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Journal articles on the topic 'Professional qualifications'
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Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.
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This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals
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Williams, R. L. "Professional qualifications." Forensic Science International 40, no. 2 (February 1989): 103–4. http://dx.doi.org/10.1016/0379-0738(89)90137-0.
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Jones, Russell. "Professional qualifications." Data Processing 27, no. 1 (January 1985): 6–8. http://dx.doi.org/10.1016/0011-684x(85)90336-3.
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M, Dmytrychenko, Tokin O, and Kharchenko A. "PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION." National Transport University Bulletin 49, no. 2 (2021): 63–71. http://dx.doi.org/10.33744/2308-6645-2021-2-49-063-071.
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The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.
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Lambert, Steve. "The convergence of National Professional Qualifications in educational leadership and master’s level study." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 484–94. http://dx.doi.org/10.1108/heswbl-07-2017-0040.
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Purpose In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study. Design/methodology/approach The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership. Findings There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training. Originality/value This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.
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Erschens, Rebecca, Anne Herrmann-Werner, Tim Fabian Schaffland, Augustin Kelava, David Ambiel, Stephan Zipfel, and Teresa Loda. "Association of professional pre-qualifications, study success in medical school and the eligibility for becoming a physician: A scoping review." PLOS ONE 16, no. 11 (November 11, 2021): e0258941. http://dx.doi.org/10.1371/journal.pone.0258941.
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Background Literature, individual experiences and common considerations suggest that prior professional qualification can be an advantage for later career development. For instance, in Germany, professional pre-qualification has been honored by medical faculties in selection procedures for several years. However, a systematic evaluation of this relationship lacks. This scoping review summarizes existing literature and addresses the role of prior professional pre-qualifications on objective or subjective study success and the choice of a specialization. Methods The scoping review was performed oriented on the PRISMA guidelines. PsycINFO and PubMed databases were searched for relevant studies that included data of medical students with and without professional pre-qualifications. To answer the underlying research questions, this scoping review also includes studies that examine professional pre-qualifications in association with non-cognitive "soft" criteria. Results and further directions 1055 items were identified and reviewed by two independent reviewers with final 11 studies were included for this scoping review. The results of identified studies that report possible effects of prior pre-professional qualifications are inconclusive but suggest that prior professional qualifications tend not to have rather an advantage on study success. Medical school success for students with prior professional qualifications tended to be below average in the preclinical setting, and there were no differences in the clinical setting compared with students without prior professional qualifications. The influence of professional pre-qualifications has not yet been adequately studied without the moderator variable “waiting time” and “A-levels grade”. The scoping review indicates insufficient number of articles stating a co-relation of prior pre-qualifications and subjective data. Again, the results found are not sufficient to state a clear relationship between professional pre-qualifications and the choice of a specific speciality preference. However, professional pre-qualifications, both in medicine and as "practical experience in rural areas", tend to be beneficial for the choice of becoming a rural physician. Large-scale cross-sectional and longitudinal studies are needed to investigate the influence of professional pre-qualifications on different study trajectory parameters.
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Koikov, Vitaliy. "Analysis of the Structure of the Healthcare Sector in Terms of Professional Qualifications and Development of Proposals for Improving the Sectoral Qualifications System." Journal of Health Development 3, no. 38 (2020): 21–36. http://dx.doi.org/10.32921/2225-9929-2020-3-38-21-36.
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Abstract The main problems of regulating the sectoral qualification system of the health system in Kazakhstan are the lack of a sectoral qualifications framework that is relevant to the existing needs of the health system and the absence of professional standards regulating the requirements for health professionals, the lack of a clear delineation of competencies by skill levels. In order to achieve this goal, we made analysis of the structure of the healthcare sector in terms of professional qualifications, taking into account: 1) types of economic activities in accordance with the National Classifier of the Republic of Kazakhstan «General Classifier of Types of Economic Activities»; 2) grouping occupations according to the National Classifier of Occupations of the Republic of Kazakhstan; 3) types of professional activities, specialties, qualifications and positions in accordance with secrtoral legislation. The next stage was the analysis of the health system’s need for new professions, taking into account the development of new technologies and international trends, including based on the analysis of the results of foresight research. Taking into account the complexity of the professional qualifications structure of the health system and the need for the introduction of new professions, we made proposals for the development of an industry qualifications framework and the creation of an Secroral Council for professional qualifications. The development of a sectoral qualifications framework and the formation of a Sectoral Council on professional qualifications in health system will create a tool for the formation of state and sectoral human resources policy in the health system, for the provision of demanded services in health care, for the creation and application of effective methods and technologies for prevention, diagnosis, treatment and medical rehabilitation. The sectoral qualifications framework should become the basis for the developers of professional standards for the health system, as well as employers, educational organizations of various levels, organizations that assess the professional preparedness of healthcare workers, heads of health organizations and government bodies in the field of healthcare. Keywords: Sectoral qualifications system, sectoral qualifications framework, professional standards.
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Minyurova, S. A., and O. I. Leonova. "Professional Exam: Assessing Teachers’ Qualifications According to Requirements of Professional Standard." Психологическая наука и образование 21, no. 2 (2016): 66–75. http://dx.doi.org/10.17759/pse.2016210208.
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This paper focuses on the issues of applying professional standards for preschool and school teachers in the assessment of teachers’ qualifications and the development of their professional skills. The paper reviews foreign practices in the subject and approaches to the organization of qualification exams for teachers in various countries. The discussed issues include the development of such criteria for assessing the quality of teaching activity that would promote professional skills in teachers as well as reveal the outcomes of this activity in students. The paper concludes with an outline of the key elements of the model of professional exam for teachers as a form of assessment aiming to prove that teachers’ qualifications meet the requirements of the professional standard.
