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Journal articles on the topic 'Key competencies'
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Cordeiro, João Pedro, Luísa Cagica Carvalho, Pedro Pardal, and Duarte Xara Brasil. "Key competencies of traders in municipal markets: case study in the Livramento Market of Setubal." Revista de Administração da UFSM 14, no. 3 (October 4, 2021): 478–501. http://dx.doi.org/10.5902/1983465963781.
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Purpose – This study aims to analyse the role and importance of trader’s competencies in the context of municipal markets. It is proposed to define the ideal competences profile of traders (ICPT) in a municipal market – Livramento Market of Setubal, Portugal – attending to their key competencies, to assess the degree of similarity between the actual profile of the traders and the ICPT.Design/methodology/approach – A case study was carried out with a quantitative approach through the application of a survey to individuals of the various stakeholders’ groups (N = 36) related to the municipal markets.Findings – The ordering the relative importance of the competencies allowed to obtain the ICPT, highlighting the greater importance of more technical competencies in detrimental of soft competencies. Each of the competence’s profiles identified by the different groups were compared to the ICPT and high percentages of similarity were obtained (greater than 70%).Research implications – This study assists professional associations and managers in the design of local market management models with a focus on competencies, guiding their efforts towards the development of the most relevant competencies for professional practice.Originality/value – Its originality is based on the lack of research studies focused on the analysis of the competences of the players in the municipal markets. The analysis of the central role of a profession that is little valued, and little studied in the national context serves as an anchor for other studies on the competencies of these professionals.
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Sahin, Mehmet, and Selda Koca. "European Union lifelong learning key competences in early childhood education." International Journal of Innovative Research in Education 3, no. 3 (June 15, 2017): 135–42. http://dx.doi.org/10.18844/ijire.v3i3.1854.
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The Key Competencies dealt with in this study is within the framework of “Education and Training 2010” work programme as a white paper “Key competences for lifelong learning: A European reference framework”. This document mentions eight key competencies: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology), digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. This article uses a qualitative approach and aims to find out and analyze the activities in common practice, related to the Key Competencies, carried out at Early Childhood Education level, using observation and document analysis. Keywords: Lifelong learning, early childhood education, key competencies
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Robles, Lorena, and Marta Zárraga-Rodríguez. "Key Competencies for Entrepreneurship." Procedia Economics and Finance 23 (2015): 828–32. http://dx.doi.org/10.1016/s2212-5671(15)00389-5.
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Calderón, Antonio, Diego Martínez de Ojeda, and Antonio Méndez. "Formación permanente y percepción del profesorado sobre el desarrollo de las competencias básicas con el modelo de Educación Deportiva (In-service education and teachers’ perception about key competences development with Sport Education)." Retos, no. 23 (March 7, 2015): 33–38. http://dx.doi.org/10.47197/retos.v0i23.34564.
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El objetivo de este trabajo consistió en analizar la percepción de profesores de educación física sobre las posibilidades de trabajo de las competencias básicas, de una metodología de enseñanza concreta. Para ello, doce docentes de Secundaria y de Primaria, realizaron un curso de formación permanente sobre dicho modelo, y una vez finalizado, implementaron una unidad didáctica en sus respectivos centros escolares. Fue entonces cuando por medio de un cuestionario elaborado ad-hoc, se les preguntó sobre su percepción del grado de desarrollo de las competencias básicas, en función de las fases del modelo de Educación Deportiva, y de sus características principales. Para comprobar si existieron diferencias en la percepción de los profesores, se calcularon las medias y desviaciones típicas del total de las variables registradas, y se utilizó la Prueba U de Mann-Whitney para dos muestras independientes. Los docentes analizados ven grandes posibilidades de trabajo competencial mediante el modelo de Educación Deportiva fundamentalmente de la competencia social y ciudadana, aprender a aprender, y autonomía e iniciativa personal.Palabra clave: Educación física, Competencias básicas, Modelos de enseñanza, Educación Deportiva.Abstract: The purpose of this paper was to analyze the perception of physical education teachers on job opportunities of key competences of a particular teaching model. To this end, 12 teachers, Secondary and Primary, conducted an in-service education course on the model, and once completed, implemented a teaching unit in their respective schools. It was then through a questionnaire, they were asked about their perception of the development of key competences. To check whether there were differences in the perception of teachers on the development of each of the core competencies, it was calculated means and standard deviations of all variables recorded, and used the Mann-Whitney U test for independent samples. Teachers see great potential to work competence through Sport Education Model primarily on social and civic competence, lifelong learning, and autonomy and personal initiative.Key words: Physical education, Key competences, Teaching models, Sport Education.
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Fedorenko, S., and L. Butko. "КЛЮЧОВІ КОМПЕТЕНТНОСТІ ЯК ОБ’ЄКТ ДИДАКТИЧНИХ РОЗВІДОК." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (June 28, 2019): 19–24. http://dx.doi.org/10.30929/1995-0519.2019.3.19-24.
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Liu, Tingting, and Haibin Sun. "Key Competencies of Physics Teachers." Higher Education Studies 11, no. 1 (December 1, 2020): 28. http://dx.doi.org/10.5539/hes.v11n1p28.
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In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.
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Charteris, Jennifer. "Agentic subjectivities and key competencies." Curriculum Matters 10 (June 1, 2014): 11–31. http://dx.doi.org/10.18296/cm.0171.
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Faisal, Faisal, and Husain Syam. "Key Competencies in The Industrial Age 4.0." Indonesian Journal of Fundamental Sciences 6, no. 1 (April 1, 2020): 47. http://dx.doi.org/10.26858/ijfs.v6i1.13966.
