Academic literature on the topic 'Five competences'
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Journal articles on the topic "Five competences"
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Muzayanah, Umi, Siti Muawanah, Nur Laili Noviani, Zakiyah Zakiyah, Setyo Boedi Oetomo, and Nugroho Eko Atmanto. "THE MAP OF SMA/SMK ISLAMIC EDUCATION TEACHERS’ COMPETENCIES IN CENTRAL JAVA." Analisa: Journal of Social Science and Religion 3, no. 02 (December 28, 2018): 167–88. http://dx.doi.org/10.18784/analisa.v3i02.685.
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Teachers of Islamic education in Indonesia have some problems. On the one hand, they are required to meet the standards of qualification, competencies, and certification. On the other hand, they have over-working hour due to the imbalance between the number of the teachers and the students. This fact will undoubtedly affect their work quality. The work quality of the teachers can be measured by five kinds of competences: pedagogic, personality, social, professional, and leadership. This research is aimed to measure the five competences of the teachers of Islamic Education in Senior High Schools and Senior Vocational Schools (both SMA and SMK) in Central Java, and it is also to examine the hypothesis that there is no significant difference in teachers’ competences in terms of their status: civil servants (PNS) or not (non-PNS), and certified or not. By using quantitative approach, the research has two important findings. The first, the competency of the Islamic teachers in Central Java is on the medium level which have a score at 2.95 on a scale of 4.00. The pedagogic competence occupies the highest level with 3.25, in contrast the social competence is on the lowest one with 2.9. The second, there is no significant difference in competences between the teachers who are civil servants and those who are not. On the contrary, there is a significant difference in competences between the teachers who are certified and who are not certified yet.
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Zagir, Togtokhmaa, and Kinga Magdolna Mandel. "Competences of adult learning facilitators in Europe: Analyses of five European research projects." Hungarian Educational Research Journal 10, no. 2 (June 2020): 155–71. http://dx.doi.org/10.1556/063.2020.00016.
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AbstractQuality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.
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Kāpiņa, Lelde, and Kristīne Mārtinsone. "SELF-ASSESSMENT OF PROFESSIONAL COMPETENCY OF SUPERVISORS OF LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 121. http://dx.doi.org/10.17770/sie2020vol5.4908.
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In 2019, a new Professional Standard of Supervisor of Latvia was developed and adopted, defining and describing the supervisor's professional competencies. It was necessary to find out whether supervisors who have been certified over the past five years and come from a different background recognize the importance of defined competencies. The aim of this study was to identify the self-assessment of the importance and attainability of professional competence of certified supervisors of Latvia. Two stage mixed method research design was used: (1) qualitative document analysis and expert study in order to develop a questionnaire; (2) quantitative online survey of professional competence of certified supervisors. Supervisors evaluated the importance and attainability of 34 professional competencies on a 5-point Likert scale. For data analysis the descriptive statistical methods, Kolmogorov-Smirnov test and Wilcoxon signed-rank test were used. The study indicated high importance of professional competence (22 of 34 competences as very important and 12 as rather important). The indicators of the attainability of professional competence varied from average to fully attainable, but most (28 of 34 competences) were estimated as mostly attainable. The results showed statistically significant differences between the evaluations of importance and attainability in 17 professional competences. The least important and the least attainable competence was “Ability to carry out research activities for the development of supervision theory and methods”. This study shows that Latvian certified supervisors consider most of defined professional competencies as very important and mostly attainable.
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Paez Manjarrez, Patricia, Omar Alvarez Xochihua, and Vicente Arámburo Vizcarra. "Caracterización de competencias docentes específicas en el área de ciencias exactas / Characterization of Specific Teaching Competences in the Area of Exact Sciences." Revista Internacional de Educación y Aprendizaje 6, no. 4 (January 14, 2019): 177–89. http://dx.doi.org/10.37467/gka-revedu.v6.1620.
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ABSTRACTThe study consisted in identifying specific teaching competences pertinent to the programs taught by the Facultad de Ciencias (FC) of the Universidad Autónoma de Baja California (UABC). The study had an exploratory sequential design; for the qualitative phase, the content analysis technique was implemented, from which five specific teaching competences are characterized. For the quantitative phase, the questionnaire “Specific teaching competences” was designed and applied. The results lead to confirmation of the relevance of having relevant competencies to the programs where the teaching function is exercised; when participating professors are identified as competent in promoting research and dissemination of science.RESUMENEl objetivo de este estudio consistió en identificar competencias docentes específicas pertinentes a los programas educativos que se imparten en la Facultad de Ciencias (FC) de la Universidad Autónoma de Baja California (UABC). El estudio es de tipo exploratorio, sigue un diseño exploratorio secuencial; para la fase cualitativa se implementó la técnica de análisis de contenido en los programas educativos, a partir del cual se caracterizaron cinco competencias docentes específicas. Posteriormente, se diseñó el cuestionario “Competencias docentes específicas”, que en la fase cuantitativa se aplicó a 13 profesores de Tronco Común de Ciencias Naturales y Exactas de dicha Facultad. Los resultados llevan a la confirmación de la relevancia que adquiere el contar con competencias pertinentes al programa educativo en el que se ejerce la función docente; al identificarse en los profesores participantes, competencia en fomentar el pensamiento crítico, investigación y difusión de la ciencia, pero una menor capacidad para generar ambientes de innovación y uso de herramientas de cómputo científicas.
