Relevant bibliographies by topics / Competenze sociali

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Academic literature on the topic 'Competenze sociali'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Competenze sociali"

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Facchini, Carla. "Mutamento sociale, mutamento dei servizi, competenze degli operatori e nuove sfide per l'universitŕ." RIVISTA TRIMESTRALE DI SCIENZA DELL'AMMINISTRAZIONE, no. 4 (January 2013): 123–42. http://dx.doi.org/10.3280/sa2012-004007.

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I profondi mutamenti in atto nella domanda sociale e nell'assetto dei servizi comportano una duplice sfida per il sistema universitario. Una prima sfida deriva dal ruolo crescente che hanno, per le professioni sociali formate dall'universitŕ, funzioni conoscitive, programmatorie, gestionali, organizzative e valutative. Per fornire le competenze necessarie a queste funzioni, l'universitŕ deve non solo ripensare la sua offerta formativa nelle lauree di base e in quelle specialistiche, ma anche proporre una adeguata formazione continua. La seconda sfida coinvolge l'universitŕ come sede centrale di ricerca scientifica: se vuole essere soggetto di attivazione sociale, l'universitŕ deve essere in grado di promuovere sistematicamente analisi e riflessioni sui mutamenti in atto sia nella domanda sociale e nell'assetto organizzativo dei servizi e delle politiche pubbliche, sia sulle stesse professioni sociali e sul rapporto tra competenze fornite e competenze richieste dal mercato del lavoro.
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Luciano, Adriana, and Roberto Di Monaco. "Prevedere la domanda di lavoro e di formazione. Il caso delle professioni sociali." SOCIOLOGIA DEL LAVORO, no. 120 (February 2011): 105–38. http://dx.doi.org/10.3280/sl2010-120006.

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L'analisi dei fabbisogni di competenze degli occupati ha attratto grandi investimenti per realizzare ad hoc ricerche professionali a livello e professionale, cosě come sono carenti modelli condivisi a livello nazionale. Al fine di contribuire a definire modelli standardizzati, gli autori suggeriscono l'uso di dati amministrativi, per quanto possibile in modo da rendere le analisi piů affidabili e meno costose. Inoltre, essi forniscono un modello di analisi per misurare il divario di competenze professionali sulla base del quadro europeo delle qualifiche. Il modello č stato sperimentato sui lavoratori sociali della regione Piemonte, sottoponendo un questionario ad un campione di circa 500 professionisti e manager impiegati nel settore dei servizi sociali locali. Č emersa una rappresentazione delle professioni e delle esigenze di formazione che mette in evidenza la divergenza tra l'attuale orientamento delle politiche sociali verso una maggiore integrazione e cooperazione locale e le competenze professionali principalmente focalizzate sul rapporto con gli utenti. I predetti risultati sottolineano la necessitŕ di realizzare processi di training on the job di concerto con le modifiche organizzative che risultano piů coerenti con le attuali politiche.
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Foscoli, Vanessa. "Nuove strategie di inclusione al Museo del Tessuto di Prato." Babylonia Journal of Language Education 3 (December 23, 2022): 40–45. http://dx.doi.org/10.55393/babylonia.v3i.212.

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Il contributo intende rendicontare i risultati principali ottenuti dal progetto Tessuti SOCIALI” (SOCIal Learning, Allestimenti museali, Lingue, Interazioni): percorsi conoscitivi per il Museo del Tessuto di Prato, coordinato dall'Università per Stranieri di Siena e finanziato dalla Regione Toscana. A Prato, la seconda città più grande della Toscana, la popolazione straniera residente rappresenta il 22% della popolazione totale. In una realtà sociale plurilingue e pluriculturale come quella pratese è indispensabile migliorare i servizi legati al settore museale e aumentare l'accessibilità alle iniziative culturali. “Tessuti SOCIALI” è un progetto di inclusione che intende favorire lo sviluppo delle competenze linguistiche e della consapevolezza interculturale, con l’ausilio delle nuove tecnologie.
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Iannotta, Iolanda Sara, and Roberta Scarano. "Digital transition: promotion and development of transferable skills within the company." Form@re - Open Journal per la formazione in rete 23, no. 1 (February 4, 2023): 151–60. http://dx.doi.org/10.36253/form-13636.

