Bibliografías temáticas / Key competencies

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Literatura académica sobre el tema "Key competencies"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Key competencies"

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Cordeiro, João Pedro, Luísa Cagica Carvalho, Pedro Pardal y Duarte Xara Brasil. "Key competencies of traders in municipal markets: case study in the Livramento Market of Setubal". Revista de Administração da UFSM 14, n.º 3 (4 de octubre de 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 y Selda Koca. "European Union lifelong learning key competences in early childhood education". International Journal of Innovative Research in Education 3, n.º 3 (15 de junio de 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 y 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 y 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, n.º 23 (7 de marzo de 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. y L. Butko. "КЛЮЧОВІ КОМПЕТЕНТНОСТІ ЯК ОБ’ЄКТ ДИДАКТИЧНИХ РОЗВІДОК". Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (28 de junio de 2019): 19–24. http://dx.doi.org/10.30929/1995-0519.2019.3.19-24.

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Liu, Tingting y Haibin Sun. "Key Competencies of Physics Teachers". Higher Education Studies 11, n.º 1 (1 de diciembre de 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 (1 de junio de 2014): 11–31. http://dx.doi.org/10.18296/cm.0171.

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Faisal, Faisal y Husain Syam. "Key Competencies in The Industrial Age 4.0". Indonesian Journal of Fundamental Sciences 6, n.º 1 (1 de abril de 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 y 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, n.º 1 (8 de diciembre de 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 y Heejin Kim. "Maternal Perceptions of Key Competencies and the Mother’s Roles to Enhance the Child’s Key Competencies". Journal of Educational Studies 47, n.º 3 (30 de septiembre de 2016): 19. http://dx.doi.org/10.15854/jes.2016.09.47.3.19.

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Tesis sobre el tema "Key competencies"

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Bender, Kurt A. "Cultural intelligence and its relationship with key project manager competencies". Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646234.

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As organizations face increased challenges associated with globalization, developing the next leadership generation is an opportunity to create competitive advantage. Within the context of globalization, two key challenges stand for these organizations. The first challenge is the increase in cultural diversity. Cultural diversity has changed the landscape of international and domestic organizations resulting in a new global workforce with complex and dynamic challenges. The second major challenge associated with globalization is increased complexities imposed on leadership to lead strategic initiatives for organizations. This research brought these two key challenges together by examining the relationship of cultural intelligence (CQ) and key project manager competencies. A quantitative, correlational study was conducted to determine if relationships exist between CQ dimensions (cognitive, metacognitive, behavioral, and motivational) and key project manager competencies (communicating, leading, managing, cognitive ability, effectiveness, and professionalism). The sample participants were organizational leaders consisting of project managers associated with the Project Management Institute (PMI). The findings indicated a statistically significant relationship exists between CQ dimensions and project manager personal competencies. The results indicated a weak strength in Pearson’s correlation coefficient implicating further research should be performed. Additionally, the findings indicated a statistically significant difference when comparing the CQ scores competency scores of project managers between those who had experience in multicultural workplace environments and those who did not. The results of this study are significant for global leaders as cultural diversity and demand for leadership competencies increases due to new globalization. A recommendation, based on these findings is organizations should develop cultural intelligence focused training and leadership competency development initiatives that support increased project success. Finally, it is recommended that further research be explored supporting development of leadership in diverse organizations.

Keywords: cultural intelligence theory, leadership competency theory, project manager competencies

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Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.