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The main problem in this article is the changing times and the phase of industrialization provides consideration in several fields of life. That change of time also has an impact on the way of life, shape of thinking, behavior, and human needs. In the industrial sector several key competencies are needed to meet those needs of community. This article is a literature review aimed at describing several key competencies needed in the industrial era 4.0. This article focuses on the grouping of key competencies in four major aspects items, namely, 1) personality competencies, 2) activities and actions competencies, 3) social communication competencies, and 4) technical and methodological competencies
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Винник, Alina Vinnik, Прядко, and Svetlana Pryadko. "THE FORMATION OF KEY COMPETENCIES IN THE MANAGEMENT OF REGIONAL ENTERPRISES." Bulletin of Belgorod State Technological University named after. V. G. Shukhov 2, no. 1 (December 8, 2016): 219–22. http://dx.doi.org/10.12737/23551.
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The article presents the results of theoretical analysis of the dynamics of the statistical data characterizing the formation of key competencies of the regional construction industry in Belgorod region. The necessity of formation of key competences, aimed at introducing scientific research and experimental development in the activities of the regional enterprises.
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Kim, Bomi, and Heejin Kim. "Maternal Perceptions of Key Competencies and the Mother’s Roles to Enhance the Child’s Key Competencies." Journal of Educational Studies 47, no. 3 (September 30, 2016): 19. http://dx.doi.org/10.15854/jes.2016.09.47.3.19.
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Krawczyk-Sołtys, Agnieszka, and Laura Płatkowska-Prokopczyk. "Modelling of managerial competences in health care units – preliminary assumptions." Scientific Papers of Silesian University of Technology. Organization and Management Series 2022, no. 158 (2022): 317–36. http://dx.doi.org/10.29119/1641-3466.2022.158.21.
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Purpose: The aim of the article is to present the theoretical assumptions of the model of managerial competences in health care units. It was assumed that competences are a multidimensional concept and require an integrated approach that allows for the construction of a competency model that reflects their real complexity. A list of managerial competencies will be presented, which will be subject to empirical verification in the course of future research by the authors in order to identify key competencies. Design/methodology/approach: The proposed lists of managerial competencies (six domains) were created and are based on the analysis of healthcare competencies models – the study of the literature – and one of the Authors’ observations of the analyzed entities (as a consultant). Findings: Presented model of managerial competencies in health care units contains six domains with 32 competencies. These domains capture the dynamics and complexity of health care unit’s manager’s role and reflect the dynamic realities in health leadership today. Originality/value: An identification the managerial competencies of health care units managers significantly shaping competences of such organizations especially relevant in pandemic time.
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Wan Fauziah, Wan Yusoff, and Anona Armstrong. "What competencies should directors possess? Malaysia perspective." Corporate Board role duties and composition 7, no. 2 (2011): 7–15. http://dx.doi.org/10.22495/cbv7i2art1.
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Directors’ competencies are seeing to be of importance to corporate governance. As this issue has not yet being studied extensively in Malaysia, this study determines the key competencies of Malaysian company’s directors using qualitative approach involving two stages of Delphi Technique. In the first stage all information pertaining to directors’ competences in the literature had been reviewed. In the second stage, the key competencies identified in stage one were the criteria for developing a semi structured questionnaire. Participants were asked to rank the competencies in term of their importance for directors’ performance. Based on personal interviews with 41 participants eight types of competencies were found to be essential for Malaysian companies’ directors. Financial competencies received the highest responses, followed by corporate planning, business forecasting, legal, risk management, marketing, human resource and international business. This paper provides important evidence to support the conclusions drawn from the study about the importance of relevant directors’ competencies for board and corporate effectiveness.
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Coufal, Petr. "Project-Based STEM Learning Using Educational Robotics as the Development of Student Problem-Solving Competence." Mathematics 10, no. 23 (December 6, 2022): 4618. http://dx.doi.org/10.3390/math10234618.
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The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very popular among students and, according to research results, has an impact on the development of student competencies. The results of the presented study clearly demonstrate the positive influence of project-based teaching using educational robots on the development of student competencies, especially the important key competencies for solving problems. The key competence to solve problems is applicable both in the areas of STEM education, but also in the everyday life of the student.
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Lu, Boru, and Fan Zheng. "Influence of Experiential Teaching and Itinerary Assessment on the Improvement of Key Competencies of Students." International Journal of Emerging Technologies in Learning (iJET) 17, no. 02 (January 31, 2022): 173–88. http://dx.doi.org/10.3991/ijet.v17i02.29007.
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The thinking and inquiry abilities of students can be improved effectively only through practical exploration and personal experience. To improve the key competences and promote individual development of students, it is important to arrange experiential teaching pertinently, and handle the learning problems timely, referring to the results of itinerary assessment. This paper explores the influence of experiential teaching and itinerary assessment on the improvement of key competencies of students. Firstly, a regression model was established to evaluate the improvement of students’ key competencies, based on stepwise regression. Next, the Iterative Dichotomiser 3 (ID3) model was adopted to classify the tuple of each test sample or research object. Finally, the association rule mining technique was applied to the benchmark evaluation of the improvement of students’ key competencies, and the three benchmark evaluation models were synthetized into an integrated model. The effectiveness of the proposed model was demonstrated through experiments.
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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.
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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.
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Vydrová, Janka. "Comparative Study of Employees´ Key Competencies in Selected Health Care and Non-Health Care Organizations." Proceedings of the International Conference on Business Excellence 13, no. 1 (May 1, 2019): 1237–47. http://dx.doi.org/10.2478/picbe-2019-0109.
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Abstract The key competences of the employees are currently discussed and the open labor market. Competencies can be divided into three basic categories: knowledge competencies, application competencies and social competencies. Each work environment brings its specifics and the aim of the article is to find similarities and differences in the key competencies of employees of healthcare organizations and non-healthcare organizations. In order to achieve the objective of the article, a questionnaire survey was used, involving 791 respondents from healthcare organizations and 647 nonhealthcare organizations. In total 1438 questionnaires were evaluated. The research was conducted from May 2017 to September 2018. The first phase of the research was conducted through semi-standardized interviews with 73 representatives of healthcare organizations and 69 representatives of non-healthcare organizations. Qualitative research was attended by representatives of the personnel department, respectively human resource management department. The second stage of the research was followed by quantitative research. Quantitative research was conducted from January 2018 to September 2018. Key competencies were selected on the basis of importance, and the author of the article deals with those that respondents have identified as most important for their work. Here we can find the first differences in the identification of key competencies in healthcare organizations and nonhealthcare organizations. Respondents of healthcare organizations have identified as the most important the ability to communicate, the ability to learn, teamwork, reliability, dedication to work, empathy, emotional maturity and work under stress, while non-healthcare organizations respond as key communication skills, IT skills, creativity, team work, reliability, emotional maturity, and work under stress. Three research hypotheses have been identified. The research hypotheses were verified using the Two-sample t-Test statistic for equal means.