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Paez, Jacqueline Carmen, and Juan Hurtado Almonacid. "Formación inicial docente en profesores de educación física. Levantamiento de competencias específicas a partir de las necesidades del medio educativo (Initial teacher training in physical education teachers. Determining specific skills based on contextu." Retos, no. 35 (July 30, 2018): 61–66. http://dx.doi.org/10.47197/retos.v0i35.61887.
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En nuestra sociedad existe una constante preocupación por la calidad de la educación y sus procesos, en donde se evidencia como un factor preponderante el desempeño de los profesores. Es a partir de esto que se formuló el siguiente objetivo general: Establecer las competencias específicas que debe poseer el Profesor de Educación Física para desempeñarse en las instituciones escolares, a partir de las consideraciones del medio educativo. Se diseñó una investigación descriptiva bajo un paradigma mixto, en donde se utilizó el modelo de levantamiento de competencias Desarrollo de Curriculum (DACUM), entrevistando a 39 directores y docentes de instituciones escolares y universitarias, para posteriormente jerarquizar estas competencias, aplicando un cuestionario a 801 directores, docentes y estudiantes de ambas instituciones. Las competencias específicas que se levantaron fueron 7 en el área del saber, 5 en el área del hacer y 5 en el área del ser. La competencia que presento una mayor jerarquización fue en el área del ser “Actúa con liderazgo pedagógico motivando a sus estudiantes a participar en el desarrollo de actividades dentro de su comunidad educativa”. En relación a los promedios de jerarquización de las áreas, la mayor jerarquización la obtuvieron las competencias del área del hacer con un promedio de 3.66, luego ser con 3.64 y saber con 3.53. En relación a los actores: los directivos, docentes y estudiantes de las Instituciones Superiores entregaron una jerarquización mayor a las competencias levantadas en comparación a los directivos, docentes y estudiantes de las Instituciones Escolares.Abstract: In our society there is a constant concern for the quality of education and its processes, where teachers’ performance stands out as a preponderant factor. Based on it, the following general objective was formulated: To establish the specific competences that Physical Education Teachers must have to perform in school institutions, taking into account the specific educational setting. A descriptive research was designed under a mixed paradigm, where the curriculum development model (DACUM) was used to interview 39 directors and teachers of schools and higher education institutions, to later hierarchize these competences by applying a questionnaire to 801 directors, teachers, and students from both types of institutions. The specific competences raised were seven in the area of knowledge, five in the area of doing, and five in the area of being. The competence that presented a greater hierarchy was in the area of being: "Acts with pedagogical leadership motivating its students to participate in the development of activities within their educational community". In relation to the averages of hierarchy of the areas, the highest ranking was obtained by the competences of the area of doing with an average of 3.66, followed by being with 3.64, and knowing with 3.53. Regarding the actors: directors, teachers, and students from Higher Institutions attributed higher rankings to the competences raised in comparison to directors, teachers, and students from School centres.
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Donik, Barbara, Majda Pajnkihar, and Mojca Bernik. "Employability of Nursing Care Graduates." Organizacija 48, no. 4 (December 1, 2015): 287–97. http://dx.doi.org/10.1515/orga-2015-0023.
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Abstract Starting points: In Slovenia, the higher education institution for nursing started exploring employability opportunities in nursing care in connection with the achievement of competencies from students’ and employers’ point of view. This article highlights the importance of monitoring nursing graduates’ employability. Its aim is to examine the employability of nursing care graduates based on the self-evaluation of competences obtained during the last study year and to establish a link between the self-evaluation of competences and students’ academic performance. Methodology: A questionnaire was distributed to full and part time nursing care students attending the last study year at five different healthcare/health sciences faculties in Slovenia and to employers (healthcare institutions) where the majority of nursing care graduates finds employment. We examined the level of competence achieved by nursing students and the level of competences required by employers. The sample included a total of 485 students. 194 surveys were returned, which represent a 40 percent response. We used Kolmogorov-Smirnov test for each individual joined competence. Further, we compared employability skills of students and employers with Mann-Whitney and Wilcox rank-sum test. For correlation between two variables we used Spearman correlation analysis. Results: The Mann-Whitney and Wilkson Rank test show that employers generally assess competences with a higher average grade in comparison to students and these differences are statistically significant. By applying the Spearman correlation analysis, we established that a statistically significant weak correlation may be observed between the “average grade” and “competences” variables. Discussion and conclusion: Our findings show that a continuous monitoring of general and subject-specific competences gained by students, along with a periodic verification of competences demanded by employers, is necessary. It is very important to monitor the requirements of the labour market in terms of ongoing communication with employers who can best estimate special knowledge needs.
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do Vale, João Walter Saunders Pacheco, Breno Nunes, and Marly Monteiro de Carvalho. "Project Managers’ Competences." Project Management Journal 49, no. 3 (June 2018): 82–97. http://dx.doi.org/10.1177/8756972818770884.