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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding of and thus sensitivity to markers of the skills most predictive of mathematical success in the early years will result in teachers planning more targeted and responsive learning programs and positively influence classroom practice. A professional learning intervention focussed on raising professional knowledge about the sequence of number development and the predictors of mathematical difficulties was provided to teachers of five to eight-year-old students. Tools were provided which focussed on linear tracks (board games) as an external model of number magnitude. The study utilised a pre-test post-test design and surveys, teacher interviews, reflective discussions and student estimation tests to examine effects on four outcomes: teacher self-efficacy beliefs, confidence for teaching number and aspects of Pedagogical Content Knowledge; and, student estimation skills. The data revealed that the intervention was successful in improving teacher self-efficacy beliefs and confidence, particularly with regard to planning and providing intervention for students with mathematical difficulties. Teachers’ Pedagogical Content Knowledge was improved, particularly with regard to understanding the sequence of number skills development and building mental representations of number, but the extent to which this was reflected in changes to classroom practice differed markedly between teachers. The teachers who made the greatest changes taught in the Pre-Primary year and were those who reported the most substantial changes in Pedagogical Content Knowledge. The study indicates that board game use could be beneficial in raising the accuracy of student number line estimation when combined with such changes in teacher PCK and associated practice. Although the research supporting the use of board games to develop mental number line representations is compelling, teachers who did not experience a shift in thinking tended to use these as additional tools to complement existing programs, with little noticeable effect. The implications of these findings are discussed with regard to planning professional learning interventions for teachers which are narrow in focus, supported by a small number of specific classroom tools which can be used within existing whole-class or rotational structures, and targeted towards inducing particular changes in thinking.
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Bolibrukh, L., Y. Krykavskyy, Л. Больбух y Є. В. Крикавський. "The paradigm shifts of logistics professionals key competencies due to the pandemic". Thesis, Національний авіаційний університет, 2022. https://er.nau.edu.ua/handle/NAU/54798.

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The article raises the question that traditional knowledge and skills are not enough. Accordingly, raising technological awareness, developing soft skills, working on emotional intelligence, team and project enthusiasm combined with the latest technology and modern requirements are a prerequisite for a successful career as a logistician.
У статті піднімається питання про те, що традиційних знань і навичок недостатньо. Відповідно, підвищення технологічної обізнаності, розвиток soft skills, робота над емоційним інтелектом, командний та проектний ентузіазм у поєднанні з новітніми технологіями та сучасними вимогами є передумовою успішної кар’єри логіста.
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Ding, Shujing. "Comparing the key teacher competencies and the training process between China and Catalonia". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394069.