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The advent of Industry 4.0 and the difficulties emerged in the pandemic and post-pandemic period have introduced important changes, raising many reflections on the skills needed to address the new social, economic, and professional challenges. This contribution is part of the epistemological and methodological framework of a larger project dealing with in-company training. Today it is necessary to invest, more and more resolutely, in the training of human capital to life skills, adopting strategies consistent with the availability of companies and business objectives. Technical-specific skills are no longer sufficient to guarantee the worker’s permanence and well-being in the labour market. We will look at digital competence as one of the essential skills for active citizenship and digital transition. Transizione digitale: promozione e sviluppo delle skill trasferibili in ambito aziendale. L’avvento di Industria 4.0 e le difficoltà emerse nel periodo pandemico e post-pandemico, hanno introdotto importanti cambiamenti, sollevando numerose riflessioni relative alle competenze necessarie per affrontare le nuove sfide sociali, economiche e lavorative. Il presente contributo si colloca nel quadro epistemologico e metodologico di un progetto più ampio che si occupa di formazione in azienda. Ad oggi è necessario investire, sempre più e con maggiore risolutezza, nella formazione del capitale umano alle life skill, adottando strategie coerenti con la disponibilità delle aziende e con gli obiettivi di business. Le competenze tecnico-specifiche non sono più sufficienti, infatti, a garantire la permanenza e il benessere del lavoratore nel mercato del lavoro. In particolare, ci occuperemo di competenza digitale, fra le competenze essenziali per la cittadinanza attiva e la transizione digitale.
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Salvatore, Rita, and Mara Maretti. ""Competenze sociali" e relazioni prossimali nei percorsi emergenti di impoverimento." SOCIOLOGIA E POLITICHE SOCIALI, no. 3 (March 2018): 117–37. http://dx.doi.org/10.3280/sp2017-003007.

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Chiaromonte, William. "Welfare locale e immigrazione. Il contenzioso sulla legislazione regionale in materia di integrazione degli stranieri." GIORNALE DI DIRITTO DEL LAVORO E DI RELAZIONI INDUSTRIALI, no. 132 (November 2011): 657–96. http://dx.doi.org/10.3280/gdl2011-132005.

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Il saggio, dopo una ricostruzione in chiave storico-evolutiva della disciplina nazionale in materia di immigrazione, illustra le tre stagioni della legislazione regionale che si sono succedute, a partire dagli anni '90 dello scorso secolo, a disciplinare l'integrazione degli stranieri. Viene, quindi, preso in esame il contenzioso insorto fra Stato e Regioni dopo la riforma costituzionale del 2001 ed avente ad oggetto principalmente il riparto di competenze in materia di immigrazione, la progressiva estensione del campo di applicazione soggettivo delle legislazioni regionali - fino a riconoscere alcuni diritti sociali fondamentali anche agli stranieri irregolari ed ai «neocomunitari» - ed il ruolo ritagliatosi dalle Regioni in alcuni ambiti di presunta competenza nazionale. L'Autore conclude constatando da un lato un significativo rafforzamento, sospinto dalla giurisprudenzadella Corte costituzionale, delle competenze regionali in materia di inclusione sociale degli stranieri, persino irregolari, nonostante il tentativo governativo di limitarne il raggio di azione, e paventando dall'altro, quale conseguenza di tale consolidamento di attribuzioni, il rischio concreto di una notevole differenziazione della qualitŕ dell'integrazione a livello territoriale (regionale ma anche infra-regionale), anche a causa della latitanza dello Stato quale soggetto riequilibratore.
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Crivelli, Davide, and Michela Balconi. "Agentività e competenze sociali: riflessioni teoriche e implicazioni per il management." RICERCHE DI PSICOLOGIA, no. 3 (September 2017): 349–63. http://dx.doi.org/10.3280/rip2017-003006.

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Giacomelli, Elena. "Ruoli, mansioni e competenze professionali all'interno del mondo dell'accoglienza: professionalità a confronto." WELFARE E ERGONOMIA, no. 2 (January 2021): 113–31. http://dx.doi.org/10.3280/we2020-002009.

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La ricerca persegue l'obiettivo di formulare e rispondere ad alcune domande relative al ruolo e alle competenze professionali dell'operatore che lavora con richiedenti e titolari di protezione internazionale. L'interrogativo di fondo nasce sul campo grazie all'esperienza della ricercatrice come operatrice di accoglienza presso la Provincia Autonoma di Trento, che costituisce il caso empirico approfondito. L'osservazione partecipante ha fatto emergere la rilevanza che le scelte, i ruoli e i valori degli operatori assumono nell'influenzare il significato dell'accoglienza praticata e talora persino i percorsi d'integrazione dei soggetti beneficiari. Oltre all'osservazione, la ricerca si è avvalsa di interviste in profondità a 55 operatori. Focalizzandosi sulle figure professionali che più lavorano con il concetto di "vulnerabilità" - operatori di accoglienza, assistenti sociali e psicologi - l'analisi va ad individuare i punti di intersezione e contatto tra le varie professionalità, permettendo di rilevare le micro-tattiche che sono messe in atto nella quotidianità del lavoro, rispetto alla formalità delle procedure. Si vedrà come l'operatore di accoglienza si sia di fatto professionalizzato all'interno del sistema, luogo dove ha sviluppato le proprie competenze e costruito le proprie "grammatiche d'azione". Su un versante parallelo e a tratti convergente, assistenti sociali e psicologi sono invece professionalità che si sono formate "fuori" dal sistema-mondo dell'accoglienza ma, una volta arrivate "dentro", si sono trovate ad assumere ruoli e competenze professionali in parte nuovi, che possono talora far emergere contraddizioni e contrasti, ma anche innovative forme di integrazione con quelle degli operatori di accoglienza.
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Cellini, Giovanni, and Marilena Dellavalle. "Le professioni sociali di fronte all'impatto della pandemia." MINORIGIUSTIZIA, no. 4 (June 2021): 69–78. http://dx.doi.org/10.3280/mg2020-004007.