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This article investigates the individual competences of project managers through a methodological approach that combines a systematic literature review and an analysis of employment opportunities. A comparative analysis of project manager’s competences from the literature and the job advertisements was done. The systematic literature review was the first stage of the research and consisted of adopting methods of bibliometrics and content analysis. The second stage included an analysis of project managers’ competences in the selection process. Thus, five Brazilian recruitment websites and the selection of employees were investigated. Through literature review, it was possible to classify and code competences in four categories (contextual, managerial, technical, and behavioral). The analysis of job advertisements allowed us to identify core competence requirements in the job descriptions and to develop a project manager profile expected by Brazilian organizations.
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Peyro Beltran, Maria Elena. "Competencias de sostenibilidad ambiental para los alumnos del CUCEA." Expresión Económica, no. 46 (January 1, 2021): 29–35. http://dx.doi.org/10.32870/eera.v1i46.1034.
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The objective of this work is to guide the development of competencies in environmental sustainability in the students of the cucea in order that they acquire knowledge, skills and aptitudes to generate intervention proposals in differentiated contexts within the framework of contemporary environmental crises. To achieve this objective, it is proposed to make use of the five competences applied by Evans in a university context: systems competency; critical and analytical; inter-personal and communication; creative and strategic; and transdisciplinary.
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Apriliyanti, Dewi Listia. "Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions." Acuity: Journal of English Language Pedagogy, Literature and Culture 5, no. 1 (January 9, 2020): 28–38. http://dx.doi.org/10.35974/acuity.v5i1.2042.
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Teachers’ professional development program is considered to play an important role in enhancing teacher competencies. An observational case study is conducted to observe teachers’ learning process and teachers’ outcomes after learning on the program. Five English teachers who have participated in the professional development program in Indonesia and passed the teachers’ competence test on the program have become key informants of this research. The objectives of the research are to investigate the learning process on the program and challenges faced by the teachers in implementing their teaching knowledge and outcome of teachers after participating in the program. The research has found three essential findings. First, the research found that pedagogic competences and professional competences have become the basic formulation for learning materials that are taught in the program. Second, the research found four obstacles and challenges to implement teachers’ knowledge from the program in their classroom, for instance, innovative teaching methods and creative lesson design. The third, the investigation also discovered the challenges and the benefactions in the implementation of professional learning development as one of the solutions in enhancing English teachers’ competences in Indonesia.
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Álamo-Vera, Francisca Rosa, Lidia Hernández-López, José Luis Ballesteros-Rodríguez, and Petra De Saá-Pérez. "Competence Development and Employability Expectations: A Gender Perspective of Mobility Programmes in Higher Education." Administrative Sciences 10, no. 3 (September 14, 2020): 74. http://dx.doi.org/10.3390/admsci10030074.
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This paper analyses the role of study-abroad programmes in higher education by examining how students’ participation can foster competence development and employability expectations. Our research focuses on the acquisition of competences through the international mobility programme Erasmus+ of 191 students of an undergraduate programme in tourism, considering the different perceptions of male and female students. Our results confirm that five out of the six competences which students develop through Erasmus+ mobility have a positive and significant influence on their employability expectations. Our findings also confirm that male and female students have different perceptions concerning the influence on their employability expectations of those competences acquired during their experience studying abroad.
Dissertations / Theses on the topic "Five competences"
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Reynolds, Yvonne Margaret. "Measurement and measurement-related competences of five to eight-year-old children in a British primary school." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020634/.
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Measuring with units requires underlying conceptual competences as well as practical and numerical abilities. The social context, notably in relation to language, undoubtedly plays its part in their acquisition. Existing research had investigated conceptual, practical, numerical and social aspects of the acquisition of measurement, but rarely together, or by the same group of children. The present research united both in a conceptually coherent structure, enabling a picture to be presented that was both broad and detailed. There was a specific focus on conceptual difficulties children may face that are identified in the psychological and educational literature. Eighty-three five- to eight-year-old children were interviewed about their knowledge of measurement and participated in a comprehensive set of tasks designed to test their understanding of its language and concepts, their accuracy in making visual estimates, and their ability to measure length. Results showed the children to have a lively appreciation of the importance of measurement, good understanding of its everyday language and concepts, and good ability to estimate length. Yet they were poor measurers. This unevenness in their accomplishments indicated underlying conceptual insecurity that was manifested in ineffective deployment of measurement instruments, but went beyond it. There was some evidence that ability in language and estimation were associated for the younger children, while estimation and measurement ability were associated for the older. An agenda for further investigation of the disjunctions identified by this research was outlined.
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Azizi, Shahin, and Maria Tabib. "De fem förmågorna i matematik : Hur läromedlet kan främja de fem förmågorna." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55087.
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Syftet med denna studie var att få vetskap om hur lärare använder sig av Favorit matematik i undervisningen för att främja elevernas kunskaper i de fem förmågorna. Syftet var även att få en uppfattning om hur läraren förhåller sig till undervisningen om läromedlet inte räcker till. Vi valde att utföra kvalitativa intervjuer via zoom med F-3 lärare. Urvalet består av sex erfarna lärare som har arbetet med matematikundervisning i lågstadiet i minst 4 år. I vårt resultat framkommer det att lärarna använder sig av läromedlet i stor utsträckning men att de behöver komplettera detta med övningar och extra material.The purpose of this study was to gain knowledge about how teachers use Favorite Mathematics in teaching to promote students' knowledge of the five abilities. The purpose was also to get an idea of how the teacher relates to the teaching if the teaching aid is not enough. We chose to conduct qualitative interviews via zoom with F-3 teachers. The sample consists of six experienced teachers who have worked with mathematic teaching in primary school for at least 4 years. In our result, it appears that the teachers use the teaching aid to a large extent, but that they need to supplement this with exercises and extra material.