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Kosturková, Martina. "The Attitudes of Students of Supplementary Pedagogical Study to Development of Their Key Competences by the School." Lifelong Learning 4, no. 3 (2014): 76–97. http://dx.doi.org/10.11118/lifele2014040376.
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There are useful activities for learners which provide them the opportunity to apply for the labour market. These competencies are necessary for quality of life. The aim of the study was to interpret attitudes of students of supplementary pedagogical study to development of their key competences by the school. The main instrument for identifying attitudes was structured educational system of key competencies. The results of our research investigation, in the context of lifelong rules, pointed out which aspects of university students should be developed so that their future employement would create conditions supporting life quality.
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Simonović, Nikola. "Teachers’ Key Competencies for Innovative Teaching." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9, no. 3 (December 20, 2021): 331–45. http://dx.doi.org/10.23947/2334-8496-2021-9-3-331-345.
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The educational process is by its nature and essence very dialectical, so it necessarily requires teachers to have a developed whole set of various competencies. The aim of the research was to examine teachers on self-assessment of competencies that were crucial for innovating the teaching process. The sample of respondents included 1300 elementary and secondary school teachers in the territory of Southern Serbia. The instrument used was a five-point TCS scale of attitudes, with a total of 48 items (individual competencies). The results of the analysis showed that teachers, based on their self-assessments, highly value all diverse groups of competencies, which fully confirms the general hypothesis. The results also showed the existence of statistically significant differences in the degree of expression of attitudes about competency groups with regard to independent research variables, within special hypotheses, based on which the first was rejected, the second partially and the third and fourth special hypothesis fully confirmed. The issue of key competencies of teachers is certainly one of the fundamental issues when it comes to quality teaching, its innovation, generally successful and efficient dealing with the educational process. Based on these postulates, there is hope that the obtained research results will represent a good starting point and incentive for further research work in this field in the future.
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Sudak, Howard S. "Key Competencies in Brief Dynamic Psychotherapy." Journal of Clinical Psychiatry 67, no. 05 (May 15, 2006): 840. http://dx.doi.org/10.4088/jcp.v67n0522a.
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Hyun-Mi Kim, 이준혁, and Chul-Ki Cho. "Exploring Key Competencies for Social Studies." Journal of The Korean Association of Geographic and Environmental Education 23, no. 2 (August 2015): 45–59. http://dx.doi.org/10.17279/jkagee.2015.23.2.45.
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Hipkins, Rosemary. "The "something more" in key competencies." Set: Research Information for Teachers, no. 3 (November 1, 2008): 35–37. http://dx.doi.org/10.18296/set.0504.
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Andonova Stamenov, Ivan a. "THE CURRICULUM PROJECT - MEANS FOR THE DEVELOPMENT OF CREATIVE ABILITIES IN SCHOOLS IN THE INITIAL SCHOOL." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 367–71. http://dx.doi.org/10.35120/kij3002367a.
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The article aims to trace the development of pupils' creative abilities in the initial stage of the primary education through project-based learning activities. In the curriculum of the students from the first to the fourth grade, emphasis is placed mainly on the acquisition of knowledge on individual subjects, on the formation of skills for the application of the learned on a practical basis through pre-selected exercises, test variants and project development. In the Bulgarian language and literature training, according to the structuring of the curriculum in the curriculum, pupils are expected to have a set of specific competencies. For the first grade are key mastering of the basics of literacy, basic language competences, communicative competencies, literary competences and socio-cultural competencies. For the second, third and fourth grades, students should have a solid knowledge base in the following areas of competence: language competences, communication skills, literary competences and socio-cultural competencies. Apart from the above mentioned, the programs also include activities for acquiring key competences on the part of the pupils in the training process on the basis of the interrelationships requested in this respect. Key competencies required for our elementary school pupils include: competencies in the field of Bulgarian language, mathematical competence and basic competences in the field of natural sciences and technologies, digital competences, learning skills, social and civic competences, initiative and entrepreneurship, cultural competences and skills for expression through creativity, skills to support sustainable development and healthy lifestyle and sport. For pupils in the second, third and fourth grades foreign language skills are indicated. It is not a coincidence that the issue of the development of creative abilities among small artists with the help of the work on the curriculum is central to the development. Project training allows learners to unleash the limits of their creative talents based on different ideas, techniques, and learning subjects not only to identify appropriate inter-subject relationships for the realization of the forthcoming venture, but also to show in practical terms that combining of activities within several subjects, gives the project a complete completion, while at the same time revealing the totality of the various creative initiatives used in it. Therefore, project-based training is at the heart of the development of creativity among the students.
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Karpova, Larysa. "Implementation of the Technology of Forming the Gifted Pupils’ Key Competencies." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 60–79. http://dx.doi.org/10.31470/2415-3729-2018-8-60-79.