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Il contributo intende prospettare le conseguenze e le sfide che le professioni sociali hanno affrontato e continuano a fronteggiare, a seguito dell'emergenza provocata dalla pandemia Covid-19. Emergenza riduttivamente qualificata come sanitaria, mentre sono palesi i suoi effetti sulla dimensione psicosociale della vita delle persone, delle famiglie e delle comunità. Il necessario distanziamento fisico ha provocato una diminuzione degli interventi offerti dai servizi sociali tradizionalmente in presenza, incidendo fortemente su quelle prestazioni delle professioni sociali imperniate sul rapporto faccia a faccia e sulla prossimità. Scelte politiche e questioni organizzative si sono intrecciate con competenze e iniziative dei professionisti nel far fronte a esigenze di cambiamento assai repentino, di bilanciamento fra bisogni di diversa natura, compresi quelli di protezione sanitaria del personale operante nei servizi e della cittadinanza che ne fruisce, di individuazione di alternative. Orientamenti e linee guida sono stati espressi dalle comunità professionali di educatori e assistenti sociali, anche al fine di sostenere processi di elaborazione delle esperienze, così da capitalizzare buone pratiche e innovazioni nei diversi ambiti d'intervento.
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Galesi, Davide. "Decodificare empaticamente la diversità. L'applicazione della Consultazione Transculturale nei servizi sociali." WELFARE E ERGONOMIA, no. 2 (January 2021): 132–49. http://dx.doi.org/10.3280/we2020-002010.

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Non sempre gli operatori sociali dispongono di competenze e strumenti utili a costruire con persone di background migratorio una comunicazione effettivamente comprensiva, che dia luogo ad efficaci percorsi di intervento. Questa ricerca esplorativa basata sull'osservazione partecipante e interviste semistrutturate focalizza il dispositivo della consultazione transculturale come strumento gruppale e dialogico che, grazie alle connessioni tra dimensione psico-emotiva e socio-antropologica, consente una più appropriata valutazione di bisogni e risorse, nonché una costruzione più partecipata degli interventi, nel rispetto dei principi di unicità e autodeterminazione della persona.
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More sources

Dissertations / Theses on the topic "Competenze sociali"

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Novi, Martina <1993&gt. "Competenze emotive e sociali: Validazione di un nuovo modello." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11914.

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Un tema di crescente interesse nel mercato del lavoro è quello delle competenze trasversali. L’elaborato affronta questo tema con l‘obiettivo di validare un modello delle competenze trasversali sviluppato dal Ca’ Foscari Competency Centre. In particolare sono state approfondite nello specifico alcune delle competenze di consapevolezza ed azione in esso comprese: self-awareness, self-confidence, organization awareness, resilience, initiative e self-control. Ogni competenza è stata descritta nel più ampio contesto della letteratura internazionale e per ciascuna sono stati discussi gli studi empirici che hanno messo in relazione questa competenza con altre variabili di rilievo. La tesi successivamente propone un’analisi statistica condotta su un campione di rispondenti a cui è stato somministrato il modello, al fine di validare le competenze oggetto di studio.
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DE, LUCA SUSANNA. "Diseguaglianze sociali e istruzione primaria in Italia. Le competenze degli studenti tra origini sociali, capitale culturale e effetto scuola." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/20212.

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Obiettivo dello studio è indagare le dimensioni sottostanti i differenziali di apprendimento scolastico nei bambini che frequentano le elementari in Italia, individuando il ruolo in essi svolto sia dalle variabili del background familiare (origini sociali e capitale culturale), che dai fattori inerenti la scuola (leadership, composizione utenza, insegnanti). Dimostrare l’esistenza di forme di diseguaglianza educativa in un’epoca così precoce di studi costituisce un tassello fondamentale per lo studio delle diseguaglianze successive. I destini scolastici dei giovani studenti in altre parole si delineano nettamente sin nei primi anni di istruzione. Vi è universalità oramai nell'ottenimento della licenza elementare, ma i bambini giungono loro malgrado al termine del V anno riproducendo in modo soprendente la struttura sociale sottostante. L'indagine, al fine di indagare la complessità e le sfaccettature del fenomeno, ha fatto ricorso a tecniche di rilevazione e analisi sia qualitative che quantitative
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Munaretto, Elena <1993&gt. "Metodologie e strumenti per lo sviluppo delle competenze emotive e sociali nell'ambito education." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11853.