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Lavelle, Barbara M., and barbara lavelle@deakin edu au. "complexity, age and motor competence effects on fine motor kinematics." Deakin University. School of Health Sciences, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.122512.
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Prehension is a fundamental skill usually performed as part of a complex action sequence in everyday tasks. Using an information processing framework, these studies examined the effects of task complexity, defined by the number of component movement elements (MEs), on performance of prehension tasks. Of interest was how motor control and organisation might be influenced by age and/or motor competence. Three studies and two longitudinal case studies examined kinematic characteristics of prehension tasks involving one-, two- and three-MEs: reach and grasp (low-complexity); reach, grasp and object placement (moderate-complexity); and reach, grasp and double placement of object (high-complexity).
A pilot study established the suitability of tasks and procedures for children aged 5-, 8- and 11-years and showed that responses to task complexity and object size manipulations were sensitive to developmental changes, with increasing age associated with faster movements. Study 2 explored complexity and age effects further for children aged 6- and 11-years and adults. Increasing age was associated with shorter and less variable movement times (MTs) and proportional deceleration phases (%DTs) across all MEs. Task complexity had no effect on simple reaction time (SRT), suggesting that there may be little preprogramming of movements beyond the first ME. In addition, MT was longer and more on-line corrections were evident for the high- compared to the moderate-complexity task for ME1. Task complexity had a greater influence on movements in ME2 and ME3 than ME1. Adults, but not children, showed task specific adaptations in ME2.
Study 3 examined performance of children with different levels of motor competence aged between 5- and 10-years. Increasing age was associated with shorter SRTs, and MTs for ME1 only. A decrease in motor competence was associated with greater difficulty in planning and controlling movements as indicated by longer SRTs, higher %DTs and more on-line corrections, especially in ME2. Task complexity affected movements in all MEs, with a greater influence on ME1 compared to Study 2. Findings also indicated that performance in MEs following prehension may be especially sensitive to motor competence effects on movement characteristics. Case studies for two children at risk of Developmental Coordination Disorder (DCD) revealed two different patterns of performance change over a 16-17 month period, highlighting the heterogeneous nature of DCD. Overall, findings highlighted age-related differences, and the role of motor competence, in the ability to adapt movements to task specific requirements. Results are useful in guiding movement education programmes for children with both age-appropriate and lower levels of motor competence.
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Steinmark, Wilhelm. "Leisure and Competencies A Qualitative Study of Top Managers' Leisure Activities /." St. Gallen, 2007. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02607885002/$FILE/02607885002.pdf.
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Andersson, Sarah, and Mathilda Brandin. "”It’s not a term that I’ve ever used” - Teachers’ Interpretations of Interculturality in EFL-teaching." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34611.
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The purpose of this degree project was to investigate teachers’ conscious and unconscious interpretations of interculturality. We interviewed five teachers from different schools in order to analyse how intercultural their teaching of culture in EFL is. We investigated how their schools encourage cultural diversity, whether intercultural aspects are incorporated in their EFL-teaching and how they interpret the term interculturality. The Swedish national curriculum (Skolverket 2011a), Byram’s (1997) five savoirs and Sercu’s (2006) IC-teacher profile provided us with the theoretical background for the analysis. Our findings suggest that there are teachers who do not incorporate intercultural aspects into their EFL-teaching, as well as teachers who include some aspects. Among our five teachers there is an uncertainty concerning interculturality and how it should be a part of their teaching. Our conclusion is that since it is no longer optional in Swedish schools to incorporate interculturality into EFL-teaching, it is necessary to raise an awareness of the term among principals, teachers and teacher students.
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Wilson, Ella. "Flow and Performance Competency in Modern and Ballet Dancers." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/725.
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A qualitative investigation is proposed to examine flow experiences in professional ballet modern dancers in order understand the nature of this psychological experience. It is not well understood where and when professional dancers experience flow, and whether or not their subjective experience is correlated to what an audience evaluates in a dancer’s performance. The study of performance quality and subjective experience of the dancer has not been studied within the dance movement analysis literature. This is an important topic to research to further understand what factors facilitate or debilitate a professional dancer’s well-being. This study aims to determine any facilitating and mediating factors of flow experiences in professional ballet and modern dancers. Additionally, it aims to address whether a dancer’s performance is perceived as being competent, and if the dancer’s experiences of the performance matches the levels of competency. Two hundred professional ballet and modern dancers (100M, 100F) will participate in this study. These participants will be recruited from the professional companies based in the United States. This study will also analyze the relationship that the reported flow scores have with evaluations of performance competency. Each participant will be interviewed to determine their personal experiences of flow, if they have had any. Following the interview, they will complete the Activity Experience Scale – 2 (DFS-2). A researcher will observe a rehearsal and a performance to evaluate each participant using the Performance Competency Evaluation Measure. Following the rehearsal or performance, the participant will complete the Event Experience Scale-2 (FSS-2). The mean scores from the FSS-2 will be analyzed using a two-by-two factorial ANOVA to determine if modern dancers experience significantly higher levels of flow in performance with no effect across gender. The effects of performance competency evaluations between the style of dance and mean flow scores were examined using mediation analysis and Sobel’s test. Additionally, it is predicted that the number of hours of rehearsal and performances will be established as a mediating factor between the style of dance and mean flow scores. The same methodology will be used for mediation analysis to test this hypothesis.