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The article theoretically substantiates the technology of forming the gifted pupils’ key competences at the specially created educational and developing environment. The author focuses attention on the fact that the result of this technology implementation is the formed key competences of gifted pupils, which include: communication in the state language; main competencies in the field of natural sciences and technologies; informational and digital competence; lifelong learning skill; communication in foreign languages; mathematical competence; initiative and enterprise; cultural awareness and self- expression; environmental awareness and healthy lifestyles; social and civic competencies. The article substantiates all structural components, specifies the criteria, and determines the indicators to the chosen criteria and the levels of formedness of the gifted pupils’ key competences. The results of the questionnaires, tests and surveys gave grounds to state mainly the average and low levels of of formedness of the gifted pupils’ key competences. On the basis of the obtained results, it was designed the technology in a specially created educational and developing environment, and the stages of its implementation were substantiated as those: organizational-diagnostic, procedural-accompanying and reflective-corrective. Some changes took place both in the experimental group EG, where the designed technology was implemented, and in the control group CG, where the educational process was traditional. According to the motivational- value component ‒ at the beginning of the experiment, most of the gifted pupils of the EG and CG had an almost equally low level of value attitude to the formation of key competencies, in particular: the high level was diagnosed at 1.62% (EG) and 1.87% (CG); the average level is 35.92% (EG) and 39.18% (CG); the low level of 62.46% (EG) and 58.95% (CG). The repeated diagnostics showed positive changes in the EG and CG groups, however, the changes were more noticeable in the EG and manifested in the rapid growth of the number of gifted pupils with the high level ‒ 75.08% and the average ‒ 24.92%, as well as an absence of the low level pupils. In the CG, despite the fact that the proportion of gifted pupils with the high level was increased from 1.87% to 5.96% and the average level from 39.18% to 66.04%, the presence of gifted pupils with the low level was still recorded 28%. According to the cognitive-operational component, the percentage of EG gifted pupils who showed the high level of knowledge increased significantly from 0.65% to 78%, while in the CG ‒ from 1.12% to 24.85%, and the number of gifted pupils who was reduced to the low level from 57.28% to 2.91% (EG) and from 61.94% to only 21.05%. According to the evaluation-reflection component, the dynamics of formedness was manifested in the ability to carry out reflexion. Thus, in the EG, the low level decreased from 91.9% to 1.9%, while in the CG it decreased from 89.9% to 41.83%, the high level in the EG increased by 31.1%, which is very noticeable in comparison with СG, where positive changes have only occurred at 11.87%. The experimental implementation of the developed technology indicates the positive results of the gifted pupils’ key competencies formation in a specially created educational and developing environment.
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Gorbunova, Lyudmyla. "Key Competencies in Transnational Educational Space: the Definition and Implementation." Filosofiya osvity. Philosophy of Education 19, no. 2 (December 23, 2016): 97–117. http://dx.doi.org/10.31874/2309-1606-2016-19-2-97-117.
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The article deals with the most important factors which shape challenges for educational policy and directions of its reformation in transnational educational space. In context of global society formation educational policies of developed countries demonstrates experiences of development and implementation of transversal (transferable, transcultural) competencies as key competencies of the 21st century in order to generate collective nous, peace, social justice and sustainable economic development. As one of the main goals of key competencies development considered promotion lifelong learning; It emphasizes the need for situational, contextualize, projective teaching and constructivist approaches. Particular attention is paid to analysis of key competencies in the trans-European educational space, of transferable competencies as US educational strategy and transversal competencies as the strategies proposed by UNESCO.
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Guzmán, Alba, Diana Oliveros, and Mauricio Mendoza. "SCIENTIFIC COMPETENCIES: A MECHANISM TO FAVOUR THE INCLUSION OF WORKING MARKET PROFESSIONALS." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 175–87. http://dx.doi.org/10.33225/jbse/17.16.175.
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Institutions of Higher Education seek to instil in their students the scientific competencies throughout the guidance of different included courses in their curriculums. However, the assimilation of diverse methodologies evidence the lack of development of those scientific competencies necessary for professionals to be graduated and therefore required by the labour market. This research examines the research competencies of students of higher education sample (N=189) to determine their appreciation towards scientific competencies they consider to have developed in both their educational processes. The results prove the perception of subjects in respect to the development of interpersonal and intrapersonal skills, decision-making, problem-solving and acquisition of scientific competences, the basic ones; use of technology, appropriation of new knowledge, self-learning and search of information, specialized competences, drafting of reports, design of articles, presentations, development of degree works and definition of new projects. The application of ANOVA detects that there are significant differences according to the gender of subjects on competencies referred to the search of physical information where women stand out, and reading comprehension of documents in English where men stand out. Besides, it’s demonstrated that these competences contribute to students’ critical thinking. IES required to include research as mechanism to strengthen the education. Key words: scientific competences, higher education, research training, scientific competencies, labour market.
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Diachuk, Pavlо, Lyudmila Perfileva, and Olha Lomaka. "PEDAGOGICAL POTENTIAL OF EDUCATIONAL GAME TECHNOLOGY IN THE CONTEXT OF FOSTERING THE KEY COMPETENCIES OF 6‒7-YEAR-OLD SCHOOLCHILDREN." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 145–52. http://dx.doi.org/10.31499/2307-4906.4.2022.270394.
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In degree research the problem of forming of key competences of primary school students is considered by facilities of game technologies. Modernization of modern primary education today is above all things related to introduction in the educational process of technologies which create the terms of the active including of students in independent cognitive activity. Game technologies play a considerable role among such technologies. Theoretical aspects of the organization of the process of formation of key competencies of primary school students by means of game technologies are introduced and substantiated in the article. The existing eleven key competencies of primary school students are considered. Effective methods of learning using game technologies in primary school lessons are characterized.The types of game technologies are considered, the concepts of “game technologies”, “game activity”, “game” are described. Research results were obtained, which can be implemented in further practice in general educational institutions of Ukraine.We consider the prospects for further scientific research to be research aimed at the study and formation of key competencies of junior high school students in various types of game activities.
Keywords: pedagogical potential; pedagogical environment; key competencies; competence approach; 6‒7 years old primary schoolchildren; game technologies; game activity; classification of games technologies.
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Hayes, Peter A. J., and Mary M. Omodei. "Managing Emergencies: Key Competencies for Incident Management Teams." Australian and New Zealand Journal of Organisational Psychology 4 (April 1, 2011): 1–10. http://dx.doi.org/10.1375/ajop.4.1.1.
