Journal articles on the topic 'Cultual competence'
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Sutrisno, Edy, and Tinawati Simangunsong. "Model Pengembangan Kompetensi Sosial Kultural Aparatur Sipil Negara (ASN) Pada Unit Pelaksana Pelayanan Terpadu Satu Pintu (UPPTSP) Di Kecamatan Kembangan Jakarta Barat." Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik 24, no. 1 (July 12, 2021): 80. http://dx.doi.org/10.31845/jwk.v24i1.688.
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This study aims to determine how the socio-cultural competence of apparatus resources in the One-Stop Integrated Service Implementation Unit of Kembangan District. Each Apparatus Resource is required to have three competencies, technical competence, managerial competence and social cultural competency. As a service provider who is directly dealing with the community, socio-cultural competence is needed by every service provider officer. Competency development carried out at this time more development of technical competencies and managerial competencies, so in this study the author tries to develop a model for developing the socio-cultural competence of apparatus resources in the PTSP Implementation Unit of Kembangan District. In this study a Social Cultural Competency Development Model was formed which can be implemented internally (implemented by UP PTSP Kembangan District and carried out externally (implemented by BPSDM DKI Jakarta Province) .The internal development model is in the form of personal approach, coaching, briefing, gathering, benchmarking, personnel development (self-development), while external development is carried out in the form of service orientation, education and training services for persons with disabilities, communication education, ASN exchanges with private employees, competency tests and competency test feedback.
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Lee, Seung Eun, Meen Hye Lee, Anya Bostian Peters, and Seok Hyun Gwon. "Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students." International Journal of Environmental Research and Public Health 17, no. 12 (June 13, 2020): 4225. http://dx.doi.org/10.3390/ijerph17124225.
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This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.
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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .
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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.
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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.
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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.
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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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Wei, Hongguo, Diana Bilimoria, and Shaobing Li. "How Does Culture Matter? The Xin (Heart-Mind)-based Social Competence of Chinese Executives." Management and Organization Review 13, no. 2 (May 15, 2017): 307–44. http://dx.doi.org/10.1017/mor.2016.37.
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ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The following xin (heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions: guanxi building and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.
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JOHANNES, AYU WIDOWATI. "PENERAPAN KOMPETENSI APARATUR DALAM PELAYANAN PUBLIK DI KECAMATAN ENTIKONG, KABUPATEN SANGGAU." Jurnal Ilmu Pemerintahan Suara Khatulistiwa 4, no. 1 (July 27, 2019): 13–25. http://dx.doi.org/10.33701/jipsk.v4i1.576.
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This study aims to examine the application of competencies in the entikong sub-district apparatus in public services. this research uses descriptive qualitative method by conducting interviews, observation and documentation on regulations relating to apparatus competencies. the results of the study show that the entikong sub-district apparatus is required to have better competence and master the competence of public services. Apparatus who occupy positions in the Regional Apparatus must fulfill the requirements of technical, managerial and socio-cultural competence as well. government competency, so as to create adequate support of personnel both in the number and standard of competencies needed to carry out their duties and functions professionally, effectively and efficiently.
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Morice, Margaret Poutu, and Jonathan Fay. "Cultural Supervision and Cultural Competence in the Practice of Psychotherapy and Applied Psychology." Ata: Journal of Psychotherapy Aotearoa New Zealand 17, no. 1 (September 30, 2013): 89–101. http://dx.doi.org/10.9791/ajpanz.2013.07.
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The article offers an overview or meta-perspective on the parallels and kinship between cultural supervision and clinical supervision and between cultural supervision and cultural competence. It discusses some cultural competencies specific to working with indigenous Māori, competencies which may also establish principles of cultural competency for working safely and effectively amongst multiple lived realities within multicultural societies. It compares and contrasts aspirational and regulatory approaches to cultural competence and suggests some ways in which cultural competencies might be measureable and measured. Finally, it links the practice of cultural supervision to the development and maintenance of cultural competence.
Whakarāpopoto
He whakatakororanga whakaaro whānui tā tēnei tuhinga whakakapā atu ki te heretangata me ngā hono o te ahurea kaiwhakahaere me te ahurea kaitaunaki me te ahurea matatau. Ka matapakihia ētahi ahurea matatau arotika atu ki te mahi i te taha o te Māori, ngā mātauranga tērā pea ka whakaū mātāpono tūāpapa pūkenga mō te ora te mana i waenga i te rahi i te ahurea-tini porihanga. Ka whakaritea ka whakarerekēhia ngā moemoeā ngā momo whai i te koeke ahurea ā, ka whakaarahia ētahi huarahi e kitea ai te inetanga, te whakaine ahurea koeke. Haite mutunga, ka honoa te whakawai o te ahurea kaiwhakahaere ki te whanaketanga me te pupuritanga o te ahurea matatau.
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Ульянина, Ольга, and Ol'ga Ul'yanina. "Modern Approaches to the Classification of Competencyand Competence." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 78–85. http://dx.doi.org/10.12737/article_5b28daa9660531.56326943.
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The article analyzes the scientific views of researchers on the structure of competence and competence. The content of the structural components of the central concepts of the competence approach is revealed. The vision of scientists and practitioners on the classification of competence and competence is considered. The following key overprofessional competencies or basic skills are defined: value-semantic; political and social; general cultural; educational and cognitive; communicative; information. The groups of allocated competencies are systematized and approaches are described for their differentiation, which are certain models (methods) for identifying and evaluating competences: based on personal characteristics; on the procedural aspect of the implementation of activities; on the performance of functional and technological actions within a particular specialty or in a certain position; based on performance management.
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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.