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Rass, Juanita E. "A Delphi panel study of nursing competencies for rural nursing in the state of Maine." Restricted access (UM), 2008. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.
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These (Ph.D.)--Capella University, 2008.Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves [101-106]). Also issued in print.
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Alibrahimi, Noor, and Amanda Sjökvist. "De fem förmågornas roll i matematikundervisningen : - En kvalitativ intervjustudie med lärarperspektiv i grundskolan F-3." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48831.
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Studiens syfte är att beskriva hur lärare i grundskolan F-3 arbetar med de fem förmågorna som grundar sig i kursplanen för matematik i sin matematikundervisning för att stödja elevers lärande. Studien har genomförts med en kvalitativ metod i form av enskilda semistrukturerade intervjuer med sex behöriga och verksamma lärare i grundskolan F-3. Insamlade data har transkriberats och sorterats i fem kategorier som är kopplade till forskningsfrågorna. Därefter analyserades data utifrån studiens teoretiska perspektiv, som är det didaktiska kontraktet och beliefs. Det framkommer i resultatet att lärare har skilda uppfattningar och visar osäkerhet över de fem förmågorna i kursplanen för matematik. Läromedlen dominerar lärares planering och undervisning i matematik. Vidare framkom att bedömningen är övervägande summativ utifrån färdiga diagnoser och lärarna tar inte alltid hänsyn till alla fem förmågor. Studiens slutsats är att lärarna har goda kunskaper och uppfattningar om vad matematik är och hur elever lär sig matematik, men trots det har lärarna svårt att omsätta det i matematikundervisningen för att stödja alla elevers lärande.The aim of this study is to describe how teachers in primary class up to grade 3 works with the five competencies that the curricula in mathematics are based on, to support pupils' learning. The study was conducted with individual qualitative semi-structured interviews with six primary school teachers. The collected data has been transcribed and sorted into five categories linked to the research questions. The data were then analyzed from the theoretical perspective of the study, which is the didactic contract and beliefs. The result shows that teachers have different views and show uncertainty about the five competencies in the mathematics curricula. Textbooks dominate teachers' planning and teaching in mathematics. Furthermore, it was found that the assessment is mostly summative, based on completed diagnoses where the teachers don’t always consider all five competencies. The conclusion of this study is that teachers have good knowledge and perceptions of what mathematics is and how students learn mathematics, but despite this, teachers find it difficult to convert it into mathematics education to support all pupils' learning.
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Henry, Richard S. "“Even Five Years Ago this Would Have Been Impossible:” Health Care Providers’ Perspectives on Trans* Health Care." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6094.
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Trans* studies and issues have recently increased in coverage by the media and popular press. With recent changes in the DSM-5 (APA, 2000; APA 2013) and insurance law (HHS, 2014), trans* healthcare has been under increasing scrutiny. While a small number of studies (Bradford, Reisener, Honnold, & Xavier, 2013; Grant et al., 2011; Rounds, McGrath, & Walsh, 2013; Tanner et al., 2014) have documented discrimination and lack of cultural competencies from the perspective of trans* patients, little research exists that examines the training, support, and decision-making processes of medical professionals who treat trans* patients (Snelgrove et al., 2012, p. 2). The goal of this research study is to explore the training and cultural competencies of healthcare professionals in treating trans* patients by surveying and interviewing healthcare professionals about their experiences of trainings, familiarity with practices/protocols, and attitudes toward treating trans* patients. A survey of 35 health care professionals and nine interviews were conducted. These health care professionals, while generally accepting of trans* individuals, still had some reservations about working with trans* patients and suggested that there were many barriers and challenges to providing trans* health care. A majority of health care professionals had little or no familiarity with treatment protocols or diagnoses for trans* patients, and very few had received any type of training (formal or informal) before or after starting working in the health care about trans* patients. While there are many areas in which there perceived challenges and barriers to care, several participants did observe that there has been a shift in health care recently that is moving towards being more inclusive and responsive to trans* patients.
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Campher, J. "Exploring the role of competency assessments in forensic interviewing for child victims of sex offences between five to ten years old." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12754.
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Includes bibliographical references.The following research presents an exploration on the role that competency assessments and competency reports play in child sexual abuse cases. This research is informed by forensic social workers in practice within the Gauteng Province. The respondents work both within government organisations and non-government organisations. This research uses a mixed methodology approach to explore practices around competency assessments and competency reports. The respondents completed two forms of data collection namely a survey and were part of a focus group which was conducted by the researcher. The findings therefore presents both quantitative and qualitative data, and are discussed to further elaborate on practices within the Gauteng Province. Conclusions and recommendations were made by both the researcher and the respondents, which are supported by the findings of this research and existing literature in the field.