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MYTSYK, H. M., and M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.
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The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of the first (bachelor’s) higher education level of specialty 016 Special education is a more important issue and therefore requires the attention of scientists. It is found out that questions of using professional qualifications names in educational and professional programs of specialty 016.01 Special education (Speech therapy) are solved differently. Mostly in such programs, direction to assigning to higher education applicants, who have successfully completed it, the professional qualification of «speech therapist», to a lesser extent – «teacher-speech therapist assistant» is observed. It is stated that not one of directories of the qualification characteristics workers’ professions operating in Ukraine does not contain the qualification characteristics of a speech therapist and the requirements for the educational degree of the employee required to hold the position of a speech therapist have not concretized enough. The absence of qualification characteristics of a speech therapist to a certain extent causes problems in determining the list of main jobs that are inherent to this position (profession). Taking into account the level of complexity of the problems which to be solved by a speech therapist and teacher-speech therapist assistants in professional activity, the idea was proposed of orienting educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level for preparation only speech therapists awarding its graduates the professional qualification of «speech therapist». In turn, the preparation of teacher-speech therapist assistants should be carried out according to the educational and professional programs of the initial level (short cycle) of higher pedagogical education. Of point of view the existing close connection between a teacher-speech therapist and a speech therapist, it is proposed to reconsider the qualification requirements for the primary position of teacher-speech therapist, providing the possibility of its occupation by persons with a bachelor’s degree. Key words: educational and professional program, educational qualification, professional qualification, speech therapist, assistant teacher-speech therapist.
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Zabrodin, Yu M., P. A. Sergomanov, L. A. Gayazova, and O. I. Leonova. "Development of the Differentiation System of Skill Levels in Teaching Professional Standards." Психологическая наука и образование 20, no. 5 (2015): 65–76. http://dx.doi.org/10.17759/pse.2015200506.
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Questioning the definition of the principles of building a career in teaching and the relationship between qualification required for this from the perspective of teacher professional standards. Provides a detailed analysis of the issues of separation of levels of pedagogical activity. The results of expert work on the establishment of conformity of the content of the professional standard for qualifications. Recommendations for the development branch Qualifications Framework, focused on differentiating levels of qualification requirements in accordance with the content of the teacher professional standard.
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Sergushkina, V., and A. Lobacheva. "Assessment of Staff Qualifications in the System of Human Resources Management." Management of the Personnel and Intellectual Resources in Russia 11, no. 1 (April 20, 2022): 36–41. http://dx.doi.org/10.12737/2305-7807-2022-11-1-36-41.
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The article is devoted to the issue of assessing the level of qualification of personnel in the human resource management system. In the conditions of a rapidly developing economy, the introduction of innovations in life and professional activity, the need to determine the compliance of employees with professional requirements and continuous professional development has increased. Assessment of qualifications allows to achieve the most effective use of human resources. The article touches upon the issues of the required assessment of the qualification level, examines modern international and national law, defines the importance and role of professional standards in assessing the qualifications of employees and job seekers.
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Williams, R. L. "Professional qualifications—a milestone." Journal of the Forensic Science Society 29, no. 1 (January 1989): 1–3. http://dx.doi.org/10.1016/s0015-7368(89)73207-2.
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Solov’ev, V. P., and T. A. Pereskokova. "Evolution of educational levels and qualifications of graduates of higher education institutions." Economy in the industry 11, no. 1 (July 12, 2018): 70–80. http://dx.doi.org/10.17073/2072-1633-2018-1-70-80.
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The article devoted to the changes in the levels of vocational education and the qualifications of graduates of higher education organizations. Simple parameters of graduates of a single-level Soviet higher school in the form of qualifications – the engineer was understandable to consumers and corresponded to the labor qualifications of workers, primarily enterprises. The transition of Russia’s higher education system to a multilevel system led to the establishment of incomprehensible qualifications for employers such as bachelor’s and master’s degrees for university graduates. It is offered to graduates of higher educational institutions, who have mastered the bachelor and master’s programs, to assign not the qualifications, but the academic degrees of bachelor and master. And for the «recognition» of graduates of various universities to give them an annex to the diploma with a list of formed competencies. Presented the stages of changing educational standards, beginning in 1994. Revealed the inconsistency of professional and educational standards regarding the formulation of requirements for the education of workers. The generalized content of the professional standard of a typical production specialist is disclosed. The levels of qualifications of the Labor Code are given. It is shown that graduates of higher education organizations that do not have professional experience will begin to acquire it for 4 or 5 skill levels. The basic level of qualification of bachelors and specialists is 6, which is confirmed in professional standards. Attention is drawn to the formation in the students of the aggregate of two groups of competences: professional and social, which meets the requirements of professional standards of specialists. To guarantee the quality of training, it is proposed to provide a competence model of graduates for approval and review to employers who will compare it with the official duties of employees of relevant qualification levels or with a professional standard.
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Rossiev, Victor. "Qualifications for Legal Advisors." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, no. 2 (October 2, 2020): 168–76. http://dx.doi.org/10.21603/2542-1840-2020-4-2-168-176.
