Literatura académica sobre el tema "Compétences acquises à l’international"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Compétences acquises à l’international".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Compétences acquises à l’international"
Berthaud, Julien. "Mesurer les compétences transversales des étudiants : apports et limites d’une grille d’autoévaluation". Mesure et évaluation en éducation 40, n.º 3 (20 de junio de 2018): 1–35. http://dx.doi.org/10.7202/1048909ar.
Texto completoBaribeau, Colette y Monique Lebrun. "L’évolution du devenir professionnel sous l’angle de la relation entre les compétences disciplinaires et les compétences en didactique du français". Nouveaux cahiers de la recherche en éducation 8, n.º 1 (26 de agosto de 2013): 151–67. http://dx.doi.org/10.7202/1018163ar.
Texto completoGarcia-Bardidia, Renaud, Baptiste Cléret, Loïc Comino, Sarah Maire, Caterina Trizzulla y Judit Vari. "Les compétences acquises en contexte vidéoludiqueVariété et transferts". La Lettre de l’OCIM, n.º 201 (1 de mayo de 2022): 40–45. http://dx.doi.org/10.4000/ocim.4994.
Texto completoLefebvre, Louis A., Lise Préfontaine y Elisabeth Lefebvre. "Compétences organisationnelles et degré d'automatisation des PME manufacturières". Revue internationale P.M.E. 6, n.º 2 (16 de febrero de 2012): 65–81. http://dx.doi.org/10.7202/1008210ar.
Texto completoDalmasso, Cédric y Rémi Maniak. "La genèse d’un centre de R&D à l’international. Le cas de l’industrie automobile". Management international 19, n.º 4 (31 de enero de 2018): 83–94. http://dx.doi.org/10.7202/1043078ar.
Texto completoFontana, Bernard. "Le renforcement de la qualité industrielle chez Framatome". Annales des Mines - Responsabilité et environnement N° 113, n.º 1 (23 de enero de 2024): 37–40. http://dx.doi.org/10.3917/re1.113.0037.
Texto completoBoussada, Hallouma y Jean-Marie De Ketele. "L'évaluation de la qualité de la formation et du système d'évaluation universitaire: le point de vue des diplômés". Avaliação: Revista da Avaliação da Educação Superior (Campinas) 13, n.º 1 (marzo de 2008): 39–61. http://dx.doi.org/10.1590/s1414-40772008000100003.
Texto completoEimerl, Kamila. "Quelques compétences acquises par l'enfant dans l'exploration de l'ordinateur". Enfance 38, n.º 2 (1985): 165–82. http://dx.doi.org/10.3406/enfan.1985.2877.
Texto completoDE BARY, L., I. AUBIN-AUGER y J. GILLES DE LA LONDE. "Quelles sont les compétences acquises lors des enseignements de communication pour les étudiants en santé ?" EXERCER 31, n.º 162 (1 de abril de 2020): 187–88. http://dx.doi.org/10.56746/exercer.2020.162.187.
Texto completoPsyché, Valéry, Diane-Gabrielle Tremblay y Valérie Payen Jean Baptiste. "The Skills Needed to Manage AI Projects: Personal Contributions, Contributions of Others". Médiations et médiatisations, n.º 17 (22 de abril de 2024): 9–28. http://dx.doi.org/10.52358/mm.vi17.386.
Texto completoTesis sobre el tema "Compétences acquises à l’international"
Mahamat, Hamid. "Les compétences acquises de l'activité : le cas des enseignants tchadiens". Grenoble 2, 2009. http://www.theses.fr/2009GRE29010.