Books on the topic "Five competences"
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Borri, Claudio, and Francesco Maffioli, eds. E4 Thematic Network. Florence: Firenze University Press, 2004. http://dx.doi.org/10.36253/88-8453-162-4.
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This Thematic Network aims at developing the European dimension of Higher Engineering Education by enhancing the compatibility of the many diverse routes to the profession of engineer, by facilitating greater mobility and integration of skilled personnel throughout Europe, by favouring a mutual exchange of skills and competences and providing a platform for communication between academics and professionals. Five main activities have been organised under the overall umbrella of the Thematic Network.The work contains 6 volumes.
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Read, Hilary. Assessing management competence: A resource file. Bristol: NHS Training Directorate, 1993.
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Cousins, Christine. The NCVQ: To explore managers perceptions of standards of competences required by day care staff in social services under fives establishments. London: NELP, 1988.
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Dutta, Chaitali. Information literacy competency and readership study of five specific localities in urban, industrial, and semi-urban areas of Kolkata Metropolitan City. [Kolkata: s.n., 2008.
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Butera, Ann. Mastering the Five Tiers of Audit Competency. Auerbach Publications, 2016. http://dx.doi.org/10.1201/b20092.
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Standards of Occupational Competence (Fire Service Circular: 5/1996). The Stationery Office Books (Agencies), 1996.
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van Dulmen, Manfred H. M., and Haylee DeLuca. Former Foster Care Youth and Resilient Functioning in Young Adulthood. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0043.
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This chapter focuses on former foster care youth and resilient functioning in young adulthood, particularly predictors of success and future directions. The chapter reviews the literature on predictors of (a) work and educational competence, (b) competence in close relationships, and (c) self-competence. The chapter reviews empirical evidence for success components related to pre-placement, placement, individual, and contextual factors. The chapter concludes with five recommendations for future research: (1) strength-based developmental assessments of competence and resilience, (2) identification of factors that differentiate predicting specific areas of competence/resiliency, (3) continued theoretically informed work that is guided by developmental science, (4) studies guided by person-centered frameworks and analyses, and (5) studies that identify modifiable placement factors that predict successful outcomes among former foster care youth.
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Mastering the five tiers of audit competency: The essence of effective auditing. Auerbach Publications, 2016.
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Ready, Jonathan L. Similes in Five Modern Oral Poetries. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198802556.003.0004.
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This chapter presents detailed analyses of similes in five modern oral poetries. Examining the poet’s reliance on shared similes in the performances of two epic poems, The Epic of Pābūjī (Rajasthan, India) and The Guritan of Radin Suane (South Sumatra), prepares us to pay attention to shared similes when we see them alongside idiolectal similes. Next comes a demonstration of how Kyrgyz and Bosniac epic poets and composers of Najdi lyric poetry use similes to move around on the spectrum of distribution: they present shared and idiolectal similes. The chapter ends by considering the construction of similes as two-part units made up of a tenor and a vehicle: one thereby gains a greater appreciation for poets’ presentations of shared and idiolectal elements in the space of simile. In sum, poets present shared and idiolectal similes in order to show their competence in performance.
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Assessing Teacher Competency: Five Standards-Based Steps to Valid Measurement Using the CAATS Model. Corwin Press, 2007.
Find full textBook chapters on the topic "Five competences"
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Fedeli, Monica. "The Student Voice in Higher Education and the Implications of Promoting Faculty Development." In Employability & Competences, 25–36. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.09.
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This chapter presents a literature overview of the student voice in higher education, the main results from a three-year research project conducted at five Italian universities with the aim of investigating students’ voices in higher education and how they offer insight into fostering Faculty Development
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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education, 213–19. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.
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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Rohrer, Philip, and Lauren Kagan. "3. Using the Five Senses to Explore Cities." In Teaching Intercultural Competence Across the Age Range, edited by Manuela Wagner, Dorie Conlon Perugini, and Michael Byram, 60–79. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098910-006.
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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.
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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Menyuk, Paula. "Methods Used to Measure Linguistic Competence During the First Five Years of Life." In Infants at Risk, 85–113. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171447-4.
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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms, 145–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.
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Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Lüken, Miriam M. "Repeating Pattern Competencies in Three- to Five-Year Old Kindergartners: A Closer Look at Strategies." In ICME-13 Monographs, 35–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73432-3_3.
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Jeannet, Jean-Pierre, Thierry Volery, Heiko Bergmann, and Cornelia Amstutz. "Business Focus Choices." In Masterpieces of Swiss Entrepreneurship, 83–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65287-6_8.
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AbstractThis chapter will highlight the fact that “Focus” is not just “Focus” by identifying five different types of focus choices. Older companies began in a given industry sector and remained loyal to that sector, adopting an industry focus. Past experience in a given sector can lead to business focus. For many firms, core competence served as the basis for building an entire company. Some companies define their focus strategy around a given technology. Focusing on a single market provides, and necessitates, in-depth knowledge of the operating conditions of a company’s customers.
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Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms, 79–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.
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Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.