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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
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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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Méndez Giménez, Antonio, Gloria López-Téllez, and Beatriz Sierra y Arizmendiarrieta. "Competencias Básicas: sobre la exclusión de la competencia motriz y las aportaciones desde la Educación Física (Key competences: on the exclusion of the motor competence and the contribution from the Physical Education)." Retos, no. 16 (March 28, 2015): 51–57. http://dx.doi.org/10.47197/retos.v0i16.34974.
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La competencia motriz no ha sido reconocida en el marco de la LOE como una competencia básica de pleno derecho. En su lugar, parece pretenderse que la competencia en el conocimiento e interacción con el mundo físico asuma esta laguna atribuyéndosele como ámbito propio el desarrollo de la capacidad para lograr una vida saludable en un entorno también saludable. Sin embargo, el concepto de competencia motriz es más amplio y no parece quedar plenamente representado. Este hecho limita el carácter integrador del nuevo modelo de trabajo por competencias y deja en desventaja al docente del área, descompensando el propio trabajo interdisciplinar. Pese a ello, la Educación Física es una materia privilegiada para contribuir a la adquisición de las competencias básicas finalmente seleccionadas, e instrumentalizar el trabajo docente interdisciplinar, ya que centra su acción educativa en el desarrollo de una cultura corporal y en la propia motricidad, proporcionando al alumnado experiencias que demandan interacciones con el entorno físico, social, emocional y cultural. Este trabajo ofrece múltiples ejemplos de cómo articular actividades y estrategias que conectan los contenidos de la Educación Física con cada una de las competencias básicas reconocidas, a sabiendas de estar en el primer paso de la enseñanza interdisciplinar.Abstract: The motor competence has not been recognized within the framework of the LOE like a key competence of right full. In its place, it seems pretend to that the competence in the knowledge and interaction with the physical world assumes this omission attributing him the development of the capacity to obtain a healthful life in also healthful surroundings. Nevertheless, the concept of motor competence is broader and it does not seem to be totally represented. This fact limits the integrating characteristic of the new model of work by competences and leaves disadvantaged to profesionals of the area, unbalancing the own interdisciplinary work. In spite of it, the Physical Education is a privileged subject to contribute to the acquisition of the key competences finally selected, and to exploit the interdisciplinary educational work, since it centers his educative action in the development of a corporal culture and in the own mobility, providing the pupils experiences that demand interactions with the physical, social, emotional and cultural surroundings. This work offers many examples of how articulating activities and strategies that connect the contents of the Physical Education with each one of the recognized key competences, knowing that this implementation is the first step in the interdisciplinar teaching.
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Buko, Svitlana. "Competency Framework for Managers of International Organizations in Ukraine." Studies of Changing Societies 2013, no. 4 (November 5, 2014): 6–22. http://dx.doi.org/10.2478/scs-2014-0158.
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AbstractThe article is focused on the analysis of the cross-cultural competency framework of the NGO managers within international organizations. The results of the qualitative research project demonstrate a consistent pattern of three perceived mandatory competencies for efficient managers: communicative competence, intercultural competence and linguistic competence. The qualitative phenomenological research was conducted in Ukraine and US; the insights of 22 in-depth interviews with managers of the international NGOs reveal vision and perception that US and Ukrainian managers have regarding the required education, skill set and knowledge of the successful international managers.
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Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
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The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
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Gulo, Nur'Ainun. "KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SD NEGERI DI KECAMATAN BATANG ANGKOLA." ECOBISMA (JURNAL EKONOMI, BISNIS DAN MANAJEMEN) 2, no. 1 (January 24, 2015): 160–79. http://dx.doi.org/10.36987/ecobi.v2i1.1639.
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This research was carried out with the aim to find out the competence of Islamic elementary education teachers in the District of Batang Angkola. Based on Minister of Religion Regulation No. 16 of 2010, wherein it is explained that there are five teacher competencies, namely pedagogical competence, personal competence, social competence, and professional competence and leadership competency because this research is specifically for PAI teachers, so it is added with religious competence. The purpose of this study provides an overview of the competence of PAI teachers.The research method used in this research is descriptive qualitative method, the research used to find out or describe the reality of the events under study or research conducted on independent variables without making comparisons with other variables. Data collection techniques carried out in the form of observation, interviews with all informants who have been determined purposively and document study. Data analysis technique is done by data reduction, presentation and conclusion drawing.Based on the results of the study, it can be concluded that the Competency Profile of PAI Teachers in Public Elementary Schools in Batang Angkola Subdistrict are as follows: (1) Pedagogical competencies are categorized as good, except for indicators of understanding towards learners and the implementation of educative and dialogical learning; (2) Personality competencies are categorized as good, except for the indicators of presenting themselves as individuals who are steady, stable, mature, and become role models; (3) Social competence is categorized as good, with the exception of indicators of ability to communicate, especially with cues and adaptation in places throughout the territory of the Republic of Indonesia which have social and cultural diversity; (4) Professional competence is categorized quite well, where PAI teachers can master the subject matter and have the ability to deliver material widely; (5) Leadership competencies are categorized as good; (6) Religious competence can be categorized as good.Because there are still a number of indicators that are still low or not good in each competency, the recommendations of this study are (1) For the Department of Education in the South Tapanuli Regency to make policies that are in line with the ability of special teachers in the Batang Angkola District area; (2) School principals are expected to improve the quality of PAI teachers; (3) For PAI teachers further enhance their teaching. Keywords: Pedagogic Competence, Personality competence, Social Competence, Professional competence, Leadership competence and Religious competence.
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Rofik. "Development of Islamic Cultural History Learning Materials in Indonesia’s 2013 Curriculum." Jurnal Pendidikan Islam 8, no. 2 (June 6, 2020): 309–44. http://dx.doi.org/10.14421/jpi.2019.82.309-344.
