Littérature scientifique sur le sujet « Skills framework »
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Articles de revues sur le sujet "Skills framework"
Ali, Bothina Mohammed Hussien. « A Framework for Developing Soft Skills among Kindergarten ». International Journal of Early Childhood Special Education 14, no 1 (17 mars 2022) : 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.
Texte intégralMcLaren, R., et J. Hayes. « Climbing skills [skills framework for the information age] ». Information Professional 3, no 4 (1 août 2006) : 32–34. http://dx.doi.org/10.1049/inp:20060403.
Texte intégralGarcia, Daniel Hernandez, Concepcion Monje et Carlos Balaguer. « A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments ». International Journal of Advanced Robotic Systems 14, no 1 (22 décembre 2016) : 172988141667813. http://dx.doi.org/10.1177/1729881416678133.
Texte intégralSquiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns et Lauren McCormack. « The Health Literacy Skills Framework ». Journal of Health Communication 17, sup3 (octobre 2012) : 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.
Texte intégralDarra, Susanne, Billie Hunter, Marian McIvor, Fran Webber et Nan Morse. « Developing a midwifery skills framework ». British Journal of Midwifery 11, no 1 (janvier 2003) : 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.
Texte intégralWalker, Karen. « Skills for Health diabetes framework ». Practical Diabetes International 24, no 2 (2007) : 61. http://dx.doi.org/10.1002/pdi.1052.
Texte intégralSeema, P. V., et C. H. Padmanabha. « Conceptual framework on metacognitive skills ». i-manager's Journal on Educational Psychology 17, no 4 (2024) : 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.
Texte intégralPhillips-Mahon, Amy. « Creating a Digital Skills Framework ». ITNOW 66, no 3 (2024) : 12–13. http://dx.doi.org/10.1093/itnow/bwae077.
Texte intégralLamri, Jeremy, et Todd Lubart. « Reconciling Hard Skills and Soft Skills in a Common Framework : The Generic Skills Component Approach ». Journal of Intelligence 11, no 6 (1 juin 2023) : 107. http://dx.doi.org/10.3390/jintelligence11060107.
Texte intégralGarcia-Esteban, Soraya, et Stefan Jahnke. « Skills in European higher education mobility programmes : outlining a conceptual framework ». Higher Education, Skills and Work-Based Learning 10, no 3 (6 mars 2020) : 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.
Texte intégralThèses sur le sujet "Skills framework"
Mikula, Brendon David. « The Essential Skills Framework : Developing expert-like fluency with simple procedural skills ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
Texte intégralSharif, Mymoena. « A framework for e-skills policy-making in South Africa ». Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.
Texte intégral
The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and living, which includes building of new capacities for the entire nation. These capacities are inter alia inevitably associated with the use of ICT and are often referred to as e-skills. These skills broadly described as the ability to develop and use ICT to adequately participate in an environment increasingly dominated by access to electronically enabled information and a well-developed ability to synthesise this into effective and relevant knowledge.  ï· To understand the theoretical and contextual background of policy-making
ï· To explore existing policy-making frameworks that might be relevant to e-skills policy-making ï· To identify and classify e-skills related elements obtained from pertinent literature ï· To verify these policy-making elements by interviewing experienced policy-makers in the fields of ICT and e-skills ï· To suggest a framework for e-skills policy-making in the South African developmental context ï· To explain the use of the elements within the proposed e-skills policy-making framework. These objectives were achieved by reviewing the pertinent literature, which led to the construction of the conceptual model for e-skills policy-making in South Africa. This model consists of eight elements: (i) Context-related awareness, (ii) Collaborative e-skills ecology, (iii) Excellence education for all, (iv) Futures of ICT capabilities and knowledge infrastructure, (v) Research and development, (vi) Cost and affordability, (vii) E-inclusion and (viii) Monitoring and evaluation. This model was subsequently empirically tested using the Interpretive hermeneutic research approach by interviewing a number of policy-makers in the fields of e-skills or broader field of ICT policy-making. The empirical findings confirmed validity of the above e-skills policy-making elements but also elicited two new elements: (ix) Integration and systemic approach and (x) Aggregation. Consequently, these elements were assembled together into a framework for e-skills policy-making in South Africa. In order to make the proposed e-skills policy-making framework operational, the next step of this study was to relate this framework to the policy-making processes. This was done by positioning elements of e-skills policy-making framework within the EU "
In order to address a considerable deficiency in e-skills (estimated shortage of 70000 e-skilled people), the South African government through the Department of Communication has established the e-Skills Institute (e-SI) with the mandate to concentrate on the development of adequate skills to allow its citizens to improve their capacities to use all forms of ICT at work, in their education, in their personal lives and in their governance. In this regard, the e-SI is also responsible for creating appropriate policies which should be linked to other relevant national (e.g. Medium Term Strategic Framework (MTSF), 2009 &ndash
2014) and international (e.g. UN Millennium Development Goals - MDGs) developmental strategies. However, while participating in the development of the current national e-skills policy (the National e-Skills Plan of Action &ndash
NeSPA1), the author realised that there were not readily available guidelines or frameworks that could advise policy development in this area. It seems that much space in the policy development is left to the policy-makers own values, experience, expertise, judgement, the influence of lobbyists and pressure groups, pragmatism, or based on the resources available, than on evidence. Thus, this study set the following objectives:
and
Policy making 3.0"
process model. The main contribution of this study is seen in the fact that it brings a novel e-skills policy-making framework particularly design for the South African context but keeping in mind that it can possibly be used in other similar developing countries. Theoretically, this study has added to the academic understanding of significance of certain concepts for e-skills policy-making derived from the pertinent literature but 
also those identified empirically by this research. Now this study can be used for a practical implementation and also as a base for further academic research. This study also has some limitations mainly seen through a fairly small research sample caused by absence or unavailability of experienced policy-makers. However, it is believed that this limitation did not limit validity of results and the practical and academic contribution of this study.
