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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.
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Sharma, Payal, and Jagwinder Singh Pandher. "Competences desired among educational leaders of technical education degree institutions." Journal of Workplace Learning 31, no. 6 (August 12, 2019): 377–90. http://dx.doi.org/10.1108/jwl-09-2018-0110.
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Purpose This study aims to identify and classify various competences and competencies that educational leaders should essentially possess. Design/methodology/approach The systematic review of the literature was conducted to identify various competences of educational leaders in the institutions. Later, an empirical research was conducted. The data were analyzed through confirmatory factor analysis (CFA) using AMOS 20.0 to classify these competences according to their relative importance considering natural gaps in standardized beta (ß) values. In all, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a survey. Findings The results of the study identified five competences: pedagogical, leadership, innovative, research and evaluation competences. The competencies “help others in improvement and not blame circumstances”, “set high benchmarks” and “align class activities with learning objectives” have qualified among the “most important” competencies for the educational leaders. Research limitations/implications The sample was specific to one state. There may be the chances of response bias in a few situations. Therefore, there are few reservations in generalizing the findings. Practical implications The study has several implications for both the faculty and the technical education degree institutes. The study provides a link between the characteristics and competencies of educational leaders. This study also contributes in terms of mapping of these competencies while recruitment of the faculty to test whether the candidates possess the potential of becoming educational leaders. Originality/value The administrators can test these competencies in their faculty for the purpose of identifying both the educational leaders within their institutes and the potential educational leaders in future by assessing “requisite” and “important” competencies.
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Kumar, Vivekanandan, Shawn N. Fraser, and David Boulanger. "Discovering the Predictive Power of Five Baseline Writing Competences." Journal of Writing Analytics 1, no. 1 (2017): 176–226. http://dx.doi.org/10.37514/jwa-j.2017.1.1.08.
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Wijayanti, Metha, and Amat Jaedun. "THE RELEVANCE OF CIVIL ENGINEERING GRADUATE’S COMPETENCES TO WORK IN CONSTRUCTION INDUSTRY." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 3, no. 1 (July 8, 2020): 81–94. http://dx.doi.org/10.21831/jk.v3i1.18115.
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This study was aimed at analyzing the competencies that are provided and the relevance of graduate competence of vocational schools to work in the construction industry. The evaluation study used was a discrepancy model by identifying gaps between the needs of construction industry competencies and the competencies of Building Engineering graduates. The objects of the study were company owners, heads of the Human Resources Department, and head of the Building Engineering Expertise Program. The data were retrieved using a questionnaire with 60 open statements. The instruments were prepared based on the Director General of Secondary Education Decree Number 7013/D/KP/2013 which is adjusted to the theory of competence and competency of the pre-survey results. The data then were analyzed using quantitative descriptive analysis technique. The results of the study showed that industry requires seven attitude competencies, seven knowledge competencies, and six skills competencies. Industrial competency requirements that are relevant to the competencies supplied by Vocational Schools are six attitude competencies, five knowledge competencies, and one skill competency with a level of relevance in the high category which shows that vocational school graduates are competent to work in the construction industry.RELEVANSI KOMPETENSI LULUSAN SMK TEKNIK BANGUNAN UNTUK BEKERJA DI INDUSTRI KONSTRUKSIPenelitian ini bertujuan untuk menganalisis kompetensi yang dibekalkan dan tingkat relevansi kompetensi lulusan Sekolah Memengah Kejuruan (SMK) Teknik Bangunan untuk bekerja di industri jasa konstruksi. Penelitian evaluasi menggunakan model diskrepansi dengan mengidentifikasikan kesenjangan antara kebutuhan kompetensi industri konstruksi dan kompetensi lulusan Teknik Bangunan. Objek penelitian adalah pemilik perusahaan, kepala Human Resources Departement (HRD), dan kepala Program Keahlian Teknik Bangunan. Pengambilan data menggunakan kuesioner dengan 60 pernyataan terbuka. Instrumen disusun berdasarkan Keputusan Direktur Jenderal Pendidikan Menengah Nomor 7013/D/KP/2013 yang disesuaikan dengan teori kompetensi dan kompetensi hasil prasurvei. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif. Hasil penelitian menunjukkan kompetensi yang sangat dibutuhkan industri adalah tujuh kompetensi sikap, tujuh kompetensi pengetahuan, dan enam kompetensi keterampilan. Kebutuhan kompetensi industri yang relevan dengan kompetensi yang dibekalkan SMK adalah enam kompetensi sikap, lima kompetensi pengetahuan, dan satu kompetensi keterampilan dengan tingkat relevansi dalam kategori tinggi yang menunjukkan bahwa lulusan SMK kompeten untuk bekerja di industri konstruksi.
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Setiawan, Bayu. "Formation Pattern State Defense Reserve Components In Five Countries Of Asean." Journal of Business and Behavioural Entrepreneurship 1, no. 1 (December 12, 2017): 18–26. http://dx.doi.org/10.21009/jobbe.001.1.02.