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AbstractEach year Australian fire and land management agencies deploy Incident Management Teams (IMTs) to manage bushfires. An important question is: what are the key competencies required for IMT personnel? Recent research in high reliability organisations suggests that teamwork-related competencies are likely to be most important because incident management depends critically upon interdependent team members, often operating in dynamic, uncertain, time pressured, and high stakes environments. This study used semi-structured interviews with experienced IMT personnel (N = 15) to identify 12 key competencies important for bushfire IMT roles. Analysis of 30 bushfire incidents described by interviewees confirmed that three competencies (a) interpersonal and communication skills, (b) leadership, and (c) IMT procedural knowledge were central. Potential implications for organisational decision making in emergency contexts in general are outlined.
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Kučerka, Daniel. "Development of Key Competencies in Integrated Teaching Workplaces." Acta Technologica Dubnicae 6, no. 1 (June 1, 2016): 49–56. http://dx.doi.org/10.1515/atd-2016-0006.
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AbstractThis article deals with the determination and definition of competencies of pupils and their development in an integrated didactic work place. The article focuses on the practical teaching in the turning workshop at secondary school. The development of competencies is based on the learning objectives for the subject “Technology of Turning” in the practical teaching. The general learning objectives are further specified in sub-objectives, in which the various competencies the student should acquire and develop are defined.
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Nurkamytova, A. B., and A. Islam. "COMPETENCE BASED APPROACH AND KEY COMPETENCIES IN THE MODERN FOREIGN LANGUAGE EDUCATIO." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 84–88. http://dx.doi.org/10.51889/2020-2.1728-5496.14.
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The modern era of educational development faces large-scale problems that are emerging in society. This fact affects the state of education, which cannot at the moment be limited to the transmission of sociocultural norms. The current education system needs to develop the individual’s capacity to find and fill socio-economic and socio-psychological niches. This ability can enable individuals to successfully realize themselves, be ready to cater for the demands based on positive communication and the principle of social responsibility. The competence based approach is proved to be an effective solution to all the abovementioned issues. The article considers the competence based approach in modern education, the definitions of competence based approach, competences and competencies presented by foreign, Russian and domestic scientists. Classifications of key competences put forward by various scholars in the field of education are also described.
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García-Navarro, Justo, Oriol Borrás-Gené, and Ana Jiménez-Rivero. "Diseño de asignatura para la competencia digital del estudiante universitario = Design of a course for the digital competence of university students." Advances in Building Education 1, no. 3 (December 31, 2017): 27. http://dx.doi.org/10.20868/abe.2017.3.3667.
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ResumenEl aprendizaje a lo largo de la vida requiere la adquisición de unas competencias clave por parte de los ciudadanos. Un ejemplo de competencia clave es la competencia digital. Para su desarrollo se considera relevante contemplar la oferta de nuevas asignaturas que integren aspectos de gestión de la identidad digital y entornos personales de aprendizaje. Este artículo propone una nueva asignatura para la capacitación digital del estudiante universitario, de carácter online y con tutorías virtuales y presenciales. El objetivo de este estudio es presentar los aspectos considerados para el diseño del modelo de asignatura para la competencia digital del estudiante universitario. La asignatura contempla el seguimiento de cursos abiertos masivos en línea con el objeto de trabajar competencias transversales y específicas de la asignatura, a la vez que el alumno se familiariza con su entorno personal de aprendizaje. Para la gestión y evaluación de la asignatura se emplea una plataforma e-learning y un servicio de blogs institucional. Los resultados muestran la experiencia de aplicar el modelo en el marco del Máster Universitario en Eficiencia Energética en la Edificación, la Industria y el Transporte, de la Universidad Politécnica de Madrid en el curso 2016/17. Se identifica la necesidad de aplicar esta asignatura en futuras promociones del máster, así como en otros programas de posgrado, con el fin de cuantificar la eficacia del modelo y su adecuación para la consecución de las competencias digitales previstas.AbstractLifelong learning requires the acquisition of key competences by citizens. One of the key competences is digital competence. Therefore, new subjects that integrate digital identity and the aspects of the personal learning environments should be considered. This paper proposes a new online course for developing the digital competence of university students, with virtual and face-to-face tutoring. The objective of this study is to present the aspects considered to design the model of course for the digital competence of university students. The course includes the training through massive online open courses undertaken by students to reach general and specific competencies, being at the same time a tool for the student to gain familiarity with their personal learning environment. The management of the course, as well as the student assessment, are conducted through an institutional e-learning platform and a blogging service. The results show the experience of implementing the model in the framework of the Master’s degree in “Eficiencia Energética en la Edificación, la Industria y el Transporte”, of the Universidad Politécnica de Madrid, in the academic course 2016/17. The results show a model of course that considers The need of implementing this course in the coming batches of students of the master and other postgraduate programmes is identified, aiming to quantify the effectiveness and appropriateness of the course for the achievement of the foreseen digital competencies.
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Kozlovska, Maria, Daniela Mackova, and Marcela Spisakova. "Key competencies of civil engineering faculty graduates in Slovak republic." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 110–16. http://dx.doi.org/10.31686/ijier.vol3.iss11.474.
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One of the main tasks of university is to provide an education which supported the expert, as well as the key competencies of graduates. The gained expert competencies are preconditions for the implementation of selected ocupations. On the other hand, there is not always a direct correlation between success of graduates in school and their professional life. Moreover, the employers in the construction sector claim that the key competencies – skills and attitudes of person and its readiness for the life quality are very important. The key competencies enable person to continuously update its knowledge and skills needed in practice. The definition and selection of key competencies of university graduates are always influenced by valuable and crucial needs of society. Therefore, we cannot define the key competencies in generally for the university graduates. This paper is focused on the definition of key competencies for graduates of study programme “Technology and Management in Construction” at Civil Engineering Faculties in Slovakia through the processing of various sources – the competence profile of graduates which was defined by teachers of this study programme and by the structured interviews with employers.