Texto completoThis research interrogates expertise developed by the teachers of the secondary schools in and through the practice of their teaching. It adopts a cognitive definition of expertise that considere problems solving as its indicator and well as the principal processus of its development implying the mediation of the socio-professional context. The protocol presents in writing, three class situations where incidents occur. The 108 participants trained on teaching or not, have between 0 and 240 months of experience in the teaching. They gave in writing, their diagnosis of the situations and their solutions to the problems that they discerned. The results show that the most experienced teachers' representations of situations have some common aspects and that the solutions from the most experienced teachers are in consistency with their representations. We find that teachers who have between 0 and 5 years of experience are bound to superficial aspects of the situations and that the solutions from them are incoherent with their representations. These results are already known in research. In the last group, those who were trained express diagnoses and solutions sometimes recalling those of the most experienced ones To determine how training and experience influence diagnoses of the situations and the proposals of solutions, six independent variables have been estimated. The best models have very weak explanatory power, but this research revealed their meaningful impact on some modalities of the diagnosis and solutions proposed from 5 out the 6 explanatory variables
Aharbil, Adil Arnaud. "L'insertion professionnelle des marocains diplômés en France après le retour au pays d'origine". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0158.
Texto completoThe migration of Moroccan students, particularly to France, reflects a desire to overcome the challenges posed by a local labor market often considered unfavorable to Moroccan graduates. Faced with these constraints, students opt for academic training abroad, especially in France, in the hope of acquiring skills and international recognition likely to improve their professional prospects. However, this dynamic raises the question of how a stay in France, whether purely academic or enriched by professional experience, effectively contributes to their employability and reintegration into the local labor market upon their return. This doctoral research is set within this framework and explores the professional trajectories of Moroccan graduates who studied in France before returning to Morocco. It analyzes their motivations, return experiences, and the impact of this migration on their professional integration. Additionally, it examines the return intentions of Moroccan students still in training in France, in connection with their post-graduation plans. Finally, the study investigates the preferences of Moroccan employers for graduates trained in France, aiming to better understand the alignment between students’ aspirations and the needs of the Moroccan labor market. To achieve these objectives, the methodology is based on an in-depth analysis of data from three surveys specifically designed for this study. The combination of quantitative and qualitative methods, including discourse analysis, has enriched the understanding of the dynamics related to the employability of Moroccan graduates. The results reveal that students’ individual perceptions of job opportunities in their field of study and qualifications, both in the host and home countries, play a crucial role in their decision to return to Morocco after studying abroad. Furthermore, the simultaneous attachment to both the host and home countries significantly influences their post-graduation choices. Professional experience acquired in France after graduation also significantly enhances the employability of Moroccan graduates, regardless of their field of study. However, disparities persist: graduates from fields such as humanities, social sciences (literature, etc.), and pure sciences face greater reintegration challenges compared to those in economics, management, and engineering, who experience smoother professional integration in Morocco. Finally, the study highlights the importance of academic backgrounds, professional trajectories, and individual characteristics in the success and employability of graduates in the Moroccan labor market. It also demonstrates that Moroccan employers highly value university degrees obtained in France, as well as the professional experience gained in the country. However, disparities in recruitment practices are observed, influenced by factors such as the type of company management (family-owned or not) and the nature of relationships with partners and clients (local or international). These findings underscore the complexity of the interactions between the international trajectories of graduates and the specificities of the local labor market, offering a comprehensive perspective on the challenges of employability in Morocco
Kim, Kyung-Hye. "Etude des compétences acquises par des élèves coréens concernant la proportionnalité simple". Paris 5, 2001. http://www.theses.fr/2000PA05H080.
Texto completoFerreira, Maria Manuela. "Les compétences des ergothérapeutes: une analyse en termes de construction sociale :les compétences supposées requises et acquises au Portugal". Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211135.
Texto completoDoctorat en sciences sociales, Orientation sciences du travail
info:eu-repo/semantics/nonPublished
Berriche, Fatima Zahra. "Evaluation des connaissances acquises lors de l’apprentissage de l’ingénierie système dans un environnement E-learning collaboratif". Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLC048.