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This research is a qualitative research, which aims to describe the ideal pattern for Indonesia in building the reserve component base on the result of benchmarking and review of the formation pattern of the Asean countries, namely Indonesia, Malaysia, Singapore, the Phlilipines, and Thailand. The place of research were Directorate of Reserve Component and the Directorate of State Defense of Defense Potential, Directorate General of Defense Potentioal, Ministry of Defence of the Republic of Indonesia, Commission I of the House of Representatives, and the Defence Attache of the five Asean countries. The data was collected by using Focus Group Discussion method, questionnaries, interviews, direct observation, and document verification. Data analysis was perfomed using a model of the Analytical Hierarchy Process (AHP) Thomas L. Saaty, such as, to determine actor, pattern, and actor with the highest priority and become the most important criteria in the formation of national defense reserve component in five Asian countries. Result of research on the highest priority and the most important criteria: (1) for Factor: Deterrent Power; (2) for Pattern: Budgeting; and (3) for Actor: the Thailand Kingdom. In this study we analyzed the implementation of eight key competences of Michael Zwell, ie, beliefs and values, skills, experience, personality traits, motivation, control emotional issues, intellectual ability, and the culture of the organization in six patterns for the formation of national defense reserve component in the Kingdom of Thailand, namely recruitment, training (development), use (utilities), closure, reward and punishment, and budgeting. The result of the analysis shows that the model and the development time in military basic training phase has the highest priority in improving the competence of members of the reserve component. In order to increase the deterrent power of the nation and country, Indonesia needs the competence of members of the reserve components that are national resources defense. Therefore, to improve the competence of defense reserve component member of the country, Indonesia needs to implement eight key competences of Michael Zwell into the military basic training curriculum, which is the part of a national programme to defend the country, and put the Ministry of Defence as a leading sector.
Keywords: factor, pattern, actor, training, detterent, competence.
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Avsec, Andreja, Irina Belasheva, Jiri Cenek, Azizuddin Khan, Tamara Mohorić, Vladimir Takšić, and Gaja Zager Kocjan. "Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire." Psihologijske teme 29, no. 1 (2020): 167–90. http://dx.doi.org/10.31820/pt.29.1.10.
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The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.
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Andreu-Andres, Maria-Angeles, Fernando R. Gonzalez-Ladron-de-Guevara, Amparo Garcia-Carbonell, and Frances Watts-Hooge. "Contrasting innovation competence FINCODA model in software engineering: Narrative review." Journal of Industrial Engineering and Management 11, no. 4 (October 10, 2018): 715. http://dx.doi.org/10.3926/jiem.2656.
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Purpose: Innovation competences are expected both in businesses and in higher education. Software organizations, in particular, require engineers that collaborate to deliver better services and products. Staff recruitment and training are human resource management tasks that are crucial to insuring that applicants and job holders have the competences that will facilitate quality output in software development processes.This paper seeks to determine the competences that describe high-performing, innovative professionals in software engineering in order to weigh them against the FINCODA model on innovation competences devised to assess and enhance individuals’ capacity to innovate, a core outcome of the Framework for Innovation Competences Development and Assessment Project.Design/methodology/approach: A review protocol was followed to examine the literature on software engineering to identify the innovation competence and behavioral indicators that are required in individuals.Findings: According to the literature, the innovation competences required of the staff in software companies are creativity, critical thinking, initiative, team work and networking, dimensions that are contained in the FINCODA model. Findings also support the inclusion of the thirty-four behavioral indicators that constitute the five dimensions of the FINCODA model.Originality/value: Business organizations need tools to assess innovation competences in employees. Universities, as well, lack the instruments to measure development of innovation competence in undergraduates that teaching/learning methods should enhance before students reach the workplace. This research sheds light on innovative workplace behaviors of software engineers and on feasible designs of training programs for staff and undergraduates by using the FINCODA model and its behavioral indicators. Future research will focus on ratifying the validation of the model and the online assessment tool derived from it.
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Krüger, Meta. "The Big Five of school leadership competences in the Netherlands." School Leadership & Management 29, no. 2 (April 2009): 109–27. http://dx.doi.org/10.1080/13632430902775418.
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Deni Hidza Maulana and Muchlas Suseno. "DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF LISTENING (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ASSESSMENT INSTRUMENTS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 36–46. http://dx.doi.org/10.21009/ijlecr.051.04.
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The potential of ICT is to have access to the technology that simplify the education The integration of ICT competence into assessment instruments in fact asset to compete what has not yet been covered by the existing assessment instrument’s standards in language learning. This research adapted Design and Development Research (DDR). The model of Design and Development Research (DDR) used Richey and Klein (2007) model. The used of DDR stages are analyzing, Designing. Prototype and Evaluation. The design of the ICT competences-integrated assessment instrument of Listening Course through the process of analyzing existing assessment instruments of English Language Study Program from five different universities in Indonesia. An analysis was also conducted the ICT Competences-based English assessment instrument. The result of this research first, found that the ICT competences are mostly integrated in the test instrument components. For the ICT tools in the existing test instrument mostly used computer, laptop, speaker and word processing software. UNESCO competence in the existing test instrument mostly integrated implicitly and explicitly in technology literacy. Second, found the model and procedure of integrating ICT competences into table of specification that commonly used. Third, found the integration of ICT into test instrument component can be applied by infusing the ICT indicator into the table of specification. Fourth, found designing ICT competences-integrated assessment instruments of listening courses used the cloze-test, note taking and multiple choice for the type of listening test instrument.
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Tampubolon, Trihartina, and Darmahusni. "DESIGNING ICT COMPETENCES-INTEGRATED LANGUAGE AWARENESS (ENGLISH PHONETICS AND PHONOLOGY, ENGLISH MORPHOLOGY AND SYNTAX, AND ENGLISH SOCIOPRAGMATIC) ASSESSMENT INSTRUMENTS FOR ELESP." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 124–30. http://dx.doi.org/10.21009/ijlecr.052.14.
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The purpose of this research was to design ICT competences-integrated Language Awareness (English Phonetics and Phonology, English Morphology and Syntax, and English Socio-pragmatic) assessment instruments for English Language Education Study Program (ELESP). The Design and Development Research (DDR) acommodatesthis research to produce the models and principles guided by the design, development, and evaluation processes. The data of this research are final test of assessment instruments from five Universities existing assessment instruments of English Language Education Study Program, UNESCO document, European Profiling Grid (EPG) document, and Common European Framework of Reference (CEFR). The reseacher conducts three phases: need analysis, where the writeranalyses the existing assessment instruments of five universities and compare them to ICT competences of EPG, information gathering, and prototypical design. The findings shows the ICT competences of five universities on Technology Literacy of UNESCO. The research results are the procedures to design Table of Specification (ToS), the design ICT competences-integrated in Table of Specification, and design ICT competences-integrated in test and non-test of Language Awareness assessment instruments.