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La seguente tesi tratta dello sviluppo delle competenze trasversali, in particolar modo delle competenze emotive e sociali. Queste due tipologie di competenze sono sempre più richieste e pretese nel mondo del lavoro, poiché le aziende non richiedono più solamente le competenze tecniche-specifiche, ma soprattutto competenze che distinguono il soggetto da tutti gli altri. Inizialmente l’elaborato si occupa di un’analisi teorica delle competenze e dell’intelligenza emotiva, con il contributo degli autori più famosi, mentre successivamente viene presentato il processo di apprendimento delle competenze socio-emotive. Il percorso di apprendimento inizia dall’asilo fino ad arrivare alle high school, il quale fin da subito deve essere una base comune ad ogni disciplina. In questo elaborato si sottolinea l’importanza di anticipare l’apprendimento delle competenze emotive e sociali fin d’asilo, in quanto in questo modo è più facile che il soggetto in età adulta ha tutte le capacità per affrontare il mondo del lavoro e quindi di riuscire ad ottenere performance eccellenti, ma anche un percorso personale eccellente. La tesi illustra vari modelli di apprendimento applicati ai bambini delle primary school, middle school e high school.
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Longhin, Ilaria <1992&gt. "Lo sviluppo delle competenze Emotive e Sociali attraverso l'Experiential Learning: analisi della letteratura e caso empirico." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9272.

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La presente tesi sviluppa il tema dell'apprendimento delle competenze trasversali. In particolare, partendo dall'analisi del concetto di "Soft Skills", e dalla crescente rilevanza che queste abilità assumono nel mercato del lavoro attuale, andrà ad analizzare dalla letteratura internazionale, i modelli di apprendimento diffusi per questa tipologia di competenze. Un focus particolare sarà posto nell'Experiential Learning come metodo maggiormente efficace all'interno dei corsi di formazione, proposti in ambito accademico e lavorativo. Infine verrà proposta un'analisi empirica dell'impatto di questo tipo di apprendimento su un campione di studenti dell'Università Cà Foscari,frequentanti il corso di "Competenze Emotive e Sviluppo Individuale" proposto dal Cà Foscari Competency Center.
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SPADA, ALICE. "Education for Society in Educational Systems A Comparative Study on Social Competences." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.

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Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
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Porcarelli, Sara <1989&gt. "L'importanza delle competenze sociali e personali. Dalle Life skills, passando per le Competenze chiave per l'apprendimento permanetne, sino all' Educazione interculturale: come si sono evolute nello scenario scolastico europeo e perchè le metodologie a mediazione sociale ne favoriscono lo sviluppo." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13701.

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In una società sempre più globalizzata, dove i cambiamenti socio-economici si susseguono ad un ritmo vertiginoso, risulta fondamentale ripensare al concetto di istruzione e sul che ruolo deve assumere la scuola nel formare gli adulti di domani. Risulta ormai consolidata la necessità da parte della scuola di formare individui che posseggano non solo conoscenze tecniche e accademiche ma anche tutta una gamma di competenze trasversali. Queste competenze, da un lato, devono mirare a rendere il soggetto consapevole, promotore del proprio benessere psicofisico; dall’altro riguardano le conoscenze, le capacità e le attitudini necessarie allo sviluppo personale, all'inclusione sociale e alla cittadinanza attiva, nonché alla occupabilità. Questa dissertazione tratta in maniera specifica le competenze sociali e personali, le quali stanno acquistando sempre più rilevanza in materia di istruzione. Nei primi quattro capitoli viene descritto come la nozione di competenze sociali e personali è cambiata e si evoluta nello scenario educativo internazionale ed europeo. Nel primo capitolo viene affrontato il tema delle life skills, ossia quel set di abilità psicosociali che, secondo il documento del WHO (1994) riguardano person’s ability to deal effectively with the demands and challenges of everyday life. It is a person’s ability to maintain a state of mental well-being and to demonstrate this adaptive and positive behaviour while interacting with others. Nel secondo capitolo vengono tratte le competenze chiave per l’apprendimento permanente, sancite nelle Raccomandazioni del Parlamento europeo del 2006 e del 2018. In particolare si osserva come sono cambiate le competenze sociali e personali in termini caratteristiche, conoscenze, abilità e atteggiamenti essenziali legati a tali competenze. Il terzo capitolo si riferisce all’educazione alla cittadinanza, la quale sta riscontrando grande successo in Europa, benchè non ci siano delle direttive a livello europeo chiare che la disciplinino. Essa è considerata uno dei principali mezzi per aiutare i giovani a sviluppare, allo stesso tempo, sia le competenze sociali che quelle civiche; essa aspira a fornire agli studenti competenze sia per la promozione del singolo individuo sia della comunità di appartenzenza, permettendo uno sviluppo armonioso di entrambi. Nel quarto capitolo si approfondiscono i concetti di educazione interculturale e di comunicazione interculturale. In generale, l’educazione interculturale, prevista nei curricoli della maggioranza dei Paesi europei, promuove un approccio pedagogico finalizzato ad incoraggiare il dialogo tra culture diverse e a fornire gli strumenti che permettano di riconoscere e combattere il sopraggiungere di stereotipi e pregiudizi. Si approfondisce inoltre, nel campo della glottodidattica, la nozione di competenza comunicativa interculturale, proposta dalla scuola veneziana. Nel quinto ed ultimo capitolo, vengono descritte le metodologie a mediazione sociale, nello specifico l’apprendimento cooperativo e il tutoraggio tra pari, come veicolo di sviluppo delle competenze sociali. Nelle conclusioni si esplicita l’importanza che le competenze sociali e personali stanno acquisendo nell’educazione scolastica a livello europeo nonchè la loro importanza nella formazione di individui capaci di gestire se stessi e di operare in maniera efficiente nel mondo contemporaneo.
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BREUKER, VALERIA. "L'EFFETTO DIRETTO DELLE ORIGINI SOCIALI SULLA DESTINAZIONE OCCUPAZIONALE IN PROSPETTIVA COMPARATA." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/635953.