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The present research featured criteria of qualified legal assistance. The research objective was to determine the professional and educational qualifications of legal advisors. The current domestic legislation has no legal concept of qualified legal assistance, only some contradicting qualification requirements for lawyers. Since legal assistance requires protection of the interests of the person in a jurisdictional order, the author considered it as the activity of a court agent. The article provides a flexible concept of qualified legal assistance that meets modern requirements of the legal services market. The author proved that it is impossible to establish uniform educational and professional qualifications for all legal advisors. Recognizing the requirement for a higher legal education as reasonable, the author claims that the knowledge of the actual circumstances of the case can sometimes attest to the qualification of the representative. Therefore, each case requires a balance of competence. The research included a thorough analysis of the Concept of Regulation of the Professional Legal Assistance Market issued by the Ministry of Justice of the Russian Federation. The paper explains the objective obstacles to the implementation of these provisions. The author also analyzed the draft professional standard of a lawyer, submitted in March 2020 by the Ministry of Labor and Social Protection of the Russian Federation, and found it lacking, imbalanced, and contradicting to federal laws. Thus, any unified qualifications for lawyers are premature.
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Krystopchuk, Tatiana. "ROFESSIONAL TRAINING STANDARDS IN THE EUROPEAN UNION COUNTRIES AND IN UKRAINE: COMPARATIVE ANALYSIS." Continuing Professional Education: Theory and Practice, no. 2 (2019): 63–67. http://dx.doi.org/10.28925/1609-8595.2019.2.6367.
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The article analyzes the normative legal support for the development of professional standards in the context of continuing education in the European countries and in Ukraine. The types of professional standards in the European Union countries that are used in the system of vocational education are distinguished. A typical model of a professional standard of specialist training is presented. The principles of developing professional standards in the system of national education are highlighted: assessment of requirements to the general and professional competencies of certain labour functions and the use of common criteria for their formation; the objectivity of determining the names, content and volume of labor functions by type of employment; taking into account the successful international experience of the countries. It is characterized the program of specialists’ professional training in Germany «Innovations in professional training», the principles of which are: optimization of vocational training for low-income citizens, which requires the reorganization of the financial support system; provision through corporate learning to optimize the transition from one qualification to another; the flexibility of vocational education; expansion of practice bases; increase of employment opportunities; expanding the possibilities of transition from one qualification to another; increasing mobility and level of education; strengthening of the dual system of education; cooperation in the field of industry, education and politics. A comparative analysis of the concepts that make up the scientific thesaurus of the study of standards of vocational training in the countries of the European Union is carried out. It is noted that in the European scientific discourse different names are used to designate the qualifications which are defined in the EU by certain peculiarities: national professional qualifications; certification professional qualifications; professional qualifications. The approaches to professional standards in the European educational space are determined.
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Taradejna-Nawrath, Beata. "Is there a need for market qualifications in OSH? New solutions and opportunities." Occupational Safety – Science and Practice 574, no. 7 (July 17, 2019): 12–15. http://dx.doi.org/10.5604/01.3001.0013.2786.
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At the end of 2015 The Sejm of the Republic of Poland passed a law on the Integrated Qualification System. The Act of 22 December 2015 on IQS introduced solutions and opportunities for integrating all qualifications obtained within formal and non-formal education, ensuring the quality of granted qualifications, confirming competences acquired outside the education and higher education systems. The question is: there is a need to introduce market-based qualifications in the field of health and safety at work considering new developments and opportunities to acquire professional qualifications. Market qualifications could be applied for by people interested in working in the area of a given qualification, who would show a separate part or all of the learning outcomes required for a given qualification. The article presents the idea of the Integrated Qualification System and the report from the research on the demand for market qualifications. The survey was conducted in the environment that is most relevant to health and safety at work - employers, OSH specialists and entities operating on the market in this area.
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Zahoor, Fatima, Nabi Bux Jumani, and Samina Malik. "Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis." Global Regional Review IV, no. IV (December 31, 2019): 158–67. http://dx.doi.org/10.31703/grr.2019(iv-iv).18.
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The present study analyzed the gender-wise professional qualifications and competencies of teacher educators and subject teachers of education. The respondents were categorized into three groups in order to measure their competencies and professional qualification. These were Heads / Principals, Teacher Educators and Subject Teachers of Education and their students. Questionnaires and personal profile prorforma were used as instruments for data collection. T-test and Percentage were applied for the purpose of analysis. The data analysis states most of the male and female subject teachers of education and teachers educators do not have any professional qualification as well as competencies of the male teachers is significantly different from female teachers. Male teachers were competent and efficient as compared to female teachers. It is suggested to the male and female teachers to get professional qualifications for improving their level of qualification. Moreover, female teachers need to enhance their competencies for competing for male teachers in the field of teaching.
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Plimmer, Frances. "Mutual recognition of professional qualifications." Property Management 20, no. 2 (May 2002): 114–36. http://dx.doi.org/10.1108/02637470210428338.
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Ivanova, Karolina A., and Julia G. Ilinova. "Study of international experience in research of professional activity of pharmaceutical personnel in the context of restrictions, related to the development of the system of professional qualifications in the Russian Federation." Pharmacy Formulas 2, no. 3 (October 9, 2020): 24–29. http://dx.doi.org/10.17816/phf35216.
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The article examines the existing restrictions associated with the development of a national system of qualifications (recognition of qualifications of qualifications internationally, the coexistence of elements of the old and new qualification systems, the gap between the labor market and the system of vocational education). It is noted that in the field of pharmacy, along with existing restrictions, the development of the industry qualifications framework is hindered by the lack of descriptions of professional activities performed by pharmaceutical personnel at the legislative level. In this regard, the authors conducted a comparative analysis of the content of groups of occupations described for pharmaceutical personnel, in accordance with the Russian Сlassifier of Occupations (as a document that is the basis for the development of the sectoral qualifications framework) with the types of activities carried out by subjects of circulation of medicines (production of medicines and pharmaceutical activities) in order to define the boundaries of professional activity of pharmaceutical personnel at the national level. The international experience of research of the content of professional activity of pharmaceutical personnel and the main factors contributing to the appearance of labor functions in the professional activity of pharmaceutical personnel that are not fixed at the legislative level (in accordance with the ISCO) are studied. In order to eliminate the existing restrictions that prevent the development of a unified system of professional qualifications in the field of pharmacy in the Russian Federation, the article concludes with an approach to describing the professional activities of pharmaceutical personnel used by FIP industry experts.