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Curriculum development from Competency-Based Curriculum (KBK 2004) to Education Unit Level Curriculum (KTSP 2006) and Curriculum 2013 occurred in a relatively short period. In short, the timespan of this kind of development then gives rise to various responses from Education practitioners. This study aims to explain how teachers can take steps to develop the materials of the Islamic Cultural History subject in the Islamic Senior High School’s 2013 Curriculum. This type of study is a literature study. The development of learning materials starts with making a mapping or mutual relationship between one Basic Competency with other Basic competencies. The results of the mapping have implications for the emergence of the formulation of the Main Materials. The next step is to develop indicators of Competency Achievement based on Knowledge Basic Competencies and Skills. Based on Competency Achievement Indicators, they are formulated into learning materials, which are the scope of the primary materials. Thus, there will be harmony between learning materials with competence. Further, this harmony leads to the formulation of attitudes or values achieved after learning the Learning materials. The results of this study will facilitate teachers in the preparation of the Syllabus to the Learning Implementation Plan (RPP).
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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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Pitriani, Upit, Kusman Ibrahim, and Sandra Pebrianti. "Cultural competency and nursing care among sundanese nurses ethnic group in Indonesia." Malahayati International Journal of Nursing and Health Science 3, no. 2 (January 11, 2021): 131–37. http://dx.doi.org/10.33024/minh.v3i2.3634.
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Background: Nurses as one of the health professionals who are expecting to have competence in providing nursing care to patients based on cultural background.Purpose: To describe the cultural competency and nursing care among sundanese nurses' ethnic group in Indonesia..Method: A descriptive design with a quantitative approach. The sampling technique in this study used Cluster Random Sampling with the sample of 63 respondents. The instrument used the NCCS (Nurse Cultural Competence Scale). This research conducted on April 2019 at dr. Slamet Hospital, Garut - IndonesiaResults: Shows that the nurses' cultural competencies in dr. Slamet hospital was in a low category of 37 respondents (58.7%). While in a component, cultural awareness was in the low category (60.3%), the cultural knowledge component was in the high category (52.4%), the cultural sensitivity component was in the low category (58.7%) and the cultural skills component in the high category (58.7%).Conclusion: The most nurses' cultural competencies was in a low category such as cultural awareness was in the low category (60.3%), the cultural sensitivity component was in the low category. Sundanese nurses' ethnic group need to develop training in culturally competent as a local wisdom.
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Negoescu, Alina Gabriela, Simona Boştină-Bratu, and Lucia-Larissa Morar. "Strategic and Social Competences in the Foreign Language Class." Scientific Bulletin 24, no. 1 (June 1, 2019): 61–66. http://dx.doi.org/10.2478/bsaft-2019-0007.
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Abstract Nowadays, teaching grammar and lexis to students is undoubtedly necessary but not enough. The new approaches to language teaching place a great emphasis on developing learners’ communicative competency. Besides the professional skills, essential to a successful career, individuals also need to acquire the communicative competency, which is equally important as it includes various other competencies, such as: linguistic, social, socio-cultural, or strategic competences in order to communicate and interact with each other. Our paper aims at discussing the different ways and methods teachers can use in the language classroom to build and enhance students’ social and strategic competencies.
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Getha-Taylor, Heather, Maja Husar Holmes, and Justin R. Moen. "Evidence-Based Interventions for Cultural Competency Development Within Public Institutions." Administration & Society 52, no. 1 (March 22, 2018): 57–80. http://dx.doi.org/10.1177/0095399718764332.
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Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspects (knowledge, skills, attitudes, and behaviors) of cultural competency and developing training that reflects these realities.
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Wiryanto, Wisber. "The Study of Human Resource Competency Development Policy in Tourism Sector of Bureaucracy Reformation Era." Prosiding Semnasfi 1, no. 1 (May 9, 2018): 156. http://dx.doi.org/10.21070/semnasfi.v1i1.1122.
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The development of the tourism sector ought to be supported by the competent Human Resources (SDM). Human resources of tourism that include human resources apparatus, industrial human resources, and the tourism community until now still facing difficulties of competency gaps and capability certification. Concerning this issue, there will be conducted a research of human resource competency development policy in tourism sector of bureaucratic reformation era. The goal of this research is to explain the development of human resource competencies in the tourism sector of bureaucratic reformation era. This research utilizes literature study method, and secondary data acquisition techniques and qualitative descriptive analysis techniques, conducted in 2017. The results showed that the development of human resource competence apparatus realized by assembling information positions and competence standards positions are still largely in the stage of the process. In the meantime, the development of industrial and community competence of human resources is carried out with capability certification in quest of obtaining optimal target achievement. Human resource personnel in both the ministry of tourism, and the provincial as well as regency/municipal tourism agencies have the right to develop managerial, technical, and social cultural competencies through education and training, seminars, courses and upgrading of at least 20 hours of lessons per year to develop competencies in order to improve performance of human resources of tourism.
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Evgenyevna Shafazhinskaya, Natalya, Valentina Mikhailovna Shcherbinina, Ekaterina Yuryevna Ivanova, Tatiana Evgenyevna Belyakova, and Marina Viktorovna Pereverzeva. "LEARNING ABOUT WORLD ART CULTURE AS A METHOD OF FORMING A UNIVERSAL CROSS-CULTURAL COMMUNICATION COMPETENCE." Humanities & Social Sciences Reviews 7, no. 6 (January 14, 2020): 1225–29. http://dx.doi.org/10.18510/hssr.2019.76173.
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Purpose of the study: The purpose of the article is to solve one of the urgent problems of education: the methodology of the formation of universal competences, which in universities of culture and art is solved due to such a discipline as world art culture. In Russian Federal Educational Standards of the new generation, special attention is paid to the new block of professional qualities of university graduates – universal competences. One of the universal competences is readiness for intercultural communication, which manifests itself in the ability to analyze and consider the diversity of culture in the process of intercultural interaction.