Toor, Saba K. « A pedagogical framework for enhancing skills of references and citations ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.
Texte intégralItomitsu, Masayuki. « Developing Japanese skills test : theoretical framework for a standardized proficiency test ». Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.
Texte intégralBlomberg, Madeleine. « Biggest Skills Needs & ; Gaps : Case Study of Sandvik Coromant & ; Microsoft ». Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300053.
Texte intégralI vår alltmer digitala värld kräver takten i digital transformation kontinuerligt lärande. Microsofts vd Satya Nadella uttrycker att Microsoft ska övergå från en kultur av "veta allt" till en kultur av "lära sig allt". Den mest värdefulla tillgången för ledare är att föregå med gott exempel för livslångt lärande och hitta möjligheter att uppmuntra andra att göra detsamma, så att varje anställd kan ta ansvar för kompetensutveckling [18]. Denna studie identifierar prioriterade kompetenser och bedömer vilka kompetensgap som existerar i dessa. Ett mognadsramverk utvecklas för att mäta kompetensnivån inom tre dimensioner ”Tekniska och digitala färdigheter”, ”Människor och organisationsfärdigheter” och “Strategifärdigheter” och består av 30 attribut (tabell 1). Denna studie använder Sandvik Coromant som ett användningsfall för att bedöma kompetensgap och Microsoft som ett användningsfall för hur man ska kunna uppfylla gapen. Denna studie bidrar till tillverkningssektorn genom att identifiera prioriterade färdigheter, empiriskt upprätta ett mognadsramverk och ge en utvärdering av Sandvik Cormorants nuvarande kompetensgap inklusive hur man kan uppfylla dessa kompetensgap genom program, verktyg eller initiativ.
Hoque, Mohammed Ehsan. « Computers to help with conversations : affective framework to enhance human nonverbal skills ». Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91845.
Texte intégralCataloged from PDF version of thesis.
Includes bibliographical references (pages 179-199).
Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior can have detrimental consequences in personal as well as in professional life. Many people desire help, but due to limited resources, logistics, and social stigma, they are unable to get the training that they require. Therefore, there is a need for developing automated interventions to enhance human nonverbal behaviors that are standardized, objective, repeatable, low-cost, and can be deployed outside of the clinic. In this thesis, I design and validate a computational framework designed to enhance human nonverbal behavior. As part of the framework, I developed My Automated Conversation coacH (MACH)-a novel system that provides ubiquitous access to social skills training. The system includes a virtual agent that reads facial expressions, speech, and prosody, and responds with verbal and nonverbal behaviors in real-time. As part of explorations on nonverbal behavior sensing, I present results on understanding the underlying meaning behind smiles elicited under frustration, delight or politeness. I demonstrate that it is useful to model the dynamic properties of smiles that evolve through time and that while a smile may occur in positive and in negative situations, its underlying temporal structures may help to disambiguate the underlying state, in some cases, better than humans. I demonstrate how the new insights and developed technology from this thesis became part of a real-time system that is able to provide visual feedback to the participants on their nonverbal behavior. In particular, the system is able to provide summary feedback on smile tracks, pauses, speaking rate, fillers and intonation. It is also able to provide focused feedback on volume modulation and enunciation, head gestures, and smiles for the entire interaction. Users are able to practice as many times as they wish and compare their data across sessions. I validate the MACH framework in the context of job interviews with 90 MIT undergraduate students. The findings indicate that MIT students using MACH are perceived as stronger candidates compared to the students in the control group. The results were reported based on the judgments of the independent MIT career counselors and Mechanical Turkers', who did not participate in the study, and were blind to the study conditions. Findings from this thesis could motivate further interaction possibilities of helping people with public speaking, social-communicative difficulties, language learning, dating and more..
by Mohammed Ehsan Hoque.