Keywords: Assessment instruments, ICT competences, Table of Specification, andLanguage Awareness.
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Najm, Aurélie, Alessia Alunno, Francisca Sivera, Sofia Ramiro, and Catherine Haines. "Strategies for the assessment of competences during rheumatology training across Europe: results of a qualitative study." RMD Open 6, no. 2 (July 2020): e001183. http://dx.doi.org/10.1136/rmdopen-2020-001183.
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ObjectivesTo gain insight into current methods and practices for the assessment of competences during rheumatology training, and to explore the underlying priorities and rationales for competence assessment.MethodsWe used a qualitative approach through online focus groups (FGs) of rheumatology trainers and trainees, separately. The study included five countries—Denmark, the Netherlands, Slovenia, Spain and the United Kingdom. A summary of current practices of assessment of competences was developed, modified and validated by the FGs based on an independent response to a questionnaire. A prioritising method (9 Diamond technique) was then used to identify and justify key assessment priorities.ResultsOverall, 26 participants (12 trainers, 14 trainees) participated in nine online FGs (2 per country, Slovenia 1 joint), totalling 12 hours of online discussion. Strong nationally (the Netherlands, UK) or institutionally (Spain, Slovenia, Denmark) standardised approaches were described. Most groups identified providing frequent formative feedback to trainees for developmental purposes as the highest priority. Most discussions identified a need for improvement, particularly in developing streamlined approaches to portfolios that remain close to clinical practice, protecting time for quality observation and feedback, and adopting systematic approaches to incorporating teamwork and professionalism into assessment systems.ConclusionThis paper presents a clearer picture of the current practice on the assessment of competences in rheumatology in five European countries and the underlying rationale of trainers’ and trainees’ priorities. This work will inform EULAR Points-to-Consider for the assessment of competences in rheumatology training across Europe.
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Korneeva, Yana Aleksandrovna, Lyudmila Ivanovna Shakhova, and Anna Konstantinovna Sorvanova. "Professional competences of mediators with varying degree of success in conduct of conciliation procedures." Психология и Психотехника, no. 4 (April 2020): 53–77. http://dx.doi.org/10.7256/2454-0722.2020.4.34625.
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Mediation has become an increasingly popular reconciliation procedure that allows increasing the psychological security of parties to the conflict in educational and social environment, as well as legal practice. The profession of mediator is highly demanded; however, the questions of professional competence of the specialists and requirements to their personality did not receive due coverage in the scientific literature. The goal of this research consist in development of the model of professional competence and assessment of the level of professional competences of mediators with varying degree of success in conduct of reconciliation procedures. A list of professional competences and their indicators mediators, considering the professional standard – “Specialist in the Field of Mediation (mediator)”. The research involved 42 mediators from Arkhangelsk Region. The following methods were applied: questionnaire (the author developed an original questionnaire for self-assessment of professional competences of the mediator), and psychological testing based on the Five-Factor Model of Personality of Costa and McCrae's in adaptation of M. V. Bodunov and S. D. Biryukov. Statistical processing was carried out via the method of descriptive statistics, correlation and step-type multivariate regression analyses (Pearson's chi-squared test) using the software SPSS 23.00 (license agreement No.Z125-3301-14). The following conclusion was made: the model of professional competences of mediator includes communication skills, conflict management, case study, planning, and self-control. The author developed and tested the questionnaire for self-assessment of professional competences of mediators that can be implemented via 360-degree feedback method. It is established that the successful outcome of reconciliation procedure is affected by such professional competences as self-control and communication skills. Out of the list of professionally important qualities of mediator, the author highlights activity, concreteness, openness, self-restraint, self-discipline, responsibility and sociability as directly related to the success of reconciliation procedures.
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Peiró, José M., Vicente Martínez-Tur, Nanja Nagorny-Koring, and Christoph Auch. "A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development." Sustainability 13, no. 4 (February 5, 2021): 1737. http://dx.doi.org/10.3390/su13041737.
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System Innovation (SI) is a critical approach in driving individual and collective actions towards sustainable development (SD). This article presents the validation process of the Climate-KIC Professional Competence Framework (CF) for SI. This framework is based on principles of system thinking and the need for human capital to deal with challenges related to long-term sustainability. It comprises twenty competences grouped into five stages that describe contexts where professionals implement transformations: Exploring, Framing, Designing, Implementing and Strengthening. The stages are not linear or strictly sequential because overlapping and loops are frequent in transformational and disruptive changes. The CF fulfils several functions in the development of human and social capital: competences’ assessment, their development and training, and their certification to make them more interpretable in the labour market. The methodology for assessing professionals’ competences and the certification procedure are described. Overall, the CF aims to promote the development and visibility of human capital in a critical area for sustainability.
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Halberstadt, Jantje, Jana-Michaela Timm, Sascha Kraus, and Katherine Gundolf. "Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development." Journal of Knowledge Management 23, no. 10 (December 9, 2019): 1925–48. http://dx.doi.org/10.1108/jkm-12-2018-0744.
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Purpose The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences. Design/methodology/approach This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis. Findings This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived. Research limitations/implications The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice. Practical implications This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education. Originality/value With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.