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El objetivo de esta tesis es comparar las diferencias y similitudes de las competencias docentes claves de los maestros de primaria y el proceso de formación entre China y Cataluña. A partir del análisis del contexto cultural y de los sistemas educativos, se desarrolló un modelo teórico para comparar las competencias claves del profesor entre China y Cataluña a través de Estudio I y Estudio II. El estudio I tuvo el objetivo de comparar las competencias claves más valoradas y metas profesionales de una muestra de 276 profesores de la escuela primaria de Cataluña y China. Se utiliza Un cuestionario abierto para la recolección de datos en ambos lugares. Los resultados mostraron que la principal diferencia es que los maestros chinos consideran la competencia del conocimiento como la competencia más valorada entre las ocho competencias claves, mientras que para los maestros catalanes, aprender a aprender es la competencia más valorada uno. Además, los principales objetivos profesionales para los maestros chinos están vinculados a su propio desarrollo profesional, mientras que para los profesores de Cataluña los objetivos se centran más en el desarrollo de sus estudiantes. Así, esta investigación ofrece una nueva perspectiva para obtener una mejor comprensión del papel que juegan las competencias clave para los maestros de primaria chinos y catalanes, y beneficiará a las aportaciones futuras de estudios sobre la formación docente desde una perspectiva intercultural. El estudio II tuvo como objetivo comparar los programas de formación de profesores chinos y catalanes y conocer qué competencias claves y cómo son desarrolladas en sus respectivos programas de formación del profesorado. Para ello, se recurrió al análisis de contenido de tres casos (programas de formación del profesorado) y entrevistas. Los resultados mostraron que la principal diferencia es que el énfasis del programa chino está puesto en la formación de profesores especializados (un maestro por signatura) en el conocimiento de la materia, habilidades pedagógicas y la capacidad de investigación, así como actitudes y ética profesionales. El programa catalán, por su parte, destaca la formación cruzada desarrollando en los maestros competencias para la enseñanza de diferentes materias, el pensamiento crítico, habilidades de enseñanza inclusivas, conciencia socio-cultural, así como habilidades de comunicación y cooperación. Además, los educadores chinos utilizan más los métodos de enseñanza centrados en el profesor y la evaluación basada en el conocimiento, mientras que los educadores catalanes proporcionan más métodos de enseñanza centrados en el alumno y métodos de evaluación flexibles en la formación de futuros maestros primarios. Estos dos estudios proporcionan evidencia basada en datos para responder a la cuestión de "si existe un conjunto de competencias claves que pueden ser consideradas transversales en países que difieren en cultura y perspectiva ", presentada por el DeSeCo (OCDE, 2005). Aún más, también señala un modelo adecuado para la futura comparación de estudios sobre las competencias clave de maestros chinos y de la UE. Por último, también construye un puente para la futura cooperación en la formación competencias de los docentes chinos y catalanes.
The aim of this thesis is to compare the differences and similarities of key teacher competencies and the training process between China and Catalonia. Based on the analysis of the social culture contexts, education systems and the teacher related polices of China and Catalonia, it developed a theoretical model of comparing teacher key competencies and training process between China and Catalonia through a cross-cultural perspective. The Study I is aimed at comparing the most valued key competencies and professional goals of a sample of 276 primary school teachers from Catalonia and China. An open-ended questionnaire was used to collected data in both locations. The results showed that the main difference is that Chinese teachers believe knowledge competency as the most valued competency among the eight key competencies, while for Catalan teachers, learning to learn competency is the most valued one. Additionally, the main professional goals for Chinese teachers are linked to their own professional development, while for Catalonia teachers the goals are more focused on their students’ development. Thus, this research provides a new perspective to get a better understanding of the role that key competencies played for Chinese and Catalan primary teachers, which will benefit future policymakers and researches for future collaborations on teacher preparation and training. The Study II is aimed to compare the Chinese and Catalan teacher education programs and to know which and how the key competencies are trained by their teacher education programs. The documents of three cases (teacher education programs) and interview (of program designers) used to collect data, and the content analysis methods used to analyze the data. The results showed that the main differences are that: 1. Chinese programs are emphasizing on training the specialized teachers on subject matter knowledge, pedagogical skills and research ability, as well as professional attitudes and ethics. Whereas, the Catalan program is highlighting training the cross-subjects teachers with critical thinking, inclusive teaching skills, social and culture awareness, as well as communication and cooperation skills. 2. Chinese primary teachers are trained by multiple channels, while the Catalan primary teachers are trained by a channel which the Spanish Central Government unify 210 of 240 credits and curriculums. 3. Chinese educators used to use the teacher-centered teaching methods and knowledge-based evaluation methods in training future primary teachers, while the Catalan educators applied more learner-centered teaching methods and flexible evaluation methods in training future primary teachers. These two studies provide the data-based evidence for answering of two questions of “whether there is a set of competencies that can be considered as key cross countries that differ in culture and perspective, and which factors should be considered for the cross-culture comparative studies of teacher competencies”. Meanwhile, this thesis developed a synthesized model of teacher key competencies which provided a reference for future international comparative studies on teacher competencies. Furthermore, it provided evidence-based recommendation and application for policymakers, researchers, designers of future teacher education and training. Last but the least, this thesis could build a bridge for future cooperation on the teacher competencies training between Chinese and Catalonia (Spain).
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Wei, Xiaoding. "International outsourcing in Swedish companies : How to keep key competencies in Swedish firms?" Thesis, University of Gävle, Department of Technology and Built Environment, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-281.

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This thesis is mainly based on an extensive literature review and statistic analysis. The purpose is to find out the motives and effects of four different options in both literature and empirical study and then answer research questions. The four options are in house production, off-shoring, domestic outsourcing and international outsourcing.

After the explanation of four options’ definitions, literature review will discuss most common motives and effects of outsourcing from many articles. The theory basis, such as transaction cost, resource based view, industrial view and their influence on the outsourcing will be mentioned to help reader to understand outsourcing.

In empirical study, four options model and two questions (in house/outsourcing, domestic/off-shoring) from survey are used to classify Swedish companies into four groups which stand for four options. The statistics analysis results are from SPSS's ANOVA and Scheffe.

According to the results, important motives of Swedish companies are “cost reduction”, “investment reduction”, “fixed cost”, and “accessing to core competence”. They are a little different from the literature review. And most effects of four options are positive, only “lead time” and “delivery time” is significant between “in house production” and “off-shoring” options.

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Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services". PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.