Ph. D.
Qi, Yini. « A sensor-based physical tool adaptation framework for facilitating motor skills learning ». Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120389.
Texte intégralThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 45-46).
Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical learning aids to provide support. However, currently these learning aids only come in predefined levels. For instance, training wheels on a bike are either mounted or taken off. This jump from an easy task to a much harder one makes the transition difficult in learning the skill. In this thesis, we address this challenge by adapting the physical tool according to the learner's progress. For instance, while learning to ride a bike, we monitor learners' balancing skills and as they improve, we gradually lift the training wheels to reduce support and increase the difficulty. Thus, this approach enables a step-by-step transition from an easy to hard level that, like existing adaptive learning systems for math and language skills, is personalized for each individual learner. To illustrate this idea, we built an end-to-end system that allows designers to setup adaptable tools that physically change when a learner's skill level increases. This system uses sensors integrated with the tools to measure progress; parametric 3D modeling to adapt the tool; and either actuation or re-fabrication to deploy the physical change.
by Yini Qi.
M. Eng.
Awe, Ezekiel Mofoluwaso. « A framework for training and development of construction craft skills in Nigeria ». Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.
Texte intégralPatel, Preeti. « An optimised competency framework for improving students' self skills during work-related learning ». Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.
Texte intégralvan, den Berg Carolina Lucia. « A framework to teach digital innovation skills to South African Information Systems students ». University of the Western Cape, 2017. http://hdl.handle.net/11394/6041.
Texte intégralThe diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS students ought to play a leading role as the innovators of the future. Their teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a framework to teach digital business innovation to South African students in Information Systems (IS).
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Livres sur le sujet "Skills framework"
Arizona. Arizona science essential skills framework. [Phoenix, Ariz.] : Arizona Dept. of Education, 1990.
Trouver le texte intégralNorthern Ireland Conference of Sport (14-15th October 1988 University of Ulster at Jordanstown, Newtownabbey, N.I.). A framework of knowledge and skills. [Northern Ireland] : NIIC, 1988.
Trouver le texte intégralUlster), Northern Ireland Conference of Sport (1988 University of. Effective coaching : Framework of knowledge and skills. (Newtownabbey,Co. Antrim : University of Ulster, 1988.
Trouver le texte intégralCanada. Dept. of Employment and Immigration. Employment Support Services Branch. Conceptual Framework For the Life Skills Program. S.l : s.n, 1985.
Trouver le texte intégralDr. Rakesh Goel. Senior Orthopaedic Surgeon, dir. Sports Massage. : Skills Development. Spa Therapies Framework. USA : Createspace, 2016.
Trouver le texte intégralMullen, Dana. A conceptual framework for the life skills program. [Toronto, Ont.] : Guidance Centre, University of Toronto, in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission, and the Canadian Govt. Pub. Centre, Supply and Services Canada, 1985.
Trouver le texte intégralHolzner, Steven. Struts : Essential skills. New York : McGraw-Hill/Osborne, 2004.
Trouver le texte intégralPeacock, Colin. Classroom skills in English teaching : A self-appraisal framework. London : Routledge, 1990.
Trouver le texte intégralTherapists, College of Occupational. Core skills and a conceptual framework for practice : A position statement. London : The College, 1994.
Trouver le texte intégralC, Montgomery Patricia, et Connolly Barbara C, dir. Motor control and physical therapy : Theoretical framework and practical applications. Hixson, TN : Chattanooga Group, 1991.
Trouver le texte intégralChapitres de livres sur le sujet "Skills framework"
Raina, Vineet, et Srinath Krishnamurthy. « The Skills Framework ». Dans Building an Effective Data Science Practice, 305–14. Berkeley, CA : Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7419-4_21.
Texte intégralHerbert, Ian, et Andrew Rothwell. « A framework for skills development ». Dans Managing Your Placement, 65–93. London : Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-07051-7_4.
Texte intégralMatusiewicz, David, et Jochen A. Werner. « Future Skills Framework in Healthcare ». Dans Novel Innovation Design for the Future of Health, 381–89. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08191-0_30.