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Periáñez-Cañadillas, Iñaki, Jon Charterina, and Julián Pando-García. "Assessing the relevance of digital competences on business graduates’ suitability for a job." Industrial and Commercial Training 51, no. 3 (March 4, 2019): 139–51. http://dx.doi.org/10.1108/ict-09-2018-0076.
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PurposeThe purpose of this paper is to examine the role of digital competences in relation to the general competences demanded by the job market in the case of Business graduates’ future.Design/methodology/approachA telephone survey was conducted with 992 team and HR managers from November 15 to December 15, 2016. The selected respondents were chosen from a sampling frame of 4,880 registered members of a professional association of Business and Economics graduates. Only those admitting to have or having had employees under their command were accountable. Thus, the final sample of the analysis comprised a total of 231 respondents. We used partial least square modeling in order to test the hypotheses.FindingsThe study carried out in the professional field of graduates in Business studies shows us that of the five dimensions analyzed as digital competences, four of them show an influence on the candidate’s suitability for the post. These are communication, content creation, safety and problem solving. In the variables related to information, this relationship is not observed.Originality/valueIn this research, the authors analyze the digital competences from the perspective of the possible employer. The concept of digital competence is of increasing importance in recent research. There is a need to relate the competences demanded by the companies and those developed by the training centers. Also, prior literature is limited in the number of works analyzing digital competences specifically in the professional activities concerning graduates in Economics of Business studies.
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Stromov, Vladimir, Pavel Sysoyev, and Vladimir Zavyalov. "Problems and potential for the development of youth entrepreneurship in a classical university." Tambov University Review. Series: Humanities, no. 180 (2019): 7–16. http://dx.doi.org/10.20310/1810-0201-2019-24-180-7-16.
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Since 2018 an educational project “School of Competences”, aimed at making the students of a classical university with a whole range of additional professional competencies is implemented at Derzhavin Tambov State University. The project is held within the framework of the institute of mentoring by the United Students’ Scientific Council on the basis of the university, as well as in cooperation with the partners of the university. One of the thematic modules of the “School of Competences” is the project “Youth Entrepreneurship”, during which participants can form a number of entrepreneurial competencies. In this paper, the authors 1) substantiate the relevance of the formation of competences in the field of entrepreneurship among students of a classical university; 2) conduct a review of research on the formation of entrepreneurial competencies in students; 3) describe the five stages of the implementation of the project “Youth Entrepreneur-ship”; 4) offer methodological recommendations for the implementation of this or similar projects on youth entrepreneurship in universities. The project “Youth Entrepreneurship” includes the fol-lowing five stages: 1) the program of the joint student scientific council; 2) an innovative business incubator program; 3) the program of the center of support of small and medium business “Geometry of business”; 4) development of startups and 5) opening of small and small innovative enterprises. For the successful implementation of the project it is recommended to consider several conditions affecting the efficiency and productivity of its results: a) the time and duration of the project; b) contingent of project participants; c) contingent of project coaches; d) the project site and e) the format of the classes. The work describes in detail the stages of project implementation and guidelines for its successful implementation.
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Walková, Milada. "ERPP provision in the UK." Journal of English for Research Publication Purposes 1, no. 2 (November 30, 2020): 143–69. http://dx.doi.org/10.1075/jerpp.20007.wal.
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Abstract This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood & Hadley, 2004), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan’s (2010) four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.
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Revelo Rosero, Jorge Enrique. "Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador." EDMETIC 7, no. 1 (March 4, 2018): 196. http://dx.doi.org/10.21071/edmetic.v7i1.6910.
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Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de prestigiosas universidades (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). Este estudio determina un perfil preliminar del profesorado del área de matemáticas, en el que se describen las dimensiones, competencias e indicadores que desarrolla el profesorado de una universidad de Ecuador y que fue validado por un grupo de expertos internacionales en competencias digitales. Los resultados muestran que el perfil está compuesto por 44 indicadores que corresponden a 21 habilidades digitales que responden a los niveles: básico, intermedio y avanzado de las cuestiones de dominio, uso e innovación en cinco áreas: información y alfabetización, comunicación y colaboración, creación de contenidos digitales, seguridad y resolución de problemas. Abstract:This research focuses on developing a model of digital competence integration of the university teacher for their professional development in the teaching of mathematic, as a scenario for the growth and strengthening of the professional teaching practice. Methodologically, the most relevant aspects of the different standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solvingKeywords: ICT, Mathematics, Digital competences, Higher education
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Sołtysik, Mariusz, Małgorzata Zakrzewska, Adam Sagan, and Szymon Jarosz. "Assessment of Project Manager’s Competence in the Context of Individual Competence Baseline." Education Sciences 10, no. 5 (May 21, 2020): 146. http://dx.doi.org/10.3390/educsci10050146.
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This study’s aim is to determine the consistency of student opinions regarding the importance of individual skills in three areas—people, practice, and perspective—with expert assessment. The study group consisted of five-year students accredited by IPMA Poland. The team of experts was comprised of recruiters, project management lecturers, assessors, and information technology (IT) industry project managers. Our research shows divergences in the approach to key competence that a project manager should have. This is understandable, given the specifics of the comparison. However, the analysis that has been conducted and presented will allow the curricula to be revised. The subsequent evaluation of curricula should address the changes in the labor market. Education should provide key competences, especially as modern project management requires a full spectrum of competences and approaches. Besides experience, project management is the most frequently pursued competence that is required in terms of staff recruitment criteria. The research resulting figures may be useful for recruiters, certification institutions, and universities.
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Akazaki, Jacqueline Mayumi, Ester Morsoletto Poegere, Carla Bueno Sigal, Leticia Rocha Machado, Ketia Kellen Araújo da Silva, and Patricia Alejandra Behar. "Digital Fluency and the Construction of Pedagogical Strategies for Distance Learning." International Journal for Innovation Education and Research 8, no. 12 (December 1, 2020): 112–32. http://dx.doi.org/10.31686/ijier.vol8.iss12.2818.