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Dolzhenko, Ruslan, and Svetlana Dolzhenko. "Professional communities in human resources management." SHS Web of Conferences 128 (2021): 01031. http://dx.doi.org/10.1051/shsconf/202112801031.
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The paper discusses the opportunities of professional communities in the sphere of HR management to design and develop the system of professional qualifications. It describes the nature of professional communities and identifies their advantages for public policy. The study provides the results of HR specialists quantity analysis, presents the conclusions of the monitoring of HR professional communities in Russia, determines their readiness to develop the system of professional qualifications in the country. The monitoring included 97 Russian professional communities in HR management. Websites of professional communities have been analysed; the experience of community members has been studied; results of the survey among communities’ members held in 2010-2016 are presented. This research helped to identify several new and relevant activities of Russian professional communities in HR management, such as development of an independent qualification assessment and updating of educational programs in higher educational establishments.
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Ahamat, Nona. "Reviewing the Recognition of Professional Qualifications Directive." Bulletin of the Royal College of Surgeons of England 94, no. 2 (February 1, 2012): 58–59. http://dx.doi.org/10.1308/147363512x13189526438990.
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Throughout 2011 the European Commission has been working towards modernisation of the recognition of professional qualifications (RPQ) directive. This directive aims to facilitate the free movement of EU citizens by making it easier for professionals qualified in one member state to practise their profession in another.
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Egorov, I. A. "Professional Exam as a Tool for Forming the Trajectory of Improving the Qualification of an Employee." Psychological-Educational Studies 9, no. 3 (2017): 149–55. http://dx.doi.org/10.17759/psyedu.2017090315.
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The results of the study of the provisions of the Federal Law "On Independent Qualification Assessment", of an explanatory note to the draft of the Federal Law "On Independent Qualification Assessment", of a number of other normative legal acts regarding the objectives and procedure for the implementation of an independent assessment of qualifications, including a professional exam, the use of its results, are described. On the basis of the analysis of a number of research works on the improvement of the qualifications of employees and the development of the system of continuous education, conclusions were drawn on an objective assessment by the legislator of a permanent increase in the requirements for the qualification of workers and the consequent need for continuous improvement of their qualifications, including the development of a continuous education system. Proposals have been formulated to introduce amendments to the legislation of the Russian Federation aimed at forming a recommendation for an employee to select existing resources for the self-alignment of an individual set of competences with a personalized offer of support options from the educational and professional structures - the trajectory of improving the qualification of an employee..
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STROGONOVA, T. V., and N. V. STUCHINSKAYA. "ANALYSIS OF THE DEVELOPMENT OF A COMPETENT APPROACH IN THE SYSTEM OF HIGHER VOCATIONAL EDUCATION OF UKRAINE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 181–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-181-189.
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The article investigates the development of the competence approach in the system of higher professional education of Ukraine. To specify the content of the concepts of «competence» and «competence» in the framework of this approach in the pedagogical field in Ukraine used the method of comparative historical analysis. Using this method, the works of domestic scientists in the period of formation of the competence approach in Ukrainian pedagogy are analyzed. The works of Ukrainian scientists who worked in various fields of knowledge: philology, management, theory of management and personnel management, law, pedagogy are considered. The chronology of the emergence of the concept of «competence» in Western scientific thought, its development and transformation into an educational standard. For an in-depth understanding of the concept of «competence», the process of appearance of the term in the regulatory framework of Ukraine, the genesis of its transformation into a standard of higher education in the domestic field is analyzed. The structure of qualification levels of the National Qualifications Framework is described. The main descriptors of the National Qualifications Framework are defined: knowledge, skills (cognitive and practical), communication, autonomy and responsibility, integral competence. The article mentions the comparison of the system of descriptors of the Ukrainian National Qualifications Framework with the European Qualifications Framework for lifelong learning, with the Qualifications Framework of the European Higher Education Area. integral competence The essence of competences and competences as components of the description of qualifications in the National Qualifications Framework is revealed. Differences of competences from the previous indicators of assessment of quality of training are allocated. The peculiarities of integral competencies are defined as those that reflect the ability of a person with a qualification of a certain level to perform tasks and solve problems of a certain level of complexity in the learning process or in professional activities. General competencies are considered as tools for assessing the maturity of the individual, his opportunities for self-improvement and growth. It is emphasized that professional readiness and professional suitability should be established with due regard to the moral and value qualities of the individual. General competencies are offered. which can improve professional selection and positively influence the development of the healthcare sector. Key words: competence, competencies, higher education, learning outcomes, competence approach, national qualifications framework, sectoral qualifications framework.
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Lebedev, V. A., and E. I. Lebedeva. "Tools for evaluating the effectiveness of personnel: new criteria." Buhuchet v zdravoohranenii (Accounting in Healthcare), no. 1 (January 18, 2022): 50–59. http://dx.doi.org/10.33920/med-17-2201-06.
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Practical issues of independent assessment of qualifications are considered; including the organization of the assessment procedure by qualification assessment centers and their geographically separate structural units; contractual forms of attracting the necessary resources for conducting qualification tests are considered. The analysis of the current professional standard “Accountant”, including the requirements for education and practical work experience. The directions of improving the independent assessment of qualifications are considered; issues of training organization, benefits and compensation for employees.