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Espinosa, Edgar Oliver Cardoso. "The Development of the Management Competences at the Postgraduate Level in the Context of the Fourth Industrial Revolution." In Management Training Programs in Higher Education for the Fourth Industrial Revolution, 95–111. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1875-5.ch006.
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The objective of the chapter is to describe the main managerial competences to be formed at the graduate level, according to the characteristics established in the context of the fourth industrial revolution. From this perspective, individual knowledge, experience, initiative, and creativity are recognized as the unlimited resource of organizations and countries, so that the talent of the people is the basis of the competitiveness and survival of the organizations of any type that require a manager. Five axes of training at the graduate level are identified: personal competences, strategic competences, intra-personal competencies, personal efficacy competencies, and investigative competences.
Conference papers on the topic "Five competences"
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Gamito, Rakel, Pilar Aristizabal, and María Teresa Vizcarra. "Pre-school Education Degree students´ prior knowledge and perception of digital competence." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8218.
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Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.
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Canto Herrera, Pedro José, Hugo Salvador Flores Castro, and Sergio Humberto Quiñonez Pech. "IMPORTANCE OF DIGITAL COMPETENCES AND ATTITUDES TOWARD RESEARCH IN MEXICAN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end137.
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The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards research. All questions use a Likert scale with 5 answer options. Cronbach's Alpha was used to determine the reliability of the instrument. It was found that the questions related to the importance of digital competence an alpha equal to 0.912 and for the questions of attitudes towards research an alpha equal to 0.854. It was found that teachers considered important the five digital competences dimensions. It also was found that they considered that creativity and innovation as the most important dimension and the use and access of information as the less important. The participant teachers’ attitudes towards research were more neutral. It was found that the cognitive dimension was the one with the highest score, while the behavioral dimension the one with the lowest score. It is concluded that training needs are detected to improve their digital skills and their attitude towards research, the need for further research on the effect is perceived that could have for the development of research groups in this institution.
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Rojc Štremfelj, Livija, Iztok Podbregar, and Eva Jereb. "Human Resource Management and Manager’s Competences in Non-governmental Organisations." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.54.
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The article deals with the Slovenian non-governmental organisations (NGO), NGO classification in Slovenian legislation and stresses the specific task of human resource management of the non-governmental organisations, namely for the work processes to be executed managers have to engage the volunteers at hand not only their employees. The employees in the Slovenian NGO sector are scarce, even though the European average (EU-28) of NGO paid employment compared to total paid employment is five times higher than in Slovenia. The text therefore presents the comparison of paid employment to total employment and total worth of voluntary work in Slovenian and EU NGOs. The Slovenian human resource management research in NGO is overviewed to argue why NGO leaders’ competency modelling would be the right step forward for Slovenian NGOs.
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Bondarenko, I. N., T. G. Fomina, and V. I. Morosanova. "The role of conscious self-regulation, language competence and non-cognitive properties in the success of the russian language in secondary school." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.70.84.
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Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.
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Gurunyan, Tatyana. "Teaching Entrepreneurship as Driver of Stable Development: Experience of Siberian Institute of Management (SIM) - Branch of the Russian Presidential A." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02270.
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Entrepreneurship is one of the sources of economic growth. For the purposes of stable development UNO considers it necessary to increase the number of people possessing entrepreneurship skills. In this connection, a concern is caused by an alarming tendency: entrepreneurship activity of young people in Russia is decreasing. The international project GUESSS shows that in Russia every second student is going to become an entrepreneur in five years after the graduation, but only about ten percent are ready to start their own business. Entrepreneurial competences are not sufficiently formed at university. For solving this issue an abstract-logical approach was used on the basis of system analysis of the formation of entrepreneurial competences in universities. The analysis was carried out basing on the data of international project GUESSS, and the results of research work in SIM-branch of RANEPA. The department of economy and finances of SIM introduces qualitatively new methods of teaching entrepreneurship to students. The analysis was carried out of the activity of students in the Investment club. Thus, it is proved that an entrepreneurial structure at university and project activity are the key factors of forming entrepreneurial competences of students. Also the agenda of stable development should be integrated into educational programs. The introduction of the best practices of teaching entrepreneurship in universities of EAEU countries will promote the business climate and become one of the drivers of stable development of regional integration.
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Vlasov, Mikhail. "Core Competencies Identification and Development: Evidence from Oil and Gas Exploration Company." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206111-ms.
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Abstract Background Key trends say that to stay as a primary energy source for the upcoming years Oil & Gas companies shall concentrate their efforts on efficiency and technologies, including digital. The situation in the Exploration sector is challenging, as there are almost no "easy" resources left to explore. One of the ways to build a further development strategy for the Oil & Gas Exploration Companies is to define and build development plans for their core internal capabilities. To boost their efficiency, companies shall concentrate their attention and efforts around their core competencies. Purpose The principal aim of this paper is to suggest the method of identifying the internal sources of competitive advantage (the core competencies of an organization) and building the plans of their development on the example of the selected Oil & Gas Exploration Company. Methodology A case study was carried out utilizing the methods synthesized by the author basing on the critical analysis of the previous conceptual and research studies, including strategic architecture, value chain analysis, POCCI model and both quantitative and qualitative methods. The identification of core competencies was based on a discussion nature of focus group activities organized in the form of strategic sessions among the top management level of the selected Company. Findings Five core competencies were identified for any Oil & Gas Exploration Company: managing personnel motivation and development, managing uncertainties, regional / basin analysis, building an integrated business-case, and geological modelling. These results were validated and proved by a crosscheck analysis, final discussions with the focus group and a round table discussion among industry experts, consultants and top managers of major oil companies. Discussions and recommendations for further development The validity of methods suggested by the author is proved, however, some points of further methodology were identified during the research. The clear understanding of internal capabilities, the core competencies development level and what is the company is capable of today and tends to be capable of in the future will become one of the most valuable parts in every strategic decision-support package. The clear picture of identified and estimated competences together with an on-going benchmarking becomes a valuable guide in systematization and managing the company's development.