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The objective of the study is to identify Pedagogical Strategies (PS) that can contribute to the construction of Digital Fluency in the Distance Learning (DL) context. Technological changes in society include their own set of knowledge, skills, and attitudes called Digital Competences (DC). Specifically, in distance learning, digital fluency is considered paramount since it is related to the use of technologies where the subject feels digitally active, especially with regard to the production of content/materials for the virtual environment. This can be divided into five specific competences: Content Production, Data Protection, Networking, Virtual Resilience, and Teamwork. Thus, PS were created from the analysis of competences in order to assist the instructors to build them with their students in the DL environment. This study used a qualitative methodology based on an interpretative approach. The instrument used for data collection was an online questionnaire evaluating the Pedagogical Strategies for the Digital Fluency Competence. The target audience of the research was 90 specialists in the area of distance learning who responded and suggested changes to the PS. The results enabled the development of a framework with 46 Pedagogical Strategies divided into the 5 specific competences of Digital Fluency to aid teachers in meeting students’ needs.
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Tang, Hui-Wen Vivian. "Modeling critical leadership competences for junior high school principals." Kybernetes 49, no. 11 (May 7, 2018): 2589–613. http://dx.doi.org/10.1108/k-01-2018-0015.
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Purpose Based on generic reviews of research on school leadership, this study aims to conceptualize an emerging leadership competence model for further prioritizing school leadership training needs by decision-making trial and evaluation laboratory (DEMATEL)-based analytic network process (ANP). Targeting at a specific group of junior high school principals in Taiwan, the synthesized prioritization of core competences and competence indicators computed by DEMATEL-based ANP can be used as a blueprint for systematically developing school principal preparation programs elsewhere based on contextually specific needs and concerns. Design/methodology/approach For the purpose of detecting the priority of competences extracted from a plethora of literature in relation to school leaders’ skills, abilities and knowledge, a hybrid MCDM model, known as DEMATEL-based ANP, is used to snapshot critical leadership competences for tailoring the intended junior high school principal preparation program. Findings Results of global weight computations by DEMATEL-based ANP show that the overall prioritization of the five dimensions in ranking order are “Redesigning the organization,” “Related leadership practices,” “Setting Directions,” “Personal Characteristics” and “Developing People.” Factor-level analysis indicated that “Legality,” “Consensus Building,” “Shared Vision,” “Strategic Management,” “Authoritarianism,” “Modeling Behavior” and “High Performance Emphasis” were prioritized factors to be included in developing the intended school principal preparation program. Research limitations/implications Contextually based findings yielded from DEMATEL-based ANP would only be applicable to the target context under investigation. Generalizing the findings to junior high school principals elsewhere might not be appropriate. Methods introduced in this study are extensible to further studies aiming at shaping leadership trainings in other school settings to achieve maximum impact based on contextually specific needs. Limitations associated with sophisticated mathematical computations involved in performing high-leverage MCDM models would shed light on the importance of interdisciplinary collaborations between scholars, practitioners and methodologists. Practical implications To efficiently deliver training for junior high school principals, the prioritization of core competences and competence indicators solicited by DEMATEL-based ANP can be used as a scenario-based reference for planning the intended school principal preparation program planning, as well as a mechanism for selecting and evaluating potential and incumbent school principals with desired leadership competences. Originality/value This study has used DELATEL-based ANP as a decision-making tool to disclose a plethora of competences extracted from different threads in the literature into a prioritized competence framework that differs from past one-size-fit-all approach to design and plan school principal preparation programs.
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Napal Fraile, María, Alicia Peñalva-Vélez, and Ana Mendióroz Lacambra. "Development of Digital Competence in Secondary Education Teachers’ Training." Education Sciences 8, no. 3 (July 20, 2018): 104. http://dx.doi.org/10.3390/educsci8030104.
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Digital competence is one of the eight key competences for life-long learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers’ conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.
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Lizote, Suzete Antonieta, Miguel Angel Verdinelli, and Amelia Silveira. "Organizational Factors and Intrapreneurial Competences." International Journal of Innovation 1, no. 1 (December 1, 2013): 1–12. http://dx.doi.org/10.5585/iji.v1i1.6.
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This study analyzes the relationship between organizational factors and entrepreneurial competencies of coordinators of undergraduate courses in two community universities in Santa Catarina, Brazil. The organizational factors studied were: management support, freedom at work, rewards, and time available and organizational limitations. Eight entrepreneurial competencies were considered; five included in an achievement set, and three in a planning set. The method was quantitative and descriptive, adopting a structured questionnaire as the data collection tool. Factor analysis, canonical analysis, and multiple regression analysis were performed. The results revealed a positive relationship between the constructs. The most relevant competencies were organizational limitations or uncertainty about tasks, and freedom at work, which indicates the importance having clarity about rules and decisions that should exist both at the level of performance expected of the coordinator, and the freedom that they must feel in their work.
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Su, Chun-Hsien, and Ping-Kuo Chen. "Applying project management for new service development." International Journal of Innovation Science 8, no. 3 (September 5, 2016): 185–98. http://dx.doi.org/10.1108/ijis-09-2016-013.