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The direct effect of social origin on occupational destination in comparative perspective Research on social stratification has extensively studied the association between parental status and children’s occupational achievement (intergenerational mobility), as well as the association between parental status and children’s educational achievement (inequality of educational opportunities), which appears to be a substantial part of the former association. In comparison, less work has been devoted to the study the direct effect of social origin (DESO) on occupational outcomes, that is the association between family background and occupational attainment which remains to be observed when education is controlled for (OD|E). This dissertation includes 4 main sections. First of all, it outlines with an historical approach the main contributions of the literature and the main methodological paradigms concerning the relationship between social origin, education and destination. This chapter reports the major contributions in social mobility, social stratification studies and recent developments in the fields. Secondly, this work investigates the existence of the DESO using fully comparable data including all European countries (EU-Silc 2005 and 2011 and ESS 2002-2014). It also looks at the variation of the DESO depending on individual’s education. A relevant feature of the study is that it explores whether the effect of social origin on social destination changes when different measures of occupational achievement are considered. The use of different measures of occupational outcomes is not just a robustness check, but has also a theoretical relevance, enabling us to explore the different patterns of the intergenerational transmission of different dimensions of inequality. The study compares the empirical evidence between females and males, in order to observe the gender variation of the DESO in the European context and to compare country clusters. The third and the fourth sections deal with one of the mechanisms by which the DESO works, that is the differences in productivity related to the family of origin. It looks in two different ways to the competences required for an occupational career, including both cognitive and non-cognitive competences. The third chapter shows a common competence structure in 21 countries, and its relationships with the different dimensions of the DESO. The fourth chapter analyzes the direct effect of social origin on cognitive competences, showing how it varies as a function of changing educational institutions in Western countries. The third chapter considers the literature which has shown that competencies are positively associated with social origin, education and occupational status (Bowles & Gintis, 1979; Heckman et.al. 2006; 2013; Brunello & Schlotter, 2011; Barone & Van de Werfhorst, 2011). Moreover, the modernization process, after three industrial revolutions and the increase of technology, changes the set of competences needed in education and in the labor market, similarly in all the western industrial economies. The aim of this work is threefold. First, it studies the factor analytic structure of 43 competencies, in three domains: literacy, numeracy and non-scholastic skills, which are homogeneous in 21 countries using PIAAC data (2013). Second, it studies the effect of parental education, education, occupation, income, age and gender on 11 skill factors. Third, it shows the variation in these relationships with competencies used at work and in daily life. A configurational and congeneric structural model of competencies is estimated for all countries with three correlated errors. There is a convergence of the competences structure across countries, related to the technological and industrial development in Western countries, but there are also country-specific characteristics due to national development paths. There are positive correlations among all the competences and the exogenous variables, except for age, which has a negative path coefficient. In the model the correlations of education and parental education (background) with most competences, but some cognitive skills, are weak in all countries. However, both cognitive and non-scholastic skills show a strong association with occupation and income (destination), confirming previous literature (Heckman, 2016; 2013). Moreover, there are higher correlations among non-scholastic skills and income and cognitive skills and occupation in all countries. In all the countries, there are differences in the magnitude of the relationship among competences’ factors and exogenous variables, holding separate work and daily life dimensions. Separating the sample by age (under 35, above 35; threshold chosen to have sufficient cases for all countries), we argue that older respondents, having had their education earlier, might show weaker correlations of education with the skill factors than younger correspondents. We could not confirm this hypothesis because in most of the countries the oldest age group shows highest correlations among education and competencies. Finally, the fourth chapter analyzes the difference in productivity from another perspective, studying the direct effect of social origin on cognitive competences, controlling for the change of different educational institutions over time. One of the main reasons why education should matter for intergenerational attainment is its importance in the development of skills and competences, but the literature has rarely considered their links to family background. Moreover, it is well established that intelligence and cognitive competences of younger generations have been improving over time (Flynn, 2013). Researchers have identified changes in educational institutions as one of the key factors behind both trends of weakening importance of family background for education and improving cognitive skills (e.g. Williams, 2013; Baker, 2015; Pöyliö et al. 2018). The modernization process has favoured the implementation of a set of reforms aiming at opening educational institutions to children with more diverse family backgrounds: educational expansion, the removal of dead-ends in higher education pathways, rising of compulsory school age, and, as a consequence, increasing equal opportunities. The chapter studies the associations between social origin, changes in educational institutions and cognitive competences. It is argued that there is a direct effect of social origin on cognitive competences, controlling for the tertiary education, parental tertiary education and differences between educational institutions. The study uses again PIAAC (2013) data for 21 western countries, matched with cohort-specific information on educational policies concerning the removal of dead-end of secondary and tertiary education. Data are analyzed through OLS estimates for the sample, applying population weights and country fixed effects, as well as a set of country-specific estimations for the comparative purposes. The chapter shows that the competences are higher in younger age than in older age. Parental tertiary education contributes to skills over and above children’s own education or institutional changes. Educational institutional changes reduce the importance of direct and indirect effect of parental tertiary education, with the exception of reforms. On average, reforms increase the importance of family background. It has been showed that children of advantaged families are better able to exploit the possibilities of institutional change to further improve their abilities.
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Nebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.