Methodology: To achieve the set goal, the authors based their work on the methodology synthesizing the experience of the Berlin School of Comparative Musicology (E. Hornbostel, K. Sachs), the traditions of world ethnomusicology (A. Lomax, A. Merriam, J. Blaking, M. Hood), culturological approach to education (V. Kanke), as well as a multicultural methodological approach. These pedagogical technologies ensure the efficiency of forming the universal competence of university graduates.
Main Findings: The main conclusions of the study are as follows. The modern world is not conceivable outside the multicultural paradigm of development. Therefore, close attention is paid to the formation of the universal competence of intercultural communication. This quality of human personality is necessary for solving many world conflicts and problems. Experts in the field of culture and art are able to solve this problem due to their professional competence.
Applications of this study: The research results can be useful in the field of scientific and methodological development of university disciplines, development of state policy in the field of education and culture, as well as scientific research on international relations in the field of culture, education, and art.
Novelty/Originality of this study: The novelty of the research consists in the idea that expanding one’s understanding of the most important categories of worldview by overcoming Eurocentric restrictions to form universal competencies requires acquisition of the spiritual continuum and artistic conventions of other cultures, which is impossible without conscious effort, need for artistic and aesthetic self-improvement and desire to master practical activities in various fields of art. Any manifestation of culture is a reflection of the type of thinking. Therefore, the introduction to the multicultural traditions leads to the development of different types of thinking and identification of common and particular features, resulting in the development of universal thinking and cognitive techniques in the field of humanitarian knowledge.
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Parshuk, Svitlana, and Viktoriya Stasyuk. "Formation of general cultural literacy of future elementary school teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 228–32. http://dx.doi.org/10.33310/2518-7813-2019-65-2-228-232.
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In modern conditions it becomes necessary to strengthen the role of culture education, as there arises a new ideal of human in culture, who possesses the general cultural competence, which determines its vitality, ability to navigate in different areas of social and professional life, harmonizes inner world and its relationship with society. The concept of New Ukrainian School provides knowledge of basic competences, which every individual needs for personal realization, inner development, being active citizen, for social inclusion and future employment. Due to these competences students are able to provide personal realization and achieve success throughout life. One of the ten basic competencies is knowledge and self-expressions in culture – the ability to understand art, to form own artistic tastes, independently express ideas, experience and feelings through different forms of art. Building awareness and self-expression in the sphere of culture is realized through mastering the general cultural competences by future teachers. General cultural competences are defined as a student’s ability to analyze and evaluate the achievements of representatives of national and worldwide culture; freely orient in the cultural and spiritual context of modern society, apply methods of self-education focused on general human values. The developed general cultural competence indicates that a person has certain moral and personal qualities, priorities and opinions that help her/him to properly define the role of culture, orient in pieces of cultural heritage, coordinate own behavior with generally accepted moral norms and both national and accepted foreign cultural values. Therefore, the preparation of future teachers of primary school aims not only on gaining perfect knowledge in academic subjects, but also on acquiring valuable skills of general cultural awareness and other competences formation by means of academic disciplines.
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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.
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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
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Choi, Seong-In, and Soohyun La. "Multicultural Counseling in South Korea: Exploration and Development of Culture-Specific Competence Indicators." Counseling Psychologist 47, no. 3 (April 2019): 444–72. http://dx.doi.org/10.1177/0011000019873338.
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Researchers primarily have studied multicultural counseling (MC) in the context of the United States. Research is scarce regarding other countries. This paper presents a twofold exploratory study to examine the multicultural competencies that counselors need to assist the emerging diverse population in South Korea. We first generated seven competency indicators from a thorough literature review. In the second stage of the study, the seven indicators were used to develop a scale to measure MC competence specific to South Korea. Statistical analyses indicated that the seven items are a useful tool to measure counselors’ self-perceived competence to help diverse clients in South Korea. Additionally, our results indicated that counselors who received multicultural training expressed higher competence than those who have not. Implications for future research, practice, and training are discussed.
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Choi, Kyung Sook, Woo Sook Lee, Yeon Suk Park, Myunghee Jun, So Young Lee, Yeonwoo Park, Soo Young Park, and Zabler Bev. "The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency." Journal of Korean Academic Society of Nursing Education 24, no. 1 (February 28, 2018): 100–109. http://dx.doi.org/10.5977/jkasne.2018.24.1.100.
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Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.
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Vaganova, O. I., Zh V. Smirnova, A. V. Chanchina, O. V. Korobova, V. G. Lizunkov, and G. A. Stepanova. "Developing socio-cultural competencies of students at professional educational institutions." SHS Web of Conferences 69 (2019): 00113. http://dx.doi.org/10.1051/shsconf/20196900113.
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The article deals with the development of socio-cultural competencies in students of pre-school educational institutions. Based on the analysis of scientific literature, the authors reveal the essence of sociocultural competences in general and highlight their significance for pupils. Based on the fact that sociocultural competence is an integrative characteristic of a person who presupposes knowledge in various social and cultural spheres, includes the ability and willingness to interact with other people in different life ranges, the ability to use information resources for creative meaning in the information space, the authors present a study conducted over two years in a municipal budgetary pre-school educational institution kindergarten "cloud". For a full-fledged study, the article analyzes the level of formation of sociocultural competences in 2017 (before the introduction of the model) and in 2018 after its implementation. The study is carried out with the grant support for young scientists – candidates of sciences, number MK-313.2019.6, issued by the President of the Russian Federation Comparison of indicators allowed one to establish the degree of effectiveness of the proposed model. To identify the degree of formation of competencies, the authors proposed several levels: low, medium and sufficient.