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Purpose This paper aims to provide an innovative solution on new service development (NSD) implementation by the project management competences and processes of IPMA ICB 3.0 and PMI PMBOK Guide 5th E. Design/methodology/approach By breaking NSD work breakdown structure into five control accounts, each account has its own suggested work packages concluded from reviewed literatures. Findings This research sequentially presents proper PM competences and processes as solutions for these control accounts and their work packages. Research limitations/implications This study was to provide an innovative solution on NSD implementation by the project management competences and processes of IPMA ICB 3.0 and PMI PMBOK Guide 5th E. By breaking NSD work breakdown structure into five control accounts, each account has its own suggested work packages concluded from reviewed literatures. This research sequentially presents proper PM competences and processes as solutions for these control accounts and their work packages. Consequently, we concluded that the PM competences and processes furnish a favorable base where any NSD project is suitable to deploy without compromising its original features. Practical implications Consequently, it is concluded that the PM competences and processes furnish a favorable base where any NSD project is suitable to deploy without compromising its original features.
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Kmecová, Iveta, and Alena Kajanová. "Big Five in University Students in Relation to Psychological and Entrepreneurial Competences." SHS Web of Conferences 91 (2021): 01036. http://dx.doi.org/10.1051/shsconf/20219101036.
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The objective of the research was to find and analyse the dependence factors of the individual personality. For the purpose of the analysis, students of two higher education institutions in the South Bohemian Region, the Czech Republic, were chosen. The students were from different fields of study, men and women, of different age. The research further dealt with the dependency of the Big Five factors on the positive and negative stress management strategies. The research results can be used for further studies that would be a contribution to theory as well as for the individualization of the approach to concrete groups or individual students.
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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 117. http://dx.doi.org/10.18662/rrem/100.
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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.
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Klemenc Ketiš, Zalika, and Igor Švab. "Using movies in family medicine teaching: A reference to EURACT Educational Agenda." Slovenian Journal of Public Health 56, no. 2 (June 1, 2017): 99–106. http://dx.doi.org/10.1515/sjph-2017-0013.
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Abstract Introduction Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. Methods A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach. Results The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies. Conclusions All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.
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Đuranović, Marina, Siniša Opić, and Irena Klasnić. "TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 105–18. http://dx.doi.org/10.17770/sie2021vol1.6215.
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To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.
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Kaper, Marise S., Sijmen A. Reijneveld, Frank D. van Es, Janine de Zeeuw, Josué Almansa, Jaap A. R. Koot, and Andrea F. de Winter. "Effectiveness of a Comprehensive Health Literacy Consultation Skills Training for Undergraduate Medical Students: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 1 (December 20, 2019): 81. http://dx.doi.org/10.3390/ijerph17010081.
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Comprehensible communication by itself is not sufficient to overcome health literacy related problems. Future doctors need a larger scope of capacities in order to strengthen a patient’s autonomy, participation, and self-management abilities. To date, such comprehensive training-interventions are rarely embedded in curricula, nor systematically evaluated. We assessed whether comprehensive training increased these health literacy competencies, in a randomized controlled trial (RCT), with a waiting list condition. Participants were international undergraduate medical students of a Dutch medical faculty (intervention: 39; control: 40). The 11-h-training-intervention encompassed a health literacy lecture and five interactive small-group sessions to practise gathering information and providing comprehensible information, shared decision-making, and enabling of self-management using role-play and videotaped conversations. We assessed self-reported competencies (knowledge and awareness of health literacy, attitude, self-efficacy, and ability to use patient-centred communication techniques) at baseline, after a five and ten-week follow-up. We compared students’ competencies using multi-level analysis, adjusted for baseline. As validation, we evaluated demonstrated skills in videotaped consultations for a subsample. The group of students who received the training intervention reported significantly greater health literacy competencies, which persisted up to five weeks afterwards. Increase was greatest for providing comprehensible information (B: 1.50; 95% confidence interval, CI 1.15 to 1.84), shared decision-making (B: 1.08; 95% CI 0.60 to 1.55), and self-management (B: 1.21; 95% CI 0.61 to 1.80). Effects regarding demonstrated skills confirmed self-rated competency improvement. This training enhanced a larger scope of health literacy competences and was well received by medical students. Implementation and further evaluation of this training in education and clinical practice can support sustainable health literacy capacity building of future doctors and contribute to better patient empowerment and outcomes of consultations.
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Chouchene, F., N. Taktak, F. Masmoudi, A. Baaziz, F. Maatouk, and H. Ghedira. "Competency Assessment of Final-Year Dental Students in Tunisia." Education Research International 2020 (June 23, 2020): 1–9. http://dx.doi.org/10.1155/2020/8862487.
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Introduction. The educational program assessment has always been the main objective of quality improvement in all curricula. The aim of this study was to describe the levels of competency of final-year students of the Faculty of Dental Medicine of Monastir in Tunisia in the major skills needed for a new dentist. Methods. In this cross-sectional descriptive study, 154 students filled out a questionnaire including 53 competencies, rated on a four-point Likert scale, broadly based on the competencies described in the profile and competences for the graduating dentist in Europe. Results. The response rate was 67% (145/230). For twenty items in the questionnaire, over 75% of the students reported being competent. The five items with the highest percentages were “undertaking supragingival and subgingival scaling-Item 22” (97.2%), “evaluating the periodontium, establishing a diagnosis and formulating a treatment plan-Item 2” (96.6%), “identify the location and degree of activity of dental caries-Item 24 (95.9%), “taking and interpreting dental radiographs-Item 12” (94.4%), “restoring damaged teeth-Item 25” (93.8%), and “managing primary oral health care-Item 16” (93.8%). For eighteen skills, more than 75% of students self-rated being not competent, demonstrating a need of more thorough training, notably in periodontal surgery and implantology, among these, five skills were found that demand in-depth acquisition according to the students. Conclusion. The general state of competency of the last-year dental students was described as fairly satisfactory based on the students’ self-reported responses. However, theoretical and practical backgrounds related to some subjects in the school need to be improved.