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Venn, Ronald, Paquita Perez, and Valerie Vandenbussche. "Competencies of Sustainability Professionals: An Empirical Study on Key Competencies for Sustainability." Sustainability 14, no. 9 (April 19, 2022): 4916. http://dx.doi.org/10.3390/su14094916.
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This paper presents an empirical study on key competencies for sustainable development. Over a period of two years, we collected empirical data on competencies of senior sustainability professionals by using an action research approach. Data collection took place in Belgium Flanders via an elaborate iterative action-reflection process including an interactive workshop, interviews, and an online survey. Our analysis provides strong empirical evidence for the existence of two complementary competency clusters, namely sustainability research competencies and sustainability intervention competencies. Together they enable the profound analysis and understanding of sustainability issues and ensure the ability to devise solutions and foster change towards sustainability. Furthermore, we shed a first light on the interaction of these competency clusters and their link with the practitioners’ topical knowledge and lived experience. This study bridges the divergence in literature between theoretically and empirically driven research and offers novel insights on sustainability competencies for the fields of sustainability science, human resource management, and higher education.
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Toom, Auli, Kirsi Pyhältö, Janne Pietarinen, and Tiina Soini. "Professional Agency for Learning as a Key for Developing Teachers’ Competencies?" Education Sciences 11, no. 7 (June 29, 2021): 324. http://dx.doi.org/10.3390/educsci11070324.
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Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?
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Guerra, Ingrid J. "Key Competencies Required of Performance Improvement Professionals." Performance Improvement Quarterly 16, no. 1 (October 22, 2008): 55–72. http://dx.doi.org/10.1111/j.1937-8327.2003.tb00272.x.
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Mulholland, Geraldine. "Review…: Getting to Grips with Key Competencies." Australian Journal of Career Development 5, no. 2 (July 1996): 50–51. http://dx.doi.org/10.1177/103841629600500218.
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Yates, Simeon J., Noel Williams, and Ann-Florence Dujardin. "Writing geology: Key communication competencies for geoscience." Planet 15, no. 1 (December 2005): 36–41. http://dx.doi.org/10.11120/plan.2005.00150036.
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Pacis, Margarita, and Robert VanWynsberghe. "Key sustainability competencies for education for sustainability." International Journal of Sustainability in Higher Education 21, no. 3 (February 18, 2020): 575–92. http://dx.doi.org/10.1108/ijshe-12-2018-0234.
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Purpose The purpose of this paper is to posit that a key sustainability tool can help provide a needed guide for the many forms of new curricula for academic, public and professional learning communities. The authors demonstrate that key sustainability competency (KSC) research can highlight and provide an array of learning outcomes that can be back cast to co-design flexible, detailed curriculum, pedagogy, practice and assessment structures. They also briefly outline the connection of KSC to education for sustainability (EfS) to provide the educational basis for designing and facilitating classrooms that contribute directly to the sustainability movement. Design/methodology/approach This paper is a review of literature with a specific focus on Glasser's (2018b) promising use of the tree as an analogy and metaphor for KSCs. Findings Some, for example, Glasser and Hirsh (2016) claim significant progress in identifying a KSC framework (Wiek et al., 2011) However, the authors raise concerns about the impasse that the literature has demonstrated because these stand in the way of the co-creation of sustainable societies by adjusting how we learn and interact with the world. The authors argue that we must realize and disrupt the destructive actions that form their usual approach and replace them with sustainable habits (Glasser, 2018a), and this requires the emergence of a new class of sustainability practitioners with the skills, attitudes and dispositions that are consistent with being wise, future-oriented, interdisciplinary and global decision-makers (Biasutti, 2015; Biasutti and Frate, 2016; Corney and Reid, 2007; McNaughton, 2012; Scoullos, 2013). Research limitations/implications Using Glasser’s metaphor, the authors assert a process through which the future sustainability practitioner might shift their values and understanding such that their habits and norms shift to create a new, sustainable way of being. The practitioner might demonstrate the competencies of implementing transformative change, modelling sustainable behaviour and wise decision-making. The competency of “empathy, mindfulness and social learning” implies critical reflection on one’s actions in comparison to their social context. Thus, reflection at this stage (tree branches and fruits) could create transformation that shifts one’s values and commitments (tree roots); the cyclical process could potentially begin again. Practical implications An adaptive and flexible framework of KSC could provide learning benefits by building the capacity for learners to think critically and tackle complex sustainability problems in novel ways (Brown, 2017; Glasser and Hirsh, 2016; Sterling et al., 2017; United Nations Educational, Scientific and Cultural Organization (UNESCO) 2017; Vare and Scott, 2007). Innovation and knowledge generation are possible since the KSC could teach “students how to think, rather than what to think, while letting [them] apply this thinking to real-world sustainability problems” (Wiek and Kay, 2015, p. 29). Through the KSC, people could also learn how to transform knowledge into action in their communities (Sterling et al., 2017, p. 160) and create real-world change. This is important, since unsustainable habits that comprise the “business-as-usual” case must be replaced with life-affirming actions and facilitate a new way of being in the world. After all, “[g]ood ideas with no ideas on how to implement them are wasted ideas” (Scott, 2013, p. 275). Social implications The authors have asserted that the implementation of the KSC could have social benefits because its associated pedagogies aim to actively involve learners in transforming society. The sequence sees the individuals’ reflecting upon and evaluating one’s growth vis-à-vis KSC and promotes the development of learning and other habits that betters ones’ competencies (Rieckmann, 2012). Such reflection and empathy are more likely to be inherent to people who contribute to their own learning about the need to be truly compassionate for each other and the planet (Glasser and Hirsh, 2016). In achieving this level of empathy, it is a relatively simple matter then to understand that technology and policy alone are not adequately able to facilitate large-scale and positive change; unsustainability is a problem created by human action and therefore must be counteracted with theories of and solutions to unsustainable behaviours. Integrating a responsive KSC tool into higher education could help build the capacities, capabilities, competencies and eventually mastery and habits of mind and body that give rise to sustainable well-being societies. Originality/value The authors summarize and critique the KSC literature with an eye to creating a flexible and adaptive tool for individuals to chart their own path towards being a sustainability practitioner. The conceptual work herein is the first of its kind, and it will assist program who wish to accentuate contextual factors and individual learning objectives into their design.
