of an intra-corporate framework of digital competence for a machine-building enterprise based on three levels of requirements for determining the need for the scope of digital competences and choosing the method of its satisfaction. It is noted that the basic level of digital competences of the staff of the machine-building enterprise must correspond to the Framework of digital competences for citizens of Ukraine DigComp 2.1, while the outline of functional and operational digital competences is formed in the article independently.
Conclusions. It was revealed that the proposed projects of digital competence outlines, which meet the real needs of the digital transformation of machine-building enterprises and realize the strategic orientation of the formation of the digital economy of Ukraine, can be applied for planning, analysis and formation of digital competences of the human capital of machine-building enterprises.
Keywords: digitalization; human capital; digital competences; machine-building enterprises; digital technologies.
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Makeeva, O. V. "COMPETENCIES OF LIBRARY PROFESSIONALS IN THE DIGITAL ECONOMY EPOCH." Proceedings of SPSTL SB RAS, no. 4 (January 19, 2020): 84–88. http://dx.doi.org/10.20913/2618-7515-2019-4-84-88.
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The issues of library specialists’ competencies in the aspect of Federal State Educational Standards (GEF) are examined, the problems of determining competencies and their composition taking into account the requirements of the digital economy and the professional standard are identified. It is stated, that at present only lists of competencies of the Federal State Educational Standard are to be considered as the basic model of library specialists’ competencies. It is proposed to implement a number of special measures for to form the professional community’ consolidated position concerning the competences and their determination due to the type of the library and workers’ professional status.
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Kovaliuk, Tetiana V., Volodymyr V. Pasichnyk, Nataliia E. Kunanets, and Nataliia V. Veretennikova. "УПРАВЛІННЯ ПРОФЕСІЙНИМИ КОМПЕТЕНТНОСТЯМИ ІТ ФАХІВЦІВ ВІДПОВІДНО ДО ВИМОГ ІНДУСТРІЇ НА ОСНОВІ КОГНІТИВНИХ КАРТ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 253. http://dx.doi.org/10.33407/itlt.v64i2.2002.
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The article analyzes and summarizes competences of the IT professions defined by the European Competence Framework and competencies declared by higher IT education standards. The authors carried out a comparative analysis of competencies identified by modern educational IT standards in order to determine the commonalities and differences in the content of IT specialists training in Ukraine with international standards. With the help of cognitive cards, a simulation of the development of professional IT competencies was carried out within the framework of the cognitive modeling methodology. As designations of concepts at the vertices of the cognitive graph, the notions of competences defined in the notation of the European competence framework are taken. Building cognitive cards to manage the competencies of IT professionals and imitation on their basis of managerial influences allow exploring the subject area and developing strategies close to optimal for organizing the learning process in order to improve the quality of training specialists for the IT industry.
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Coufal, Petr. "Project-Based STEM Learning Using Educational Robotics as the Development of Student Problem-Solving Competence." Mathematics 10, no. 23 (December 6, 2022): 4618. http://dx.doi.org/10.3390/math10234618.
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The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very popular among students and, according to research results, has an impact on the development of student competencies. The results of the presented study clearly demonstrate the positive influence of project-based teaching using educational robots on the development of student competencies, especially the important key competencies for solving problems. The key competence to solve problems is applicable both in the areas of STEM education, but also in the everyday life of the student.
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Wan Fauziah, Wan Yusoff, and Anona Armstrong. "What competencies should directors possess? Malaysia perspective." Corporate Board role duties and composition 7, no. 2 (2011): 7–15. http://dx.doi.org/10.22495/cbv7i2art1.
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Directors’ competencies are seeing to be of importance to corporate governance. As this issue has not yet being studied extensively in Malaysia, this study determines the key competencies of Malaysian company’s directors using qualitative approach involving two stages of Delphi Technique. In the first stage all information pertaining to directors’ competences in the literature had been reviewed. In the second stage, the key competencies identified in stage one were the criteria for developing a semi structured questionnaire. Participants were asked to rank the competencies in term of their importance for directors’ performance. Based on personal interviews with 41 participants eight types of competencies were found to be essential for Malaysian companies’ directors. Financial competencies received the highest responses, followed by corporate planning, business forecasting, legal, risk management, marketing, human resource and international business. This paper provides important evidence to support the conclusions drawn from the study about the importance of relevant directors’ competencies for board and corporate effectiveness.
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Isakova, D. N., O. A. Rusakova, K. E. Zavedensky, E. S. Shchegolenkova, D. N. Dolganov, M. V. Lyapina, K. A. Vikulova, T. N. Vasilkova, and I. M. Petrov. "Competency-based education of specialists at a medical university." Cardiovascular Therapy and Prevention 22, no. 3S (December 2, 2023): 3665. http://dx.doi.org/10.15829/17288800-2023-3665.
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The training of medical specialists needs systemic transformation. Educational organizations must create conditions for developing research competencies and innovative activities among future healthcare, as well as implement transversal formats for attracting and managing talented youth at all stages of professional development. To create a passport of educational program competencies and describe the results of educational activities, the "Competency Standard" database has been developed. The aim was to classify groups and categories of competencies, including the subject’s competencies (both educational and project), the competencies of activity development, and transversal competences applicable in any type of educational and project activities. Project-based training for students makes it possible to form following priority competencies in medicine and pharmacy: analytical, research, professional, communicative, digital, managerial and entrepreneurial. Project-based learning and new educational formats are used as an transversal technology in the implementation of innovative programs, the target audience of which is students with increased educational potential, claiming a portfolio of high-quality competencies.