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Books on the topic "Competenze sociali"

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Paola, Di Blasio, and Venini Lucia, eds. Competenze cognitive e sociali: Processi di interazione e modelli di sviluppo. Milano: Vita e pensiero, 1992.

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Braga, Adolfo. Lo sviluppo del turismo sostenibile: Cambiamenti sociali e acquisizione di competenze. Roma: Ediesse, 2014.

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Gheiler, Franca Taddei. La lingua degli anziani: Stereotipi sociali e competenze linguistiche in un gruppo di anziani ticinesi. [Locarno]: Osservatorio linguistico della Svizzera italiana, 2005.

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Zelfbeleving en psycho-sociale competentie =: Self-experience and psycho-social competence. Lisse: Swets & Zeitlinger, 1986.

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Del Prette, Zilda A. P., and Almir Del Prette. Social Competence and Social Skills. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70127-7.

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Frederickson, Norah. Improving pupils' social competence. London: University College London, 1991.

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A, Dodge Kenneth, and Society for Research in Child Development., eds. Social competence in children. Chicago: University of Chicago Press, 1986.

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Hughes, Ronald C. Target: Competent staff : competency-based inservice training for child welfare. Washington, DC: Child Welfare League of America, 1989.

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Schneider, Barry H., Grazia Attili, Jacqueline Nadel, and Roger P. Weissberg, eds. Social Competence in Developmental Perspective. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2442-0.

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Social competence: Reading other people. Trowbridge: Lifetime Careers, 2004.

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Book chapters on the topic "Competenze sociali"

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Genkova, Petia, and Benita Flohr. "Social Competence and National Identity Predict Pupils’ and Students’ Intercultural Competence." In Diversity nutzen und annehmen, 95–116. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35326-1_5.

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AbstractThe following chapter presents a study examining the influence of social competence and social identity on intercultural competence among pupils and students.Social and intercultural competences have become an important educational objective of schools and universities. The current study investigates how social competence and national identity relate with pupils’ and students’ intercultural competence. Furthermore, the study examines in which educational system (school versus university) intercultural competence is supported more. Applying a cross-sectional study design with 544 pupils and students (aged 16–34 years), we test for differences between male and female and age groups. Results showed social competences to be a suitable predictor for pupils’ and students’ intercultural competence. Additionally, positive correlations were found between intercultural competence and positive attitudes towards the outgroup. Limitations and implications for future research are discussed.
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Dirks, Melanie A., Teresa A. Treat, and V. Robin Weersing. "Social Competence." In Encyclopedia of Adolescence, 2751–59. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_27.

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Lindsay, Mary Beth, and Elaine Clark. "Social Competence." In Encyclopedia of Clinical Neuropsychology, 2313–14. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1493.

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Polakoff, Ben, and Elaine Clark. "Social Competence." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1493-2.