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Turturean, Monica. "University Trainers’ Key Competencies - A Global Profile." Procedia - Social and Behavioral Sciences 76 (April 2013): 801–5. http://dx.doi.org/10.1016/j.sbspro.2013.04.209.
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Jordan, Joe, and Sue Cartwright. "Selecting expatriate managers: key traits and competencies." Leadership & Organization Development Journal 19, no. 2 (April 1998): 89–96. http://dx.doi.org/10.1108/01437739810208665.
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Goldenberg, Edie N. "Teaching Key Competencies in Liberal Arts Education." New Directions for Teaching and Learning 2001, no. 85 (2001): 15–23. http://dx.doi.org/10.1002/tl.2.
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Laptev, G. D., and D. K. Shaytan. "Product Management: Managing Product Development in the Era of Digital Transformation." Management Science 8, no. 4 (January 24, 2019): 67–76. http://dx.doi.org/10.26794/2304-022x-2018-8-4-67-76.
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A high percentage of failures of new products is considerably associated with management issues at the initial, with a large amount of uncertainty, stage of product development. Taking into account the fact that the characteristics and functionality of the future product are determined exactly at the initial stage, the management of the process here is of decisive importance. In the digital transformation process, companies rethink the product development management process and, correspondingly, the competence model of product managers. The purpose of the paper is to identify the key competencies (qualities, personal characteristics and abilities allowing to carry out professional activity key tasks) of the digital era product managers, as well as testing the design and project approaches in developing their competencies. Getting primary information about the main professional tasks was provided through in-depth interviews with successful product managers from the following industries: internet and telecommunications, software, pharma and finance. Two typical profiles/types of product managers were identified and called «technologically-oriented» and «business-oriented». As a result of the empirical research the key universal competencies of product managers to manage innovative products development effectively have been revealed. The partial overlap with the competences of innovation entrepreneurs, identified earlier, was discovered. for the development of key competencies, the innovation training program was developed and tested. The statistical analysis results showed that project based learning in combination with design thinking, Lean Startup & Customer Development, as well as modern digital rapid prototyping technique application, provide positive dynamics in the development of revealed key competencies for beginning product managers.
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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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Pesha, Anastasiya. "Key competencies of university graduates to achieve sustainable development." E3S Web of Conferences 291 (2021): 05005. http://dx.doi.org/10.1051/e3sconf/202129105005.
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The number of studies devoted to the development of key competencies for sustainable development in higher education has been growing in recent years. The relevance of the topic of the formation of supra-professional competencies of future specialists with an emphasis on achieving sustainable development prompted this review study. The purpose of this study is to analyze approaches to terminology and the formation of a number of key competencies of university graduates in the field of sustainable development and to analyze thematic research trends in this area in 2017-2020. The results of this review form the basis for further discussion of approaches, tools and pedagogical technologies for the formation of university students' competencies in the field of sustainable development to meet the current and future needs of countries and society as a whole.
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PYLYPENKO, O. S. "STEM COMPETENCIES: ESSENCE AND STRUCTURE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 142–49. http://dx.doi.org/10.31494/2412-9208-2021-1-3-142-149.
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The article is devoted to the research of the problem of modeling the structure and content of mathematical competence and competence in the field of science, technology and engineering (STEM-competences) of students. The author notes that the problem of active creative development of students who are able to mobilize knowledge in practice and quickly adapt to unusual situations is relevant for Ukraine today. This leads to the search for high quality education at all levels. A possible solution to this problem is the organization of STEM-learning, which requires the formation of students' STEM-competencies. The author analyzes the existing in scientific publications and official documents definitions of the concepts of purview, competence, STEM-competence. The components of STEM-competence, including cognitive, reflexive-analytical, operational-activity, value-motivational, are clarified. The article identifies the main components of STEM-competence, which consists of the ability to identify the problem, the ability to reason logically, justify their actions, understand and analyze different points of view in solving problems, the ability to unconventionally solve problems, analyze and evaluate results, formulate research tasks and identify ways to solve it, apply knowledge in different life situations. It was found that the methods aimed at the formation of STEM-competence of students should be based on the application of competence, activity and systematic approaches to the organization of learning. The paper emphasizes that the key competencies for the state standard of basic secondary education in Ukraine are based on the recommendations of the Council of the European Union. The author compares the key competences for lifelong learning in Ukraine and the European Union, discusses in detail the skills and attitudes associated with STEM competence. It was found that mathematical competence and competence in the field of science, technology and engineering in the European Union are distinguished as a whole, unlike Ukraine. Key words: purview, competence, key competencies, STEM competency, STEM-education.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, and Iryna S. Mintii. "Professional soft competencies of future software engineers: key concepts." Освітній вимір 54, no. 2 (June 25, 2020): 101–10. http://dx.doi.org/10.31812/educdim.v54i2.3859.
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The conceptual apparatus was analyzed in the article and the interpretation of the basic concepts of different authors was considered. The analysis of scientific sources allowed to generalize the concept of “professional soft competencies” as follows: it is a set of non-specialized competencies that in one way or another relate to problem solving, interaction between people and are responsible for successful participation in the work process, high productivity and , in contrast to specialized competencies, not related to a specific area, equipment control and technical skills. They cover the following aspects of behavior: situational awareness, decision making, error management, interpersonal communication, and so on. In general, these competencies are important for software developers, as software development projects are organized on the basis of teams or groups, where software engineers make up the majority of the team.