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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments. This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation. The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Meredyth, Denise Lee y n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy". Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
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Meredyth, Denise. "Education and its Critics: Principles and Programmes in Australian Education Policy". Thesis, Griffith University, 1994. http://hdl.handle.net/10072/367565.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Arts, Education and Law
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Oliver, Patrick. "What Are the Key Competencies, Qualities, and Attributes of the African American Municipal Police Chief?" Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1379344782.

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Baumann, B. Marc. "Defense acquisition program manager as program leader : improving program outcomes through key competencies and relationship management". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/83786.

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Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 162-168).
The US defense acquisition system is a massive enterprise charged with developing and acquiring state-of-the-art military technology and systems. For the past 65 years, many broad-reaching studies and commissions have endeavored to refine and overhaul the acquisition process to improve its value delivery in the form of increased capability, in less time, and for lower costs. But processes don't make things, people do; which reframes this research to focus on people over process. Acquisition people are knowledge workers, who must creatively execute defense programs within the system and processes they are given. The Government Program Manager (PM) is the primary focus of the thesis. The research explores how the PM is able to achieve improved program outcomes through a combination of leadership competencies and management of key stakeholder relationships. The examination of relevant acquisition literature provides opportunities for the application of systems, stakeholder, and negotiation theory to enable PMs to achieve value delivery on defense programs. Additional theories on organizational routines and activity systems provide insight on how effective PMs can build acquisition dynamic capabilities in the small and in the large to benefit US national security. The research gathers interview data from PM experts and leadership of several large acquisition case study programs. Unique to this research is the multi-dimensional perspective obtained from the Government PM, the lead User representative, and the prime contractor PM on the case programs. This approach enables an examination of the influence of dyadic and triadic relationships and program priorities alignment, with particular focus on the Government PM's role in establishing and managing those stakeholder relationships. The research concludes that strong dialectic leadership, with sufficient managerial and technical competence is paramount for an exceptional PM to succeed in delivering improved program outcomes. Recommendations are provided for the PM, those responsible for PM development, and the DoD to increase efficiency and effectiveness of the defense acquisition enterprise.
by B. Marc Baumann.
S.M.in Engineering and Management
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Libros sobre el tema "Key competencies"

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Hipkins, Rosemary. Key competencies for the future. Wellington, New Zealand: NZCER Press, 2014.

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Reynolds, Nicholas y Márta Turcsányi-Szabó, eds. Key Competencies in the Knowledge Society. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5.

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D, Schwalberg Michael y Financial Executives Research Foundation, eds. Leverage competencies: The key to financial leadership success. Morristown, N.J: Financial Executives Research Foundation, 2000.

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D, Schwalberg Michael, ed. Leverage competencies: The key to financial leadership success. Upper Saddle River, NJ: Financial Times/Prentice Hall PTR, 2002.

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Woldring, Roelf. CIOs, accountabilities and competencies: The key to avoiding a short half life. Henley-on-Thames: Henley Management College, 1997.

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Neil, Rankin, Neathey Fiona y Chartered Institute of Personnel and Development., eds. Competency frameworks in UK organisations: Key issues in employers' use of competencies. London: CIPD, 2001.

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Passey, Don y Arthur Tatnall, eds. Key Competencies in ICT and Informatics. Implications and Issues for Educational Professionals and Management. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45770-2.

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Greczyło, Tomasz y Ewa Dębowska, eds. Key Competences in Physics Teaching and Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44887-9.

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Gurikov, Sergey. Internet technologies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1044018.

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The material of the textbook is aimed at obtaining competencies in the field of Internet technologies. In a simple and accessible language, the theoretical foundations of Internet technologies are described, the study of which will help to eliminate gaps in knowledge on the current type of activity of almost every person. The seven workshops given in the manual will provide an opportunity to acquire skills and competencies that are in demand in the labor market and necessary for the implementation of professional and daily tasks. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students and teachers of higher education and people interested in developing their key competencies in the field of information and communication technologies.
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Schroder, Harold M. Managerial competence: The key to excellence. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1989.

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Capítulos de libros sobre el tema "Key competencies"

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Kim, Kihun. "Youth Key Competencies in Korea". En Korean Education in Changing Economic and Demographic Contexts, 115–25. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-27-7_7.

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Savina, Natalia V., Elena V. Lopanova, Olga L. Osadchuk y Marina G. Golubchikova. "Key Competencies in Pedagogical Activities". En Current Problems and Ways of Industry Development: Equipment and Technologies, 967–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69421-0_107.