Texto completoTo remain competitive and to deal with the complexities of developing complex systems, it is necessary to have skilled and experienced system engineers on the labor market. As a result, system engineers, teachers and researchers must put in place strategies and didactic methodologies to prepare future systems engineers. The idea is to ensure engineering students with depth preparation for system engineering (SE) and a quasiprofessional expertise based on practical experiences. This thesis meets the need for student evaluation, to verify their knowledge of the processes of developing a complex system throughout its lifecycle. We are particularly interested in the problem of evaluating the knowledge acquired by learners during the active learning of the SE in a collaborative Elearning environment based on the knowledge acquisition approach. For this, we have developed and implemented our research as part of an E-learning project approach. This is a pedagogical approach that facilitates online learning of SE based on projects. We decided to pilot our E-learning environment with projects initiated from standard SE processes. We also conducted a formalization of these standardized processes by integrating SE competencies models to support the professional development of a system. During the learning phase, different students collaborate remotely. This sharing of information is generally based on formal or informal exchanges. The interest of the acquisition of this knowledge, resulting from written reports, feedback and rectified errors, is to help study and evaluate the experiences and activities of students to promote active learning and collaboration of the SE. Our proposal is a solution for the evaluation of acquired knowledge based on semantic tools. The solution is addressed to students and teachers of the platform. On the one side, it allows the monitoring and evaluation of students in an intelligent way. On the other side, it allows to support the teacher during the definition of his project. First, we present a mixed assessment method that combines reasoning from cases and process-mining to provide visual representations that help the teacher in his assessment process as well as the definition of his learning scenario. We use social network analysis techniques to study learner interactions. Then, we propose a semantic annotation process of student works. The purpose of this process is to guide the teacher in his assessment process. Furthermore, we introduce the concept of peer review in order to promote the reflexivity and self-confidence of learner. Finally, the different contributions are illustrated by a case study. Based on this case study, we show that the research hypotheses are valid
Faye, Cheikh. "Utilisation sur le lieu de travail des compétences acquises par la formation : analyse évaluative d'un programme de formation visant la prévention primaire des maux de dos chez du personnel soignant". Thèse, 2013. http://www.archipel.uqam.ca/5664/1/D2524.pdf.
Texto completoCapítulos de libros sobre el tema "Compétences acquises à l’international"
"Les compétences requises en temps de COVID". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 133–66. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-009.
Texto completo"Les compétences requises en temps de COVID". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 133–66. Presses de l'Université Laval, 2023. http://dx.doi.org/10.2307/j.ctv36tpj5r.12.
Texto completoDragovic, Mila. "Une veillée médiévale". En L'enseignement de l'oral en classe de langue, 177–90. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3489.
Texto completo"Les tâches importantes gérées pendant la pandémie et les compétences nécessaires pour les assumer". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 73–104. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-007.
Texto completo"Les tâches importantes gérées pendant la pandémie et les compétences nécessaires pour les assumer". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 73–104. Presses de l'Université Laval, 2023. http://dx.doi.org/10.2307/j.ctv36tpj5r.10.
Texto completo"Le changement : étapes, modèles, leviers et freins". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 7–31. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-005.
Texto completo"L’apport de leur formation à la gestion en contexte de pandémie". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 33–72. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-006.
Texto completo"Introduction". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 1–4. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-004.
Texto completo"Études de cas". En Compétences acquises en formation et en pratique lors d’un changement non planifié, 177–83. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-012.
Texto completo"Liste des acronymes". En Compétences acquises en formation et en pratique lors d’un changement non planifié, xiv. Les Presses de l’Université de Laval, 2023. http://dx.doi.org/10.1515/9782766300532-002.
Texto completoInformes sobre el tema "Compétences acquises à l’international"
Coutu, Marie-France, Marie-Josée Durand, Marie-Élise Labrecque y Sara Pettigrew. Opérationnaliser l'approche de l'entretien motivationnel pour la réadaptation au travail. IRSST, noviembre de 2024. http://dx.doi.org/10.70010/unma1911.
Texto completoRousseau, Henri-Paul. Gutenberg, L’université et le défi numérique. CIRANO, diciembre de 2022. http://dx.doi.org/10.54932/wodt6646.
Texto completo