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Vertakova, Yulia, Maria Klevtsova, and Alexander Orlyk. "FORMATION OF A PORTFOLIO OF KEY COMPETENCIES IN THE MANAGEMENT OF ECONOMIC ACTIVITIES." Journal of Social Sciences IV, no. 4 (December 2021): 92–102. http://dx.doi.org/10.52326/jss.utm.2021.4(4).10.
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The article shows the methodological aspects of the formation of a portfolio of key competencies in the implementation of the management process. Applied calculations are carried out on the example of procurement management. The system of key competencies of the procurement management process, from our point of view, is a complex of elements interconnected and interacting to achieve sustainable competitive advantage and synergy effect, as well as highlighting the criteria for the development of key competencies of the process under study. The aim of the study is to form a portfolio of key competencies in procurement management. It was revealed that it is the key competencies, in contrast to the potential ones, that will contribute to the effective implementation of the process or the development of the organization. In this regard, it seems appropriate to highlight the factors that influence the formation of key competencies. The features of the selection of the system of key competencies from the set of potential competencies on the basis of economic and mathematical modeling are shown. The authors have developed a matrix "status risk", which is a visualization of the correlation between the status of competence and the level of its problematicity. As a result of the study, a profile of competencies was formed, which allows us to identify, in the future, two main directions of their development: 1) increasing the status of competence by increasing the level of importance; 2) reducing the level of risk due to more effective management. The proposed methodology is universal and allows the formation of key competencies of a company or process.
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Štofková, Zuzana, Iveta Sedláková, and Peter Seemann. "THE MANAGERIAL COMPETENCIES OF STUDENTS OF SELECTED PUBLIC UNIVERSITY." CBU International Conference Proceedings 6 (September 26, 2018): 467–72. http://dx.doi.org/10.12955/cbup.v6.1199.
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This paper deals with key competences of students and graduates at a selected public university with an economic orientation in the Slovak Republic. The students expect from the University to have access to quality education, but also after finishing their studies to be able to apply them in practice. The businesses and organizations expect from university graduates to be equipped with competencies needed to develop their businesses and maintain their competitiveness. This paper discusses the equipment of graduates with general competencies such as knowledge, skills, abilities, values and attitudes, as well as managerial competencies such as communication, planning, organization and control, analytical thinking, creativity, problem solving, management and leadership, teamwork, flexibility and digital skills, etc. The paper presents the results of a survey focused on the scope of skills and competencies of the graduates of the University of Žilina, the Faculty of Operation and Economics of Transport and Communications, the Economics and Business Management study program. There the student´s profile is managerial oriented and the range of skills and competencies are considered to be the key factors for university graduates to be employed in a modern society.
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ONOPRIIENKO, Dmytro. "Adaptive management of dynamic changes of the enterprise." Economics. Finances. Law, no. 6/2 (June 30, 2021): 36–40. http://dx.doi.org/10.37634/efp.2021.6(2).8.
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Introduction. This paper describes the adaptive management of dynamic changes in a present-day enterprise. The purpose of the paper is to investigate the interaction of the key elements of the system of adaptive management of dynamic changes in enterprises, with regard to the influence of the external and internal conditions. Results. The vast majority of enterprises today require changes, which are implemented through the use of adaptive management, which ensures that the company is able to respond adequately to external and internal changes. To ensure the competitiveness, a significant portion of the enterprise requires dynamic changes, which are characterized by high intensity and radicality. For their implementation, the enterprise, on the one hand, must have the necessary potential to achieve this, and on the other hand – the appropriate mechanisms for their implementation. The mechanics of realization of the enterprise potential is defined as a set of its dynamic capabilities and key competences. Key competencies, which enable the company to carry out dynamic changes, are created by the influence of dynamic capabilities on its functional competencies. Dynamic capabilities have a decisive importance in the creation of key competences. The most important key competencies include the following: Constant monitoring of the level of adaptation of the company to the conditions of the environment; the presence of a system of alignment of the goals and objectives of the company with the intensity and pace of development of the target segment of the market; organizational renewal, innovation-friendly internal environment of the company; motivating the company's staff to use the specified capabilities. Conclusion. Efficiency of implementation of changes in the enterprise is achieved by adaptive change management, which ensures adequate response of the management structure of the enterprise to changes in the external and internal environment. Adaptive management of dynamic changes is ensured by the purpose-oriented formation and widespread use of mechanisms for the implementation of the company's potential, as an aggregate of its key competences. The key competences that will provide the company with competitive advantages are created by influencing the dynamic capabilities on the functional competences.
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Burcar, Željko. "Pristup obrazovnom dizajnu za 2026." Magistra Iadertina 13, no. 1 (March 9, 2019): 123–38. http://dx.doi.org/10.15291/magistra.2823.
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We live in a society of knowledge? Labor market needs every day set new demands for competences. The project approach to designing education appears to be inevitable. Competences are a key factor and one of the prerequisites for an individual's success in the labor market, which will be even more flexible in the near future. The labor market for 8 years will require many new competencies. The education system must prepare current students for future competencies based on ZVSSOUP model. In this paper, theoretical elements of designing and redesigning educational content have been set up according to project principles. Efficient project model algorithm assumes design from the final goal to the beginning. The proposed algorithm can meet the needs for quick redefinition of the required competencies for the future labor market and will also be tested by future empirical research.
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KORYAGINA, IRINA I., and LARISA V. KUKLINA. "KEY COMPETENCIES FORMATION FEATURES AMONG STUDENTS WITH DIFFERENT PROFESSIONAL DIRECTION." Cherepovets State University Bulletin 4, no. 97 (2020): 234–42. http://dx.doi.org/10.23859/1994-0637-2020-4-97-21.
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The key competencies are considered as an integrated indicator of personal and professional competence formation in future specialists (for example, doctors and employees of the penal enforcement system (UIS)). It is shown that the formation of key competencies in the training process is more effective if the student is characterized by a high professional orientation. Correlation of key competencies at different stages of specialists’ training can serve as an indicator related to the formation level of professional activity internal picture.