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Wertman, Manny. "Cultural Competence and Corporate Culture." Psychiatric Services 54, no. 3 (March 2003): 403—b—404. http://dx.doi.org/10.1176/appi.ps.54.3.403-b.
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Gontovaya, L. "Works of art sign-symbolic interpretation in the structure of a teenage pupil’s social-cultural competence." Pedagogy and Psychology 44, no. 3 (September 30, 2020): 99–108. http://dx.doi.org/10.51889/2020-3.2077-6861.13.
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The article is dedicated to the problem of forming socio-cultural competence of pupils of of primary school in the process of learning artistic culture as well as to one of the criteria of its multicomponent structure – sign-symbolic interpretation of a literature work of art. In the article special attention is paid to the criticism of the competency approach in education, the necessity in specifying and limiting its theoretical highlighting based on the specifics of the subjects of the educational cycle. The assumption is offered that it’s the peculiarity of every subject area that will allow to single out its advantages in forming certain competences. One of the key competences of a modern pupil is being observed, socio-cultural in particular. Its integrative character and cross-subject qualities in scientific approaches are emphasised. This reflects the complexity of the phenomenon. As one of the most important for this competence artistic culture and art are considered. Due to peculiarities of artistic expression as symbolization of a human being spiritual world artistic culture and art influence both social and value-sensational statements of a teenager.
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Forbes, Antonia, and Ashley N. Hutchison. "Counseling Competencies for the English-Speaking Caribbean." Counseling Psychologist 48, no. 5 (May 23, 2020): 657–84. http://dx.doi.org/10.1177/0011000020911007.
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The present study utilized the Delphi method to develop a list of competency areas for counseling professionals practicing with residents of the English-Speaking Caribbean. Thirty-seven counseling experts, predominately those working in school settings in the Bahamas, completed one to three rounds of an interactive survey in which they provided an initial 272 competency suggestions and ranked the importance of each competency area. Through thematic analysis, these competencies collapsed into the tripartite model of multicultural competence: Awareness, Knowledge, and Skills. Final competency lists included importance ratings via Likert-type scale responses to 11 Knowledge areas, 13 Awareness and Attitudes areas, and 24 Skills areas. The cultural and professional significance of these competency areas are analyzed and described. Last, we present strengths and limitations of the current study, alongside implications for practice, advocacy, education/training, and research.
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Azudin, Norizzati, and Yusram Yusup. "CROSS-CULTURAL COMMUNICATION COMPETENCY AMONG MANAGERS: A STUDY ON ORGANIZATIONS IN MALAYSIA." International Journal of Management, Innovation & Entrepreneurial Research 5, no. 1 (January 27, 2019): 10–17. http://dx.doi.org/10.18510/ijmier.2019.512.
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Purpose: This study aims to highlight the necessary competencies among the middle level managers, especially the cross-cultural communication competency. This study was designed to investigate the cross-cultural communication competencies in organizations through the focus group conducted among the senior management levels.
Methodology: This study applied the beauty of qualitative research by conducting a focus group of ten participants, where all of them were from various industries in Malaysia. They are well mixed of women and men Senior Managers level and above, where the minimum level of them was the Director, General Manager, and Vice President of private enterprises. Data from the focus group discussion was analyzed and presented in the findings in this article.
Results: The findings of this paper proven the need of cross-cultural communication competency currently in Malaysia through the ten (10) participants involved in the focus group research and ten (10) cases were presented in this article. Different participant provided different findings however, the data summarization was presented in the table in results. Majority concluded that employees nowadays are conscious competence and agreed that cross-cultural communication is the most crucial competency needed by all organization today.
Implications: This should provide several ideas to the senior management levels in incorporating this aspect into their management training programmes or other activities in all organizations. Further studies could be expanded through the methodology used.
Novelty of Study: As past research concentrated more on the leadership and other management competencies, this study was looking at the specific issue of cross-cultural communication competencies among these employees in organizations. With the peculiar scenario in Malaysia, this paper contributed to the management field as a reference for the higher and middle level managers.
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Martynova, A. V. "Developing cultural competence of future primary school teachers in professional retraining (language teaching-learning)." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 90–95. http://dx.doi.org/10.36906/2311-4444/19-1/13.
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The article considers the problem of developing cultural competence of future primary school teachers during professional retraining (language teaching-learning). This problem is stated in the Federal State Educational Standards of Higher Professional Education. The author emphasizes that organizing work to develop cultural competence is a relevant pedagogical concern. Competency-based approach is a high-priority task. Its implementation is mandatory within the framework of new Federal State Educational Standards of Higher Professional Education that determine the training objectives in the form of competencies which are necessary for modern teachers in their professional activities. To address the problem the author suggests using historical documents and archives as additional methodological tools during the compulsory courses study (“Theoretical Bases and Technologies of Primary Language Education”, “Theoretical Bases of Primary Literary Education”) of the 44.03.01. Pedagogical Education (Primary Education) curriculum. According to the author, mastering linguistic disciplines will be successful, if there are vivid examples from regional texts illustrating how a language unit functions and evolves. As a result, it will lead to the developing cultural competence of future primary school teachers.
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Vyshkivska, Vanda. "FUTURE SPECIALISTS` PROFESSIONAL COMPETENCE DEVELOPMENT BY MEANS OF PEDAGOGICAL DESIGNING OF THE CULTURAL AND EDUCATIONAL SURROUNDING OF HIGHER EDUCATIONAL ESTABLISHMENTS." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 172–80. http://dx.doi.org/10.33989/2226-4051.2018.17.176297.