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Kellerer, Jan Daniel, Matthias Rohringer, Isabella Raab, and Daniela Deufert. "Nursing competence in Austria: Brightening the Black Box-A mixed methods study to estimate the content validity of the German version of the Nurse Professional Competence Scale." Journal of Nursing Education and Practice 10, no. 6 (February 23, 2020): 1. http://dx.doi.org/10.5430/jnep.v10n6p1.
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The assessment of nursing-related competences by suitable instruments has become more relevant. Internationally, applicable instruments have been developed. The German-language version of the Nurse Professional Competence (NPC) Scale seems to be appropriate to measure competences of registered nurses in Austria. The psychometric properties of the scale have not been tested so far. The aim of this study was to examine the content validity of the German version of the NPC Scale. A mixed methods design was applied. Qualitative data were summarized by interpretative-reductive technique; the content validity index (CVI) was used to analyze the quantitative data. Data interpretation was performed by merging the results of the quantitative and qualitative analysis. As a result of the content analysis, five categories were determined to summarize the comments and critique. These categories referred to insufficient precision of terms and items, lacking profile-specific scale content to the theoretical construct of nursing-related competences, missing adequacy of the scale for the use in all nursing-related settings, and annotations for the revision of single items. Quantitative analysis showed 85 of 88 items as content valid by computing each single item. The dimension-specific CVI/Averages ranged between 0.90 and 0.97, the CVI/Average for the whole scale was 0.93. After merging the results of both qualitative and quantitative data analysis, the NPC Scale can actually not be evaluated as a content valid instrument for assessing nursing-related competences in an Austrian context. Substantial item-specific and dimension-specific deficiencies imply that competences cannot be thoroughly assessed. A substantial contentual revision of the current German version of the NPC Scale is recommended.
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Gotel, O., C. Scharff, and V. Kulkarni. "Mixing continents, competences and roles: five years of lessons for software engineering education." IET Software 6, no. 3 (2012): 199. http://dx.doi.org/10.1049/iet-sen.2011.0078.
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Biasutti, Michele, and Alessio Surian. "The Students’ Survey of Education for Sustainable Development Competencies: A Comparison Among Faculties." Discourse and Communication for Sustainable Education 3, no. 1 (January 1, 2012): 75–82. http://dx.doi.org/10.2478/v10230-012-0005-y.
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Abstract The paper reports research employing a quantitative approach to investigating the competences of university students about educating for sustainable development (ESD). Participants were 467 bachelor students of the following five areas: social sciences, educational sciences, applied sciences, engineering and health sciences. The Student Survey of Education for Sustainable Development Competencies was employed. Internal consistency and factor structure of this questionnaire were investigated by assessing Cronbach’s alphas and by performing exploratory factor analysis. Data were subjected to ANOVA for comparing the students of the five faculties. The relevance of factors and the differences between students of different areas were discussed considering also how to infuse ESD principles in university curricula. The aim is reorienting university study programmes in various faculties to prepare students about sustainable development issues.
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Herrera Mosquera, Leonardo. "A Five-Feature Language Teaching Proposal." Lenguaje 41, no. 1 (July 15, 2013): 263–81. http://dx.doi.org/10.25100/lenguaje.v41i1.4968.
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Which language teaching methodology brings the most benefits to learners in terms of communicative and linguistic competences? This is a question linguists, educational researchers, and teachers continuously ask without reaching a concrete consensus. Perhaps the Communicative Language Teaching (CLT) Approach is the preferred response of educators and practitioners. However, do our communicative teaching methods really foster communication practice in the classroom? Is it important to label our teaching approach with a specific name? In this article, I intend to move beyond this label and suggest instead five methodological elements that can be easily implemented in diverse socio-educational contexts. These teaching features correspond to five of the thirty components of the Sheltered Instruction and Observation Protocol (SIOP) Model, which has been adopted in many schools around the world. Because a thirty-component teaching model may become quite overwhelming for teachers and students, a five-feature teaching proposal is herein suggested.
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Buscà Donet, Francesc, Teresa Lleixà Arribas, Josep Coral Mateu, and Sandra Gallardo Ramírez. "La Programación por Competencias en Educación Física: Retos y Problemas para su Implantación en la Escuela." Multidisciplinary Journal of Educational Research 6, no. 3 (October 14, 2016): 292. http://dx.doi.org/10.17583/remie.2016.2172.
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This paper analyses the key competences lesson planning process in physical education, from perceptions of teachers of physical education, tutors and head teachers of primary and secondary school. The aims of this study were: to identify the factors that determine the key competences lesson planning; the contribution of Physical Education to the development of the key competences; the planning process when applied in school settings. We analysed 13 interviews included in five cases study. The results showed that: 1) the features and the needs of the context are essential to understand and interpret the teaching and assessment process of key competences at school; 2) the guidelines of the educational administrators about how to plan key competences at school are perceived as out of context and unhelpful; 3) the most meaningful planning are those that are carried out at school from the teaching staff previous experiences.
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Costa, Rejane, Vânia Ribas Ulbricht, and Kátia Muck. "development of a theoretical-practical model for the identification of teaching competencies in Brazilian public innovative universities." International Journal for Innovation Education and Research 9, no. 3 (March 1, 2021): 237–56. http://dx.doi.org/10.31686/ijier.vol9.iss3.2993.
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This investigation aims to categorize and identify the general teaching competencies that professors who work in a public innovative Brazilian university should develop. It employs the Delphi Panel method, which allows a consensus of opinions to be reached by a group of experts. This study had eight expert participants from different fields of study. They engaged answering five rounds of instrument, that were sent by email to them. After analyzing the competencies, the experts suggested agglutination between some categories and some eliminations. As a result, the competences were summarized in six categories: Digital, Internalized, Externalized, Teaching Knowledge, Technical and Innovative. This research will serve as theoretical support for the construction and elaboration of a theoretical-practical model for the identification of teaching competencies to work in Brazilian public innovative universities.