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Matuszewska-Kubicz, Agata, and Izabela Warwas. "Development of Competencies by Students. The Case of the University of Lodz." Journal of Education Culture and Society 14, no. 2 (September 28, 2023): 328–48. http://dx.doi.org/10.15503/jecs2023.2.328.348.
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Aim. One of the challenges of the labour market in Poland is to match competences adequately to the needs of employers and to enable future employees, including students, to acquire these competences before they start their careers. The aim of the research was to answer the questions, which methods of developing competencies are known to the students, which are used by them and how do they assess their effectiveness. Methods. The research was carried out by mix-mode method, using quantitative (CAWI, N=352) and qualitative (IDI, N=10) surveys, and the respondents were students of the University of Lodz. Results. The results indicate that the best known and most commonly used methods of developing competencies are: individual self-education, classes at university, professional work, internships, apprenticeships, voluntary work, trainings, workshops, courses. As regards the evaluation of the effectiveness of the indicated methods of developing competencies, the students considered professional work to be the most effective method. Moreover, the results indicate that each of the methods of developing competencies may be effective, and the effectiveness depends on several factors. Conclusion. Therefore, it seems crucial not only for students to know and use various methods of developing competencies, but also for universities to ensure high quality activities, so that they effectively support the development of students' competencies and respond to the needs of the labour market.
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Gysbers, Norman C., and Patricia Henderson. "Origen, evolución y estado actual de las competencias de orientación educativa en EE. UU." REOP - Revista Española de Orientación y Psicopedagogía 14, no. 1 (February 2, 2014): 5. http://dx.doi.org/10.5944/reop.vol.14.num.1.2003.11602.
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RESUMENEl artículo presenta el origen, la evolución y el estado de la cuestión respecto a las competencias orientadoras a alcanzar por los estudiantes como parte de los programas comprensivos de orientación en los EE.UU. Generalmente, dichas competencias se han identificado con los conocimientos, habilidades y actitudes que los estudiantes necesitan para facilitar su desarrollo, expresados generalmente en forma de metas y objetivos a alcanzar en diversos ámbitos: el académico, el personal/social y el profesional. Desde finales de los años 90, existe una tendencia creciente a definir dichas competencias como "estándares" a alcanzar, otorgándoles el mismo nivel de importancia dentro del currículo que el resto de conocimientos y habilidades a adquirir en las disciplinas académicas. Se describen las formas en que estas competencias son seleccionadas, clasificadas y desarrolladas. Finalmente, se proporcionan ejemplos de evaluación de la adquisición de dichas competencias en estudiantes.ABSTRACTThe authors provide an exposition of the origin, evolution, and current status of student guidance competencies as a part of comprehensive guidance programs in the United States. The ways in which student guidance competencies are selected, organized, and delivered are described. Finally, examples of how student mastery of guidance competencies is being assessed are presented.
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Garay-Argandona, Rafael, Martha C. Rodriguez-Vargas, Ronald M. Hernandez, Renzo Carranza-Esteban, and Josue E. Turpo. "Research competences in university students in virtual learning environments." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1721–36. http://dx.doi.org/10.18844/cjes.v16i4.6031.
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Research competencies are adopted in higher education, however, little is known about the role of these competencies in the virtual environment. This research is one of the first to describe research competences in postgraduate students in virtual learning environments. An observational design study using the research competences questionnaire was conducted with 89 students. The findings indicate that cognitive and teamwork competences are the most predominant (58.4% and 71.9%) and that the weakest areas are related to technological competences 33.7%, methodological competences 39.7% and project management 22.5%. These findings highlight the need to improve curricula in postgraduate schools where research competences are strengthened by prioritising technological, methodological and project management aspects so that students obtain the necessary skills and abilities and can improve their research processes.
Keywords: research competences, virtual learning environments, research training.
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Поддубная, Tatiana Poddubnaya, Куракова, and G. Kurakova. "STUDENTS’ GENERAL COMPETENCIES PASSPORT AS A BACKBONE ELEMENT OF LEARNING ACTIVITY IN THE ASPECT OF THIRD GENERATION FEDERAL STATE EDUCATIONAL STANDARD IMPLEMENTATION." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 9–13. http://dx.doi.org/10.12737/954.
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The paper contains the author’s approach to the development of general competences passport as a result of mastering of secondary vocational education’s basic professional educational program in the aspect of new educational standards implementation. The role and functions of competencies passport have been revealed, the existing approaches to its design are analyzed, and also the author’s own experience related to the passport’s development has been presented. The competencies passport is understood as a reasonable set of requirements to the formation level of competencies which the higher education institution graduates should have after assimilation of main educational programs; it includes classifi cation of common competencies according to their goals, list of common competencies presented in
the Third Generation Federal State Educational Standards related to secondary vocational education, as well as indicators and disciplines, which correspond to these competencies and have been focused on their formation.
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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.
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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.