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The article dwells on the problem of theoretical elaboration and implementation of competency-based approach in education as one of the conditions of modern higher school development and a way to eliminate contradictions between education results and labour market demands to graduates` level of preparation. The concept of key competences, possession of which can assist personal success in different life spheres is concretized.Differences between competency-oriented and traditional education are defined; it is stressed out that within competency-oriented education students should not only get knowledge but also use them for solving social and professional problems often characterized by indefinite factors, lack of data; the necessity of re-orientation to research and practice-oriented students` educational activity is proved.The article justifies the necessity of the cultural and educational surrounding creation (surrounding, that allows a student to realize the responsibility for the choice of content and forms of activities) as a requirement to satisfy the students` need to develop professional competence. The article stresses out the peculiarity of lecturer`s role in the cultural and educational surrounding of a higher educational establishment, having possibilities to satisfy students` need in the development of professional competence by providing them a choice of content and form of an individual organization of educational process and provision of appropriate tools. It is stated, that with the aid of the cultural and educational surrounding, a positive value orientation of learning is made and positive behavior experience is shared.
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Pérez-Rodríguez, María Amor, and Águeda Delgado-Ponce. "From Digital and Audiovisual Competence to Media Competence: Dimensions and indicators." Comunicar 20, no. 39 (October 1, 2012): 25–34. http://dx.doi.org/10.3916/c39-2012-02-02.
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The need to set out the conceptualization of media competence leads to a broader perspective in which there is a convergence of factors linked to the digital and audiovisual competences, both of which constitute the reference framework for «information processing and digital competence», which is the key competence in Spain’s national curriculum. Despite the ongoing experiences in audiovisual and digital communication few attempts have been made to define the knowledge, skills and attitudes needed for a person to be deemed competent in these two areas, which are essential for the teaching and learning processes. This paper analyzes six important studies on digital and audiovisual literacy, considering issues such as the recipients, the conceptualization used in each study and the dimensions they suggest, the type of taxonomy, indicators...and the educational proposals: objectives, content, activities are systematized in a series of dimensions and indicators to define media literacy and design activities for a didactic proposal in accordance with the indicators established. The development of this research has led us to affirm the need for convergence in terminology and the expansion of resources based on the indicators defined, which affect the diverse areas of media literacy in an effective way and function to enable teaching actions among the various groups that comprise today’s society.La necesidad de plantear la conceptualización de la competencia mediática conduce a una perspectiva más amplia en la que convergen aspectos vinculados a la competencia audiovisual y a la competencia digital. Ambas constituyen el marco de referencia de «El tratamiento de la información y competencia digital», competencia básica del currículum vigente en nuestro país. A pesar de las experiencias que se están llevando a cabo tanto en comunicación audiovisual como digital, aún son pocas las tentativas para definir, de manera precisa, los conocimientos, habilidades y actitudes necesarios para considerarse competente en sendos ámbitos, ineludibles a la hora de llevar a cabo los procesos de enseñanza-aprendizaje. Este trabajo parte del análisis de seis estudios significativos en la temática de alfabetización tanto digital como audiovisual. Considerando aspectos como los destinatarios, la conceptualización que se utiliza en cada uno de ellos, las dimensiones que plantean, el tipo de taxonomía, indicadores… y las propuestas didácticas: objetivos, contenidos, actividades, se sistematizan en una serie de dimensiones e indicadores para definir la competencia mediática y plantear el diseño de actividades para una propuesta didáctica de acuerdo a los indicadores establecidos. La investigación desarrollada nos ha permitido afirmar la necesidad de la convergencia terminológica, así como de la elaboración de recursos, a partir de los indicadores definidos, que incidan en los distintos ámbitos de la competencia mediática de una manera efectiva y sirvan para llevar a cabo actuaciones didácticas en los distintos grupos que componen la sociedad actual.
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Serper, Sergey Aleksandrovich. "Developing cultural awareness in future teachers of physical education: current situation, issues, prospects." Samara Journal of Science 6, no. 4 (December 1, 2017): 255–58. http://dx.doi.org/10.17816/snv201764313.
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The paper deals with the specifics of development of common cultural competence of students majoring in physical culture and sport. Federal state educational standard of the third generation, approved by the Ministry of Education and Science of the Russian Federation, involves development of common cultural competencies that are important for the implementation of the personality program development of a modern expert and a trainer. The value of common cultural competence in the system of modern education increases because of personality-oriented education paradigm, in which the society requires active, capable of self-development and self-education professionals, especially in areas that are vital for the development of Russian society and the state. The paper shows that the development of fitness has formed such a question as fitness pedagogy: it is necessary to determine a set of professional and general cultural competence, content and curriculum framework for future professionals in the field of fitness, to find necessary common cultural competences and how they contribute to the development of the future experts in fitness, how to interact with the professional and general cultural competence in the educational process. Solving this problem will allow to reform the system of experts training in a most optimal and efficient way and will help to realize national objectives to preserve the nations health.
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Yakymchuk, Oksana. "PHILOSOPHY OF THE UNITY OF KNOWLEDGE, COMPETENCIES, AND VALUES OF THE NEW UKRAINIAN SCHOOL." Educational Discourse: collection of scientific papers, no. 29(12) (January 22, 2021): 36–46. http://dx.doi.org/10.33930/ed.2019.5007.29(12)-4.
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The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.
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Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (December 15, 2016): 224–28. http://dx.doi.org/10.17816/snv20164316.
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The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.
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Gamst, Glenn, Richard H. Dana, Aghop Der-Karabetian, Myriam Aragon, Leticia Arellano, Gloria Morrow, and Luann Martenson. "Cultural Competency Revised: The California Brief Multicultural Competence Scale." Measurement and Evaluation in Counseling and Development 37, no. 3 (October 2004): 163–83. http://dx.doi.org/10.1080/07481756.2004.11909758.
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Rosyida, Ulva Fatiya. "COMMUNICATIVE COMPETENCE BASED ENGLISH SYLLABUS DESIGN FOR STUDENTS OF PTKI (Perguruan Tinggi Keagamaan Islam)." At-Taqaddum 11, no. 1 (July 31, 2019): 112. http://dx.doi.org/10.21580/at.v11i1.3763.