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Budzinskaya, O. V., and V. S. Sheinbaum. "7 Years later: Some Thoughts on the Developing of Qualification Framework." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 84–93. http://dx.doi.org/10.31992/0869-3617-2019-28-5-84-93.
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The article addresses the problem of combining the emerging country’s new regulatory framework in the field of qualifications, based on professional standards, with the international standards of the Association “WorldSkills International” and corporate standards used in the development and evaluation of personnel, based on the competence approach. The authors focus on the proposals to overcome the differences in the conceptual apparatus relating to a term “qualification”, which is interpreted differently in academic and business communities. The article discusses the possibilities of fixing the qualifications of employees directly in the professional standards that determine the requirements for them. Today there are three approaches that are applied to unite and standardize qualification requirements. The issue is to harmonize them in order to create the national qualification system where the key terms – “expertise”, “competency” and “qualification” are properly aligned.
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McKean, Mark R., Gary Slater, Florin Oprescu, and Brendan J. Burkett. "Do the Nutrition Qualifications and Professional Practices of Registered Exercise Professionals Align?" International Journal of Sport Nutrition and Exercise Metabolism 25, no. 2 (April 2015): 154–62. http://dx.doi.org/10.1123/ijsnem.2014-0051.
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Australia has approximately 26,000 registered exercise professionals (REP), in comparison with 3,379 accredited practicing dietitians (APD). The REP workforce has the potential to reach more than 10% of the Australian population but there is limited data on their educational background and professional behaviors with regards to nutritional counseling of clients. The purpose of this research was to determine if REPs are working within their scope of practice and if their qualifications align with their practice, specifically as it relates to nutrition advice. Using a cross sectional descriptive study design, a self-administered online survey of REPs was conducted over 5 months. REPs were recruited through electronic and social media using a snowballing technique. The study focused on education, nutrition advice, and sources of information. A total of 286 respondents completed the survey, including 13 with tertiary dietetic qualifications i.e., APDs. The nationally recognized industry Certificate III/IV in Fitness was the most common qualification. The majority of REPs responding (88%) were working outside of their professional scope of practice, offering individual nutrition advice to clients across fitness and medical issues. This was despite 40% of REPs undertaking no further training in nutrition since graduating, and primarily basing advice on use of readily accessible sources of nutrition information. It is recommended the nutrition advice provided to REPs during training be limited to general nonmedical nutrition information in accordance with nationally endorsed evidence based guidelines and that issues pertaining to scope of practice be addressed with onward referral to other health professionals be advocated.
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Egorov, I. A., Ye S. Yamburg, M. E. Akhapkina, A. A. Volkova, O. N. Katrenko, S. S. Kocherejko, and N. N. Odintsova. "Professional-Public Mechanisms Assess the Qualifications of Educators." Psychological-Educational Studies 10, no. 2 (2018): 55–63. http://dx.doi.org/10.17759/psyedu.2018100205.
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The article describes the progress of work on the project "Professional and public mechanisms for assessing the qualifications of educators " implemented by the Pedagogical Association «XXI century educator» using the grant of the President of the Russian Federation for the development of civil society provided by the Foundation for Presidential Grants (No. 17-1-008266) and its main results. Based on the current achievements of Russian and foreign pedagogical science and practice, in accordance with the professional standard of the educator and taking into account the current formation and introduction of the national system of teacher growth, proposals have been developed for assessing the qualifications (labor actions) of educators in the form of draft normative legal act and methodological recommendations. The necessity of active and wide participation of the professional pedagogical community in the organization and evaluation of the qualification of pedagogical workers as a necessary condition for building an effective system ensuring the professional growth of educators is substantiated.
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Semigina, Tetyana. "European practice of professional qualifications validation on the basis of non-formal education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 57–65. http://dx.doi.org/10.24195/2617-6688-2020-3-7.
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The transformation of the labour market has led to paradigm shifts in education, contributing to the development of lifelong learning and non-formal education. Currently in Ukraine, there is no legal construct regulating the process of recognising the results of such education. The study aims to examine the European experience in validating the non-formal and informal education, which can be useful in formulating appropriate policies for the award of professional qualifications in Ukraine. The study is mainly based on a retrospective analysis of the European policy. Встановлено, що у визначенні процедур на загальноєвропейському рівні послуговуються такими документами, як: It is revealed that at the All-European level, these document are used to define the designated procedures: "European guidelines for the recognition of non-formal and informal education" (2009), Council of Europe Recommendations on the recognition of non-formal and informal education (2012), European Centre for the Development of Vocational Education (CEDEFOP) on the Recognition of Non-Formal and Informal Learning (2017), EU Council Recommendation on the European Qualifications Framework for Lifelong Learning (2017). These documents focus on the institutional field of validation of professional qualifications acquired through non-formal learning, involvement of representatives of various public sectors and implementation of coordination mechanisms. At the same time, diversified practice of confirmation and assignment of professional qualifications on the basis of non-formal learning has been developed in European countries. Professional associations and business structures, on the basis of which qualification centres (assessment centres) operate, play an important role in the processes of qualifications validation. The recognition of non-formal learning outcomes and validation of professional qualifications follow the same standards as the ones assigned for both formal education and the national qualifications framework.
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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.
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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.
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Needham, Seamus, and Joy Papier. "Professional qualifications for the insurance industry: Dilemmas for articulation and progression." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 52. http://dx.doi.org/10.14426/jovacet.v1i1.13.