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Polakoff, Ben, and Elaine Clark. "Social Competence." In Encyclopedia of Clinical Neuropsychology, 3208. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1493.

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Pinquart, Martin. "Social Competence." In Encyclopedia of Quality of Life and Well-Being Research, 6030–31. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2741.

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Dirks, Melanie A., Miriam H. Kirmayer, and Michele Morningstar. "Social Competence." In Encyclopedia of Adolescence, 3636–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_27.

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Del Prette, Zilda A. P., and Almir Del Prette. "Social Competence." In Social Competence and Social Skills, 17–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70127-7_2.

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Dirks, Melanie A., Miriam H. Kirmayer, and Michele Morningstar. "Social Competence." In Encyclopedia of Adolescence, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_27-2.

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Fong, Rowena. "Intercultural Competence in Social Work : Culturally Competent Practice in Social Work." In The SAGE Handbook of Intercultural Competence, 350–61. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2009. http://dx.doi.org/10.4135/9781071872987.n20.

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Conference papers on the topic "Competenze sociali"

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Magauova, Akmaral, Zhamilya Makhambetova, and Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.
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Semiz, Marina, and Mirjana Čutović. "Self-assessment of Student Digital Competences in Serbia." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.032s.

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The updated Digital Competence Framework, DigComp 2.0, defines five key areas of digital competences that every citizen needs to be able to use ICT in a critical, creative and collaborative manner for business, learning, entertainment, inclusion or social participation. This paper examines digital competences of students in Serbia, and the general aim of the research is to determine how students in Serbia self-assess their digital competences, whether their self-assessment is determined by specific socio-demographic characteristics, such as: university, field of study, year of study, frequency of use of ICT devices in teaching, and everyday activities. Two research instruments were created for the purposes of this research: Questionnaire on Socio-demographic Characteristics, and Digital Competence Assessment Scale, which is based on the European Digital Competence Framework – DigComp 2.0. Students from 22 faculties (N=183) from four administrative districts in Serbia (Moravica, Zlatibor, Južna Bačka and the City of Belgrade District) participated in the research. The research determined that students assess their digital competences as highly developed, both in relation to the scale and its integral subscales, and confirmed that there are significant differences in student self-assessments with regard to independent research variables: university and frequency of use of technical devices (smartphones) in teaching and everyday activities.
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Martinez lopez, Sandra, and Ion Georgeta. "HOW TO TEACH AND ASSESS THE TEAMWORK COMPETENCY THROUGH E-LEARNING?" In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-107.

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The competency -based education meets the demands of today's working world, conditioned by constant technological changes and the primacy of the information and knowledge society, the challenge of forming increasingly competent professional education. This approach implies changes at university level, where it is not only necessary to modify the curriculum and curriculum design in general, but also to change the conception of the process by its actors. The competency- based assessment is one of the challenges they face most teachers and requires a shift from the traditional approach based on the accumulation of knowledge to a new one based on the competences development. The competency-based assessment not only aims to improve the comprehensive or practical learning, but also provide a smooth transition to employment and giving people the skills to meet the growing challenges of today's society. Within transversal competences defined in Tunnin Project, teamwork is one of the skills most valued by employers, businesses and graduates (National Agency for Assessment and Accreditation, RFLEX project 2008, Freire, Teijeiro and Pais 2012). Kozlowski & Bell (2003) assert the emergence of teams as basic building blocks of current organizational structures. Being consistent with these requirements from education seeks to form this competition and the mode of e -learning is no stranger to this purpose. This research aims to analyze the teaching - learning and competency assessment of the teamwork competency in the context of e -learning. We used a qualitative methods based on in depth on-line interviews. The participants were teachers and coordinators currently involved in teaching and assessment practices using e-learning. The participants are academics form 5 Catalonian universities. The investigation is still ongoing, but the expected results indicate that in the educational context of e -learning in universities can develop innovative practices that focus on teaching and learning from the perspective. The academics consider that teaching and learning the teamwork competency is a complicate task in the e-learning context. Most of them consider that the best way to achieve this competency is in a face to face environment. Moreover, there are some of the participants which agree that the team work competency could be easily teaching using tools as: wikis, webquest, social networks, among others. In relation to the assessment process, there are participants which consider that the teamwork competency is hard or even impossible to be evaluated through e-learning processes, and there are others considering that the use of rubrics, feedback processes are best ways to develop this competency.
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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Urbano, Beatriz, Ana María Bartolomé, Deiyalí Carpio, and Fernando González-Andrés. "COMPETENCE ASSESSMENT USING RUBRICS AND SOCIAL NETWORKS AND BRINGING YOUR OWN DEVICE (BYOD)." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end022.