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<p align="center"><strong>ABSTRACT</strong></p><p>Communicative Competence (CC) is the target of language teaching today. It contains six competences: Linguistic Competence, Discourse Competence, Socio-Cultural Competence, Formulaic Competence, Interactional Competence, and Strategic Competence. Teaching English for students of PTKI should also convey those competences. The competences should be applied in the syllabus, the materials, etc. However, most of the English syllabus has not conveyed the highlight of those competences. This paper, therefore, aims to propose a syllabus design and the sample of materials based on Communicative Competence. The syllabus contains the highlight of those competences for each topic. The design, then, can be developed by the lecturers to meet the students’ needs.</p><p> </p><p> </p>
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Troyanskaya, Svetlana L. "FORMATION OF MEDIA COMPETENCY OF SCHOOLCHILDREN AND STUDENTS IN A DIGITAL CULTURE." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 23–28. http://dx.doi.org/10.34216/2073-1426-2020-26-1-23-28.
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The pedagogic programme of formation of media competency of schoolchildren in extracurricular activities aimed at studying the basics of media culture, mastering skills in the fi eld of media criticism, including the development of critical thinking, the organisation of participation in the fi eld of media creative work is considered. Media competency today as one of the educational competencies plays an important role among the key competences and the level of its formation determines the success of the individual and its implementation in the modern world and society. The analysis of the results of determining media competency obtained by comparing the levels of information, interpretative-evaluative, perceptual, practical-operational and creative indicators of media competency development before and after the implementation of the programme, indicate positive dynamics of these indicators. Based on the results of our empirical research and the obtained data on the positive dynamics, practical recommendations for pedagogues on the development of media competency of schoolchildren and students were developed.
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Blago, E. Y., I. A. Leshcheva, and S. A. Scherban. "Ontological approach in the practice of the educational activity: paths’ formation of individual professional development of students." Open Education 22, no. 5 (November 10, 2018): 26–39. http://dx.doi.org/10.21686/1818-4243-2018-5-26-39.
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Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.Results.The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:1. Analysis of the existing competences of the curriculum;2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.Conclusion.The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.
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Khusumadewi, Ari, Hadi Warsito W. S., and Bambang Dibyo Wiyono. "PENGEMBANGAN MODUL CULTURAL AWARENESS UNTUK KONSELOR SEBAYA." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 1, no. 1 (November 8, 2017): 30. http://dx.doi.org/10.26740/bikotetik.v1n1.p30-36.
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The process of attaining adolescent self-identity is strongly influenced by environmental conditions in which group culture greatly influences its success. Therefore students need to have a mantab cultural awareness to minimize the negative influence of the surrounding culture. Cultural awareness is a competence that naturally exists in the individual and develops according to the pattern of individual development, meaning individual cultural awareness can be developed.Limitations on the number of school counselors lead to many unresolved issues. Peer guidance program (peer counselor) is one solution to help students. Given the importance of the position of peer counselor then it is necessary that the media develop the competence of multicultural counselors in self counselor peer. One of the competencies developed is the competence of cultural awareness. Cultural awareness competencies help peer counselors to integrate their surrounding culture with their own culture, meaning that this competency is a capability that helps peer counselors take a proactive stance toward cultural differences, recognize and value each individual's multiculturality. The importance of developing multicultural counselor competencies in peer counselors has not been matched by the development of the media. Therefore, it takes a medium that can be used as a guide for peer counselors in developing their cultural awareness competence. The media is a cultural awareness module for peer counselors. Development This module is limited to acceptability stages that meet the four aspects of standard usability, convenience, accuracy and propriety. With the module developed, it is expected to maximize the implementation of peer guidance in school. Validation tests are performed by media validators, material validators and users. The revision of phase 1 is done after material validation and revision phase 2 after media validation. Material validation is done by counseling expert with minimum education qualification of S2 and teaching cross-cultural counseling course, media validation is done by expert in media with minimum qualification S2. User validation is performed by peer counselors at SMAN 11 Surabaya. From the expert validation result get the percentage value 85,93% from media validator, 87,5% from material validator and 82,5% from user validator for usability aspect, feasibility, accuracy, and propriety. The averages when adjusted to the assessment criteria according to Mustaji (2005: 102) turned out to fall into very good category (81% -100%). So it can be stated that this cultural awareness module meets the criteria of acceptability with very good predicate, no need to be revised.
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Degtyarev, A. V., and D. I. Degtyareva. "On the issue of forming personal competencies of future legal psychologists." Psychology and Law 7, no. 4 (2017): 92–105. http://dx.doi.org/10.17759/psylaw.2017070408.
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The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.
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Yadollahi, Safoura, Abbas Ebadi, and Marziyeh Asadizaker. "Measuring Cultural Competence in Nursing: A Review Study." Journal of Client-centered Nursing Care 6, no. 3 (August 1, 2020): 203–12. http://dx.doi.org/10.32598/jccnc.6.3.338.1.
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Background: Cultural competence is an essential factor in providing effective services to care seekers. Providing cultural care is a necessity in nursing; thus, measuring cultural competence in nurses is of great importance. Accordingly, the current study aimed at introducing the scales for measuring cultural competence in nursing. Methods: The current narrative review study was conducted by searching the internet and library resources through credible databases. The keywords “cultural competence, cultural competency, cultural instruments, the measurement of cultural competency, nursing, nursing students, and cultural sensitivity” were used individually and in combination. The selected articles were in English, without any time limits, and only in the medical fields. Results: Among 16 articles related to cultural competence scales, 19 scales were discovered; 12 of which were in English and applicable in nursing. Nine tools were designed based on a conceptual framework/model, and only 6 of them received psychometric evaluations. Conclusion: The comparison of the scales suggested that all of them were developed based on different conceptual frameworks; accordingly, various factors should be considered when using them. The compatibility of the scale with the culture and environmental conditions of the studied population, and the areas of cultural competence it investigates, are among such characteristics.