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In South Africa, the lack of articulation between vocational college programmes and those ofuniversities has long been a source of frustration for college learners seeking vertical progressionpathways. The introduction of a National Qualifications Framework in 1995 appeared to offer hopeof bridging the divide between occupational, practically focused qualifications and traditionalacademic qualifications, but, some 20 years later, the stumbling blocks are still evident in spite ofconcerted national policy efforts. This article reflects on a project conducted over a five-yearperiod that intended to ‘create a progression pathway for TVET candidates into university’ in theinsurance industry and the lessons learned in that process. What at first glance might haveappeared to be simply a hostile environment for articulation and institutional intransigence, onfurther reflection revealed deep-seated curriculum issues associated with qualifications that wereunderstood to differ fundamentally in function and therefore in form. The article draws, inter alia,on Bernstein’s (1999) theorisation of practical and disciplinary learning to show how a curriculumhas an impact on pedagogies, assessment and quality assurance structures. After examining whycollege candidates who had succeeded in the first-level occupational qualification with its largeworkplace component struggled to complete subsequent university levels, the article concludesthat divergent curricula and pedagogies will need serious attention if aspirations for more seamlessarticulation and easier progression are to become reality.
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Bravenboer, Darryll, and Stan Lester. "Towards an integrated approach to the recognition of professional competence and academic learning." Education + Training 58, no. 4 (April 11, 2016): 409–21. http://dx.doi.org/10.1108/et-10-2015-0091.
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Purpose – The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially unhelpful differentiation between “theory” and “practice” and between “knowledge” and “competence”. Design/methodology/approach – Three contextualised case studies are presented to demonstrate a range of possibilities for developing academic programmes that integrate professional competence in the fields of construction, aviation and management. Findings – It is argued that the examples described provide some evidence that where competence is conceived of as a matter of open on-going professional development, it can be effectively integrated and aligned with the intended outcomes of academic qualifications. Furthermore, that the examples described demonstrate that the idea of professional competence can operate to ground knowledge in practice contexts and ensure that professional values are positioned as a requirement of being qualified. Originality/value – The diversity of the examples provided across three distinct sectors illustrate the potential for wider curriculum development opportunities for higher education practitioners. The need to align professional body recognition with academic qualification for higher and degree apprenticeships may also indicate significant implications for policy in this area. The cases presented provide evidence that academic qualifications can be developed that are at the same time recognised by employers as delivering a professionally competent workforce. This kind of development activity can provide both an incentive for employers to pay for education and training and opening opportunities for career progression for those in work.
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Elander, James, Tony Towell, and Pauline Fox. "Competence-Based Training and Assessment by Portfolio: The Health Psychology Model." Psychology Learning & Teaching 6, no. 2 (September 2007): 73–79. http://dx.doi.org/10.2304/plat.2007.6.2.73.
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All UK postgraduate qualifications in applied areas of psychology will soon be competence-based. This will improve the professional recognition and esteem of applied psychology, and make it easier to transfer qualifications between psychology and other disciplines and between psychology sub-disciplines. However, the changes pose considerable challenges because there is very little clear evidence about the effectiveness of competence-based training and portfolio assessment. Health psychology has led the development of competence-based training in psychology with the ‘stage two’ qualification in health psychology, and this article considers postgraduate health psychology training in the context of what is known about competence-based training and portfolio assessment in professions such as medicine, nursing and education. This raises a number of questions for professional training and qualifications in psychology.
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Duncan, Doris. "Qualifications of Information Technology College Faculties: The Role of Formal Education and Professional Certification." Journal of Educational Technology Systems 20, no. 2 (December 1991): 115–28. http://dx.doi.org/10.2190/pl4q-81qj-pr8y-ye9c.
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The Institute for Certification of Computer Professionals (ICCP) Education Foundation awarded a grant to the Applied Computer Science Department at Illinois State University to survey the qualifications and certifications held by information technology college faculty. The survey instrument was mailed to a random sample of information technology department chairs at two-year and four-year colleges. The overall response rate was 41 percent. Issues covered include faculty composition and qualifications, ways of certifying information technology faculty, continuing education requirements and recognition of ICCP certification. Survey results show major diversity in faculty composition and qualification requirements.
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Kisilowska, Helena. "Współdziałanie administracji publicznej z samorządami zawodowymi w zakresie nadawania uprawnień do wykonywania zawodu na przykładzie architektów i inżynierów budownictwa." Acta Iuridica Resoviensia 34, no. 3 (2021): 135–47. http://dx.doi.org/10.15584/actaires.2021.3.10.
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The article presents the legal framework for cooperation between public administration and professional self-governments of architects and civil engineers on granting professional qualifications and recognition of qualifications. The article’s thesis is that the scale of existing problems requires the alignment on terminology and development of right forms of collaboration between the two parties. Moreover, it requires the supervision over the implementation of the delegated tasks; it is assumed that the delegation of tasks does not imply the delegation of accountability. By delegating tasks public administrations can focus on their core missions without being distracted by the tasks requiring narrow expertise. They can also leverage the competences of licensed professionals and professionals with recognized qualifications.
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Bartram, Dave. "Occupational Standards and Competence-Based Qualifications for Professional Applied Psychologists in the UK." European Psychologist 1, no. 3 (January 1996): 157–65. http://dx.doi.org/10.1027/1016-9040.1.3.157.
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The paper outlines the development of employment-led qualifications in the UK. These qualifications have been based upon a notion of competence at work, defined in terms of standards developed using a functional approach to occupational analysis. While initial developments focused on standards development and the design of qualification at “lower levels”, there has been increasing interest in extending the approach to the analysis of higher level professional, technical and managerial occupations. The paper reports the work being carried out by the British Psychological Society on the development of occupational standards for applied psychology and reports on some of the key issues emerging from this project. These include the problem of identifying and specifying the knowledge, understanding and skills required for competence at work and the relationship between the criteria for the award of qualifications and those related to entry into a profession as a practitioner.