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Zelenina, Elena. "Introduction of Online Language Corpora into Future Translators’ and Interpreters’ Teaching." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 4 (August 20, 2021): 398–407. http://dx.doi.org/10.53656/for21.45corp.
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This paper outlines some benefits from online language corpora use in translators’ and interpreters’ teaching, especially its advantages for developing target language competences, translation competences and scientific research competences of future translators and interpreters. The author shares the results of her five year theoretical and empirical studies in training students to apply online language corpora in doing their language research projects, as well as offers rationalizing contributions to existing pedagogical language corpora applications in university teaching practice. The main resultant outcome of the author’s scientific pedagogical studies has become the Research-Oriented Methodology of Gradual Online Language Corpora Introduction.
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Fragoulis, George E., Lisa Edelaar, Theodora P. M. Vliet Vlieland, Annamaria Iagnocco, Valentin Sebastian Schäfer, Catherine Haines, Jan Schoones, and Elena Nikiphorou. "Development of generic core competences of health professionals in rheumatology: a systematic literature review informing the 2019 EULAR recommendations." RMD Open 5, no. 2 (October 2019): e001028. http://dx.doi.org/10.1136/rmdopen-2019-001028.
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ObjectiveTo identify generic competences on the desired knowledge, skills and of health professionals in rheumatology (HPRs) to inform the respective EULAR recommendations.MethodsA systematic literature review was performed on the generic core competences (defined as knowledge, skills or attitudes) of HPRs (nurses, physical therapists (PTs) or occupational therapists (OTs)). Literature was obtained from electronic databases, published EULAR recommendations and via personal communication with representatives of national rheumatology societies and experts in the field. Qualitative, quantitative and mixed methods studies were included, and their methodological quality was scored using appropriate instruments.ResultsFrom 766 references reviewed, 79 fulfilled the inclusion criteria. Twenty studies addressed competences of multiple HPRs: 15 were of qualitative design, 1 quantitative, 1 mixed-methods, 2 systematic reviews and 1 opinion paper. The methodological quality of most studies was medium to high. Five studies concerned the development of a comprehensive set of competences. Key competences included: basic knowledge of rheumatic diseases, holistic approach to patient management, effective communication with colleagues and patients and provision of education to patients. The proposed competences were confirmed in studies focusing on one or more specific competences, on a rheumatic disease or on a specific profession (nurses, PTs or OTs).ConclusionGeneric competences were identified for HPRs. Data were mostly derived from qualitative studies. All identified studies varied and were at national level, highlighting the need for the harmonisation of HPR competences across Europe. These findings underpin the development of EULAR recommendations for the core competences of HPRs.
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Cepa Serrano, Amaya, Davinia Heras Sevilla, and María Fernández-Hawrylak. "La educación emocional en la infancia: una estrategia inclusiva." Aula Abierta 46, no. 2 (July 25, 2017): 73. http://dx.doi.org/10.17811/rifie.46.2.2017.73-82.
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RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.
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Cepa Serrano, Amaya, Davinia Heras Sevilla, and María Fernández-Hawrylak. "La educación emocional en la infancia: una estrategia inclusiva." Aula Abierta 46 (July 25, 2017): 73. http://dx.doi.org/10.17811/rifie.46.2017.73-82.
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RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.
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Forsten-Astikainen, Riitta, Pia Hurmelinna-Laukkanen, Tuija Lämsä, Pia Heilmann, and Elina Hyrkäs. "Dealing with organizational silos with communities of practice and human resource management." Journal of Workplace Learning 29, no. 6 (August 14, 2017): 473–89. http://dx.doi.org/10.1108/jwl-04-2015-0028.
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Purpose Organizational silos that build on the existing organizational structures are often considered to have negative effects in the form of focus on private narrow objectives and organizational fragmentation. To avoid such harmful outcomes, competence management is called for, and in this, the human resources (HR) function takes a key role. Among other things, it can provide basis for emergence and utilization of communities of practice (CoPs) that build on common interests and effectively cross organizational boundaries. These features of CoPs allow them to carry competences and ease knowledge transfer and to break down the harmful isolation. Quite paradoxically, the challenge is that CoPs can also form within silos, thereby strengthening isolation, and HR as a utility department can itself be particularly prone to the silo effects. Examination of boundaries and silos through an original study conducted in a Finnish energy sector company suggests that HR managers need competences outside their own expertise area and courage to augment their CoPs across the functional boundaries to break out of the HR silo and to assist other functions to do the same. Design/methodology/approach The study is based on qualitative research data gathered in four focus group interviews with HR personnel from an energy sector company in November 2012. Totally, 19 professionals were interviewed (five HR partners, five talent development and performance managers, five vice presidents of HR and four HR managers) in the four focus groups. The company’s HR personnel represented units from Finland, Sweden, Poland and Estonia. Findings Examination of boundaries and silos in the Finnish energy sector suggests that HR managers need competences outside their own field (e.g. knowledge of the business and offerings of the firm) and courage to augment their CoPs across the functional boundaries to break out of the HR silo and to assist other functions to do the same. Originality/value Research provided that CoPs can have different effects on silos. As they are capable of crossing organizational and functional boundaries, they may effectively mitigate adverse silo effects; however, if CoPs are formed within silos, they may strengthen isolation and fragmentation. In addition, utility departments and supporting functions are particularly prone to the risk of CoPs forming within silos. The HR function is one manifestation of this. Paradoxically, it also has the potential to enhance the other type of effects that CoPs can exert, as competence management can be used to foster intentional and self-organizing CoPs that counter silo effects.