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KONDRATIEVA, Alyona. "CROSS-CUTTING CONTENT LINES IN PRIMARY SCHOOL." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 238–42. http://dx.doi.org/10.31651/2524-2660-2020-2-238-242.
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Introduction.The article considers the es-sence of the competence approach to teaching primary school students. The article highlights the views of well-known Ukrainian scholars on the modern terminological field of a competent approach to teaching pupils general secondary educational institutions. It is established that under the competence approach in education it is advisa-ble to understand the orientation of the educational pro-cess to the formation hierarchically subordinated system of key, general subject and subject competences in pupils.The publication presents the structural-functional rela-tionship between the cross-cutting content lines, key, subject competences and their cross-cutting skills in im-plementing a competent approach to teaching primary pupils in New Ukrainian School. The priority of the development of subject competences in the implementation of the competence approach to teaching primary pupils is shown. It is concluded that the purpose of primary education in modern conditions is the comprehensive development of the child's personality in accordance with its age and individual psychophysiological characteristics and cogni-tive needs, the formation of cultural and moral and ethical values, mastery of key and subject competencies and cross-cutting skills, necessary life and social skills. to life in a democratic and information society and continuing education in primary school. Achieving this goal are cross-cutting content lines in primary school, which involve the development of children of junior classes socially signifi-cant cross-curricular topics that contribute to the formation of their notions of society as a whole, develop the ability to apply knowledge in practice. Cross-cutting content lines are an effective means of integrating basic and general subject competencies, subjects and subject cycles in pri-mary education.
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Konyakhina, Liudmila, and Lora Yakovleva. "The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education." Nizhny Novgorod Linguistics University Bulletin, no. 53 (March 31, 2021): 123–36. http://dx.doi.org/10.47388/2072-3490/lunn2021-53-1-123-136.
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The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.
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Gray, Ben. "Culture, cultural competence and the cross-cultural consultation." Journal of Paediatrics and Child Health 54, no. 4 (November 8, 2017): 343–45. http://dx.doi.org/10.1111/jpc.13769.
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Inman, Arpana G., Lawrence H. Gerstein, Ying-Fen Wang, Michiko Iwasaki, Mary Gregerson, Leah M. Rouse, Sherry Dingman, Joaquim A. Ferreira, Agnes Watanabe-Muraoka, and Sue C. Jacobs. "Supporting Disaster Relief Efforts Internationally: A Call to Counseling Psychologists." Counseling Psychologist 47, no. 4 (May 2019): 630–57. http://dx.doi.org/10.1177/0011000019877407.
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The increased occurrence of natural and human-made disasters has led to a greater call for culturally sensitive engagement in disaster mental health. In this article, we aim to stimulate culturally focused participation and competence among counseling psychologists who engage in disaster mental health work. Framed within an ecological and systemic interaction of individual, cultural, community, and structural factors, the article is based on two cross-cultural competency models emphasizing, cultural intelligence, language proficiency, cognitive complexity and flexibility, and highly developed interpersonal and communication skills, in the planning and delivery of disaster relief services. In particular, we address (a) specific cultural challenges, (b) skills and competencies needed, and (c) recommendations for online resources, that are relevant to counseling psychologists who seek to promote emotional resiliency in individuals and communities impacted by a disaster.
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Hicks, Karen Anne. "Cultural Competence: Facilitating Indigenous Voices Within Health Promotion Competencies." SAGE Open 8, no. 2 (April 2018): 215824401878321. http://dx.doi.org/10.1177/2158244018783218.
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Gibelev, Igor V. "Civic Competence in the Logic of Openness: A Phenomenological Approach." Observatory of Culture 18, no. 1 (May 24, 2021): 66–79. http://dx.doi.org/10.25281/2072-3156-2021-18-1-66-79.
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The article offers a phenomenological view on civic competency, openness of education, and values as type of competencies. The need for such a comparison is dictated by the discrepancy between the humanistic meanings of education and the social reality in which they are supposed to be implemented. It is assumed that a phenomenological perspective can present civic competency as a borderline connecting both the areas. This study is methodically supported by explication of the philosophical (transcendental-phenomenological) logic of the concept of openness.The appeal to openness, which is the essence of human subjectivity (autonomy), clarifies the substantive character of civic competency structure.Firstly, the study underlines the connection between openness and universalism as cultural principle (that is, in culture and through culture) of self-determination of the mind, constituting civic mindedness as a universal moral and legal modus of subjectivity. Bringing the civic idea to the competency range is the own task of education, which can be accomplished only in continuous actualization of the concept of openness.Secondly, the article proposes to consider the concept of value in the meaning of “type of competencies” according to the Council of Europe’s “Reference Framework of Competence for Democratic Culture” as a tool for crystallizing the self-determining mind into civic competency. Attention to this document is drawn by the coherence of openness and universalism with educational policies and practices, which is formalized in the pedagogical design of values as a type of competence. The study’s argumentation confirms this connection and ascertains that an open educational system is defined in its essence not by a set of accessible educational environment technologies, but by the depth of its rooting in the logic of openness.Thirdly, the actualization of values as a type of competence in the logic of openness provides an opportunity for phenomenological designing of pedagogical technologies. The essential idea of this approach is that civic competency can be constituted as a semantic determination of different types of subject knowledge and, through their correction, can transform broad social contexts. As an example of that sort of transformative participation, the article presents the values’ influence on the strengthening of human capital in aggregation of new technologies and inequality.