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Diethelm, Ira y Christina Dörge. "From Context to Competencies". En Key Competencies in the Knowledge Society, 67–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_7.

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Borromeo Ferri, Rita. "Key Competencies for Teaching Mathematical Modeling". En Learning How to Teach Mathematical Modeling in School and Teacher Education, 1–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68072-9_1.

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Nicholson, Paul y George Duckett. "Converging technologies in teacher education: key issues, key competencies". En Information Technology, 327–33. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_41.

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Adam, Tas y Arthur Tatnall. "Use of ICT to Assist Students with Learning Difficulties: An Actor-Network Analysis". En Key Competencies in the Knowledge Society, 1–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_1.

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Ebner, Martin, Herbert Mühlburger, Sandra Schaffert, Mandy Schiefner, Wolfgang Reinhardt y Steve Wheeler. "Getting Granular on Twitter: Tweets from a Conference and Their Limited Usefulness for Non-participants". En Key Competencies in the Knowledge Society, 102–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_10.

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Finger, Glenn, Romina Jamieson-Proctor y Peter Albion. "Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia". En Key Competencies in the Knowledge Society, 114–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_11.

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Fluck, Andrew E. "eExaminations Development and Acceptance". En Key Competencies in the Knowledge Society, 126–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_12.

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Grabowska, Anna. "Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Building LLLab". En Key Competencies in the Knowledge Society, 136–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_13.

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Actas de conferencias sobre el tema "Key competencies"

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Grzybowska, Katarzyna y Anna Łupicka. "Key competencies for Industry 4.0". En International Conference on Economics and Management Innovations (ICEMI). Volkson Press, 2017. http://dx.doi.org/10.26480/icemi.01.2017.250.253.

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Solov`eva, Svetlana A. "Formation Of Key Competencies: Heuristic Conversation". En IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.10.

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García-Lozano, César, Jesús Las-Heras-Casas, Esteban Fraile-García y Javier Ferreiro-Cabello. "DIDACTIC STRATEGIES TO DEVELOP KEY COMPETENCIES". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0958.

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Collins, Karen, Michelle Unger y Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" En 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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Alshehri, Abdullah, Faisal Albatati, Anas Makki y Osama Mansour. "KEY GENERIC COMPETENCIES REQUIRED FOR ENGINEERING GRADUATES". En 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0387.

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Covic, Zlatko y Helena Manojlovic. "Developing Key Competencies through Hackathon Based Learning". En 2019 IEEE 17th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2019. http://dx.doi.org/10.1109/sisy47553.2019.9111513.

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Salomova, A. M. "Formation of pedagogical competencies of preschool children’s parents". En XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.50.59.

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This article deals with the problem of formation of pedagogical competencies in parents of preschool children. In modern realities, the pedagogical competence of parents is one of the key factors in the upbringing of a child
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Gromova, S. F. y D. A. Osipchenko. "COMPETENCE APPROACH IN MODERN RUSSIAN EDUCATION. FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCES OF STUDENTS". En Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/70.

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The article is devoted to the competence-based approach in modern Russian education. The relevance of this approach is determined, the analysis of the central concepts is made on the basis of fundamental domestic and modern international research. The groups of key competencies are considered from the standpoint of various authors. The need for the formation of information technology competencies in students as a group of key competencies that meet the requirements of modern society and time is revealed. The contradictions and problems of the successful implementation of the competency-based approach in our country are revealed.
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Dörge, Christina. "A methodological approach to key competencies in informatics". En the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591742.

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Steuer, Linda y Carmen Leicht-Scholten. "SOCIAL RESPONSIBILITY AND INNOVATION – KEY COMPETENCIES FOR ENGINEERS". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0353.

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Informes sobre el tema "Key competencies"

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Merzlykin, Olexandr V., Iryna Yu Topolova y Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], noviembre de 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Anderson, Erin. Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2313.

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Merzlykin, Olexandr y Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], mayo de 2018. http://dx.doi.org/10.31812/123456789/2897.

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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi y Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, mayo de 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Duong, Bich-Hang, Vu Dao y Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi y Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, agosto de 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi y Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, agosto de 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk y Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), enero de 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova y Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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