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"The European Higher Education Area (EHEA) promotes the competence-based assessment using varied, diverse and innovative assessment tools. In this sense, in previous teaching innovation projects we have developed rubrics to align the evaluation with the competences that the student needs to acquire. Moreover, we have explored how to strengthen the G15 competence of critical thinking using social networks because we observed is the competence that our students need to reinforce most. However, we have observed in our agricultural engineering students, that if they forgot to bring their device to the center, did not usually have alternative digital resources, and others did not have any account on social networks. Despite the young people in Spain recognize an intensive use of electronics, the 90% of them own 2-5 electronic devices, they little use them for learning purposes. Taking into account that digital resources and social networks are tools increasingly used by companies, we consider the need to explore bring your own device teaching method. BYOD (Bring Your Own Device) or BYOT (Bring Your Own Technology) initiatives allow students to bring their own mobile devices (laptops, netbooks, tablets, smartphones, etc.) to their centers, and connect them to a Wi-Fi network, to access institutional and educational applications and services. This experience can be a good preparation for the working context that the students will face soon. The aim of this teaching innovation project was to use BYOD initiatives to evaluate, using e-rubrics and social networks, the competences that students need to acquire. The methodology included i) the creation of a subject practice using social media to strengthen the critical thinking competence, ii) the design of a rubric using CoRubrics to assess the practice, iii) the teacher evaluation of the practice and self- and co-evaluation by the students and iv) the analysis of the results and of the teaching-learning process. The results show that high school students had the least access to mobile devices. Undergraduate and master’s students in Agronomic Sciences initially brought their devices when requested and with the progress of the course, they brought it regularly. Not all students use social networks regularly and they value their use in the practice that brings them closer to the professional sector. The teachers concluded that the project provides varied, diverse and innovative assessment tools aligned with the competence-based assessment promoted by EHEA."
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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, Evaluation of Teacher Competencies, was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model."
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Markova, Nadezhda Grigoryevna. "Teacher’s personality – an indicator of successful educational route of a child’s development." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21745.

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Due to the progress in science and technology and the changing character of social relationships contemporary polycultural society makes increasingly high demands on the personality of a primary school teacher, his professionalism, competences and personal qualities. The author points out that the aim of education is personal, cognitive, polycultural development of students providing such key competence as the ability to learn. Universal learning activities formed by the teacher at each stage of the class, their properties and quality determine the effectiveness of the educational process, in particular knowledge assimilation, skills formation, image of the world and main types of students’ competences.
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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.
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Medne, Dace, Zanda Rubene, Māra Bernande, and Dzintra Illiško. "Conceptualisation of University Students’ Civic Transversal Competence." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.59.

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Education plays a key role in promoting fundamental values, citizens’ rights and responsibilities as well as social inclusion, in particularly so by reducing hostility towards vulnerable social groups. Therefore, all stages of education, including higher education, are important in the development of civic transversal competence. To ensure sustainable, qualitative, modern, and competitive higher education, the education facilitating the productive involvement of students in civil society and, consequently, their competitiveness in the labour market is a topical issue in the context of Latvia too. In keeping with this rationale, in January 2020, the University of Latvia started the implementation of the first round of the research “Assessment of Competences of Higher Education Students and Dynamics of Their Development in the Study Period” with the study of students’ civic transversal competence as its part. The paper aims to conceptualize students’ civic transversal competence, to determine its criteria and their indicators at different levels of higher education. Using the qualitative data processing program NVivo 12.0, there was carried out an analysis of 20 recent studies and higher education documents (2014-2020), as well as examples of good practice. The result is a descriptive matrix for civic transversal competence assessment, which can be used as a basis for the development of assessment tools.
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Zancanaro, Massimo, Eynat Gal, Sarah Parsons, Tamar Weiss, Nirit Bauminger, and Sue Cobb. "Teaching social competence." In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810588.

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Reports on the topic "Competenze sociali"

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

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Toropov, P. B. AGE DYNAMICS FORMING COMPETENCE IN SOCIAL ASSISTANCE. Bulletin of the Baltic Federal University I. Kant, 2020. http://dx.doi.org/10.18411/2500-039x-2018-1-91-96.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Hernández-López, Luis Pablo, and Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Toropov, P. B. COMPETENCE IN SOCIAL ASSISTANCE: ANALYSIS OF THE EXPECTATIONS OF YOUTH. Bulletin of the Baltic Federal University I. Kant, 2020. http://dx.doi.org/10.18411/2500-039x-2016-3-90-96.

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Ступнік, М. І., В. С. Моркун, and З. П. Бакум. Current Approaches to the Training of Mining Engineers. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/431.

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In the article the main current approaches to the training of mining engineers were reviewed. Attention were focused on the person-centered, competency-based, systematic and problem-based approaches. Competences that should be formed in the future mining engineers (personal and social, general scientific, instrumental, general professional, special professional) were defined.
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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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