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SIERECKA, Anna, and Katarzyna PINDOR. "COMPETENCES AND PROFESSIONAL QUALIFICATIONS OF ACADEMICS." Scientific Journal of the Military University of Land Forces 165, no. 3 (July 1, 2012): 263–71. http://dx.doi.org/10.5604/01.3001.0002.3496.
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The article deals with the issues of the professional qualifications of academics resulting from the rules of law. It also presents the general characteristics of the core competencies of academics and their role in the educational process.
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Lucke, J. "The move towards specialist professional qualifications." Veterinary Record 124, no. 18 (May 6, 1989): 493–94. http://dx.doi.org/10.1136/vr.124.18.493.
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Wallis, Mavis A. "Professional Qualifications for Occupational Therapy Helpers." World Federation of Occupational Therapists Bulletin 17, no. 1 (January 1988): 21–24. http://dx.doi.org/10.1080/14473828.1988.11785175.
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Zaplatina, T. S. "Professional Qualifications’ Recognition and Megascience Projects." Journal of Physics: Conference Series 1406 (November 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1406/1/012020.
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Dennis, J. K., and R. R. Read. "IMF Professional Qualifications, Education and Training." Transactions of the IMF 81, no. 2 (January 2003): B22—B25. http://dx.doi.org/10.1080/00202967.2003.11871483.
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Fonda, Nickie. "What Should Professional Personnel Qualifications Certify?" Health Manpower Management 20, no. 1 (March 1994): 5–9. http://dx.doi.org/10.1108/09552069410053759.
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Lepeshkin, I. A., and S. M. Kruglov. "Analysis of transportation designer’s professional qualifications." Izvestiya MGTU MAMI 9, no. 3-1 (February 10, 2015): 135–43. http://dx.doi.org/10.17816/2074-0530-67252.
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This article depicts professional qualification analysis and current working conditions of trans- portation designers, and also trends in transportation design. All gathered information shows the requirements to be met by transportation designers that could form the basis of the new professional standard.
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Gawlik, Marta, Paweł Ziółkowski, Urszula Posmyk, and Katarzyna Szwamel. "Factors affecting the level of professional development among nursing staff after the introduction of an electronic education monitoring system." Medical Science Pulse 15, no. 1 (June 14, 2021): 1–15. http://dx.doi.org/10.5604/01.3001.0014.9274.
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Background: Constant improvement of the level of education, occupational independence, and the undertaking of scientific activity, including research and publications, contribute fundamentally to the development of the nursing profession. Ministerial directives for nurses to acquire and increase qualifications gave rise to the emergence of a new job profile in which self-discipline in the scope of scientific activity and personal development is essential. Aim of the study: The study aimed to assess the factors affecting the level of professional development among nurses after the introduction of the electronic education monitoring system (SMK), including variables hindering the process of increasing respondents’ qualifications. Material and methods: The research group consisted of 214 nurses who were both licensed to practice and practicing professionally. A diagnostic survey and questionnaire technique were used with the use of the author’s original questionnaire. Results: Nurses actively undertake postgraduate education, treating it more as a deep inner need and willingness to increase qualifications than a legal obligation. Among various forms of training, the biggest proportion took part in specialist courses – 24.9% (n=53), qualification courses – 23.8% (n=51), and specializations – 17.9% (n=38). Age (p=0.036) and length of professional service (p=0.001) were the most statistically relevant factors motivating the staff to undertake further educational activities. Conclusions: The factors significantly affecting the level of professional development in nurses are age, system of work, and issues arising while using the SMK. The introduction of training and clear instructions for using the system might contribute to the level of professional development among nurses.
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Miroshnychenko, Oleksii, Sergii Prytomanov, Rostislav Schokin, Ievgen Romanenko, and Oleksandr Datsii. "ELABORATING PROFESSIONAL QUALIFICATIONS IN UKRAINE: A NEW APPROACH." Professional Pedagogics 1, no. 20 (August 11, 2020): 4–14. http://dx.doi.org/10.32835/2707-3092.2020.20.4-14.
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Relevance: aligning competencies for lifelong learning with the requirements of the European Union (EU) makes it necessary to implement new approaches to the development and application of vocational qualifications. They should meet the needs of the labor market and become the basis for the formation and development of the National Qualifications System. All this requires clarification of the conceptual apparatus and methods of improving the existing legal mechanisms for regulating the said process.
Purpose: to substantiate new approach to the development of vocational qualifications in the context of harmonization with modern European approaches.
Methods: theoretical analysis – to study the existing approaches to the development of the National Qualifications System, to identify the main tendencies of this process; comparison and synthesis – to summarize the main scientific approaches to the development of the National Qualifications System and legal mechanisms of its regulation in modern conditions, to analyze its institutional and organizational support; observations and analogies – to substantiate the need for development of a new approach...
The empirical and informative basis of the article is the legal acts of Ukraine on the formation and development of the National Qualifications System, materials of monographs and scientific publications, analytical data, results of own research.
Results: the essential characteristics of the National Qualifications System are revealed, its features and main aspects governing the development of such a system are characterized and the necessary conditions are created to develop a new approach to the application of qualifications in the context of European integration.
Conclusions: the new approach to the application of qualifications is the purposeful formation and development of the National Qualifications System, which should become a tool for lifelong learning, ensuring the quality of learning outcomes, their recognition, and aligning professional qualifications framework in Ukraine with the requirements in EU countries.