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Horva´th, Imre. "Design Competence Development in an Academic Virtual Enterprise." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99162.
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Development of competence has been one of the major issues and goals of modern academic design and engineering education. Nevertheless, our literature study revealed that we are still far from a common interpretation of design competence. There are different views on it which we called reductionist and holistic. In the reductionist view, design competence is considered to be not else than a set of low level competencies such as drawing skills, spatial vision, specialized knowledge, intuitiveness and creativity, verbal communication, and technical writing, which have been typically addressed disjointedly. In the holistic view, design competence is a synergetic construct of some generic capacities. We followed this latter view in our work. We studied the implementation opportunities and manifestation of holistic design competence at the development and conduct of our recent European Global Product Realization course. Based on our past experiences and the information from the literature, we assumed that holistic design competence is a construct of five generic capacities: capabilities, attitude, knowledge, skills, and experiences, and can be efficiently developed by concurrently focusing on each of these, respectively. The professional content and didactic approach of the course were designed accordingly. An academic virtual enterprise was formed with the involvement of an industrial company and universities of five countries. The course included two instructional streams, which have been called professional navigation and industrial project. This paper presents our interpretation of holistic design competence, the didactic aspects of developing the underpinning generic capacities, and their manifestation in the European Global Product Realization course. A qualitative research has been completed with the involvement of 46 students to make out how our approach contributed to the development of the elementary design competencies. The conclusion has been that our approach equally well supports the development of both the holistic design competence and the elementary design competencies that are needed by product designers to be able to successfully operate in geographically dispersed virtual enterprises. The students’ opinion has been that the course was challenging but rewarding from the point of view of their future carrier as product designers.
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Ramachandran, Madhumitha, and Zahed Siddique. "Development of Competencies and Their Inter-Relationships in an Engineering Design Course." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59694.
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Design courses in engineering play an important role to enhance development of competencies needed by students to excel in the 21st century workplace. Problems solved by undergraduate students in engineering programs are mostly well-structured, while real world engineering problems are most likely to be ill-structured and complex. These ill-structured problems have vaguely defined goals and constraints, which demand graduates to apply the learnt knowledge beyond the understanding of fundamental concepts. To prepare and educate the future workforce for engineering workplace, we must provide them with opportunities to learn how to internalize the principles of design and to develop competencies to tackle ill-structured problems through an authentic, immersive experience that involves designing, building and testing an artifact. In this paper, we use students’ self-reported level of competencies to see how students develop competencies and how the inter-relationships among these competencies change overtime in a senior-level design course. We performed this study in Principles of Design course, during fall semester of 2014, where students addressed an ill-structured design problem. Five questionnaires were developed and administered for self-reported assessment of competencies by students. The development of competencies was tracked over time across all five surveys, followed by t-tests to identify the significant patterns of change in the developed competency level. Students showed lack of confidence in competencies related to understanding problem, requirements, concept generation and selection. Communication did not vary significantly throughout the semester. The relationships among the competencies were examined using the correlational analysis at each point and over time to identify the core competencies. Competencies related to communication, understanding problem and understanding requirements are found to be the core competencies as the development of other competencies are dependent on the level of these competencies. Recommendations have been made to modify the course in the areas of core competencies, where students lack confidence. We believe continuous improvement of student professional competencies through course modifications will help students to develop more professional competencies in a semester long design course.
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Turns, Jennifer, and Brook Sattler. "When students choose competencies: Insights from the competency-specific engineering portfolio studio." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462441.
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Auziņa, Anita. "Smart Learning of Future English Language Teachers: Students’ Time Management and Performance in an Online Course." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.07.
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An online course can offer limitless opportunities to expand one’s knowledge, develop skills and competences and, meanwhile, combine one’s online learning journey with a real-world activity, also studies in the case of university students. To manage all, the use of time for the productivity and achievement is crucial. The paper discusses the time management and performance of university students, future English language teachers in particular, taking an online course. A case study was carried out, and teacher education students, who participated in an online course on Learning Technologies and Content and Language Integrated Learning (CLIL), were questionnaired to explore their time management strategies and performance during their five-month online study period. The reflections of the online course moderators were collected to triangulate the data and find out their opinion on students’ time management habits and performance quality; besides, the differences between their expectations and reality were examined. Findings suggest that students’ time management was considerably challenged, and the set amount of time, i.e. one week to accomplish one module and its related assignments, required advanced planning and change of study habits to achieve the aims and objectives of their online learning process.
Reports on the topic "Five competences"
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.