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Litvinenko, M. V. "Development of a Methodology for Evaluating the Qualification of University Graduates (On the Example of Topographic-Geodesic Profile Specialists)." Prepodavatel XXI vek, no. 4, 2019 (2019): 20–31. http://dx.doi.org/10.31862/2073-9613-2019-4-20-31.
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The article describes the methodology and content of developing a methodology for assessing the qualifications of university graduates, taking into account the comparability of the views of developers of educational and professional standards. The study is based on the practice of training topo-graphic and geodetic specialists. The development of the methodology is based on the solution of problematic questions posed in the article, which are the conceptual basis for the development of the methodology. The tasks of research work on the development of qualification assessment methods and the expected results of their solution are formulated. A choice of two alternatives in the areas of pedagogical design is proposed: 1 — the idea is based on the idea of a comprehensive assessment of knowledge, abilities and skills (actions), which are components of both competence and labor function, which means qualifications; 2 — the methodology is based on the idea of diagnosing readiness to perform a certain type of professional activity. Conclusions are drawn about the prospects and importance of using the method-ology for assessing qualifications in educational and professional organizations, as well as in governing bodies of higher and additional professional education.
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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.
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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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Лебедев, В., V. Lebedev, Е. Лебедева, and E. Lebedeva. "Independent Assessment of Qualifications: The Approbation Is to Be Continued." Scientific Research and Development. Economics of the Firm 7, no. 1 (May 14, 2018): 10–14. http://dx.doi.org/10.12737/article_5ad9da892ffb29.94322483.
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The practical questions of application of the federal law «On the independent evaluation of qualifications», which came into force on January 1, 2017 are considered. The analysis of independent assessment of the qualifications of employees, types and forms of independent evaluation, assessment tools, ways of confirming professional experience during the qualifying exam is carried out. It is proposed at the level of the federal law to clarify the organizational and legal form of the qualification assessment center, criteria for the independence of the assessment of qualifications; to clarify the initiatives of the legislator, in particular, regarding the organizational and legal form and requirements for the personnel of the evaluation centers.
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Mohamed Saat, Maisarah, Annur Azizah Ismail, Noriza Mohd. Jamal, Norhalimah Idris, and S. Ramakrishnan. "The Intention of Accounting Students in Pursuing Professional Qualification." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 135. http://dx.doi.org/10.14419/ijet.v7i3.21.17109.
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Malaysia still has a long journey to reach its mission that is to have 60,000 qualified accountants by year 2020. This scenario has motivated this study in examining the accounting students' intention to pursue accounting professional qualification. It also attempted to identify the differences in their demographic background and their intention in attaining such qualification. A total of 130 accounting students from a public university in Malaysia participated in this study and the modified survey questionnaire was distributed among them. The findings revealed that almost half of respondents were certain while the other half probably will pursue their professional qualification. ACCA, CIMA and ICAEW are top choices of professional qualifications. In general, the accounting students have good perceptions on the credibility of accounting profession. It is recommended that the educators and the professional bodies play their roles to encourage and motivate accounting students to pursue their professional qualification.
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Leibovich, A. N. "National agency for qualifications development: yesterday, today, tomorrow." Transport Technician: Education and Practice 1, no. 3 (September 24, 2020): 173–78. http://dx.doi.org/10.46684/2687-1033.2020.3.173-178.
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Reveals the prerequisites, the process of development and structure of the National qualifications system in modern Russia, its significance for managing creation and appliance of qualifications in the labor and education fields and development of their dialogue. The author shows the role, main stages of activity and future tasks of the National Agency for the development of qualifications as an operator and methodological hub of this system, coordinator of interaction between business and education. Presents the key projects implemented by the National Agency: monitoring of the labor market, support for sectoral boards in order to form qualification structures, and build of the independent system of qualifications assessment. Since 2017, in accordance with the decree of the Government of the Russian Federation, the National Agency has been performing the functions of a Basic center for training, retraining and advanced training of workers. This function is particularly in demand today, since the promotion of new professional standards, new qualification requirements, and a new system of recognition of qualifications in the field of vocational training, secondary vocational and higher education is a guarantee of the quality of training.
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Moreira, Fernanda Gonçalves, Dartiu Xavier da Silveira, and Sérgio Baxter Andreoli. "Knowledge and attitudes related to drug abuse and prevention displayed by public school educators." Revista Brasileira de Psiquiatria 31, no. 2 (June 2009): 95–100. http://dx.doi.org/10.1590/s1516-44462009000200003.
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OBJECTIVE: To investigate the connection between knowledge about and the attitudes towards drug abuse by students displayed by public school educators in Brazil. METHOD: Cross-sectional study, with probabilistic sampling encompassing 20% of the municipal elementary schools located in the city of São Paulo from which educators were enrolled to answer three questionnaires: 1) professional and personal data; 2) assessment of their attitudes in drug abuse situations; 3) assessment of their knowledge on drug abuse. RESULTS: Considering possible values between -17 and +21, professionals scored 11.5 ± 3.8 in the Attitudes scale. These values correspond to more empathic attitudes. Scores in the Knowledge on Drugs Scale were 55.2 ± 12.5 (possible values: 0 to 100). Correlation between the Attitudes Scale and the time spent working as education professionals was -0.288 (p < 0.01). The difference in the means in the Attitude Scale according to professional academic qualifications was statistically significant (-1.93, t = 2.26; gl = 80; p < 0.05). CONCLUSION: The level of knowledge about drugs displayed by educators was average and not influenced by the professional's academic qualifications. In contrast, their attitudes were predominantly empathic and directly associated to their academic qualifications and inversely associated to the amount of time they had spent in that position.