Texte intégralHamerstone, James, et Lindsay Musser Hough. « Build Your … Communication Skills ». Dans A Woman’s Framework for a Successful Career and Life, 45–64. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_4.
Texte intégralHamerstone, James, et Lindsay Musser Hough. « Build Your … Negotiation Skills ». Dans A Woman’s Framework for a Successful Career and Life, 65–85. New York : Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_5.
Texte intégralMcGarvey, Lynn, Lixin Luo et Zachary Hawes. « Spatial Skills Framework for Young Engineers ». Dans Early Mathematics Learning and Development, 53–81. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_5.
Texte intégralBourn, Douglas. « A Conceptual Framework for Global Skills ». Dans Understanding Global Skills for 21st Century Professions, 111–32. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_6.
Texte intégralHarkin, Brian. « The Human Element – Skills ». Dans Evolving from Digital Transformation to Digital Acceleration Using The Galapagos Framework, 68–72. Boca Raton : Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781003404217-12.
Texte intégralBarkas, Linda Anne. « The Dimensions Through Time of the Framework of Widening Participation ». Dans The Paradox of Skills, 13–35. Rotterdam : SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-400-3_2.
Texte intégralLyons, Thomas S., John S. Lyons et Julie A. Samson. « An Appropriate Response : A Skills Development Framework ». Dans Entrepreneurship Skill Building, 19–37. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77920-7_2.
Texte intégralActes de conférences sur le sujet "Skills framework"
Singh, Jayant, Jing Zhou, Baltasar Beferull-Lozano, Shijun Yan et Shalman Khan. « Haptic Teleoperation Framework for Learning Task Space Fine Manipulation Skills ». Dans 2024 IEEE 19th Conference on Industrial Electronics and Applications (ICIEA), 1–6. IEEE, 2024. http://dx.doi.org/10.1109/iciea61579.2024.10665270.
Texte intégralVansweevelt, Fréderique, et Jolien Notermans. « UNIVERSITY-WIDE SKILLS FRAMEWORK ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1919.
Texte intégralShankararaman, Venky, et Swapna Gottipati. « Mapping information systems student skills to industry skills framework ». Dans 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474561.
Texte intégralBelkhouche, Boumediene, Safaa Dhanhani, Fatma Ramsi et Saada Al Mansoori. « A Linguistic Skills Acquisition Framework ». Dans Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.01.
Texte intégralNugraha, Hari Din, Asari Djohar et Mumu Komaro. « Employability Skills Framework for Mechanical Engineering ». Dans Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.41.
Texte intégralAris, Sharipah Ruzaina Syed, Sian Hoon Teoh, Sayang Mohd Deni, Fazyudi Ahmad Nadzri et Siti Fairuz Dalim. « Digital Skills Framework in Higher Education ». Dans International Academic Symposium of Social Science. Basel Switzerland : MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082061.
Texte intégralNaeem, Usman, Lisa Bosman et Claire Revell. « mySkills - A Reflective Framework for Employability Skills ». Dans 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125192.
Texte intégralPratama, Ferdian, Sungmoon Jeong et Nak Young Chong. « Learning manipulative skills using a POMDP framework ». Dans 2014 11th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI). IEEE, 2014. http://dx.doi.org/10.1109/urai.2014.7057524.
Texte intégralHeikkilä, Tapio, Janne Saukkoriipi, Jari M. Ahola et Tuomas Seppälä. « On-Line Programming of Robot Skills ». Dans ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97958.
Texte intégralTripon, Cristina. « Four Key Skills - Reference Framework For Integrated Curriculum ». Dans Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.64.
Texte intégralRapports d'organisations sur le sujet "Skills framework"
Aurbach, Elyse L., Katherine E. Prater, Emily T. Cloyd et Laura Lindenfeld. Foundational Skills for Science Communication : A Preliminary Framework. Office of Academic Innovation, University of Michigan Ann Arbor, 2019. http://dx.doi.org/10.3998/2027.42/150489.
Texte intégralPetersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel et Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, novembre 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.
Texte intégralMcMeekin, Sharon, et Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, juin 2022. http://dx.doi.org/10.7207/dpccf22-01.
Texte intégralBayudan-Dacuycuy, Connie, Ma Christina Epetia, Anna Rita Vargas et John Joseph Ocbina. Inputs to the Philippine Labor Market Information System and TESDA’s Skills Anticipation and Prioritization of Skills Requirements Framework. Philippine Institute for Development Studies, mai 2024. http://dx.doi.org/10.62986/dp2024.06.
Texte intégralGaliani, Sebastian, Guillermo Cruces, Pablo Acosta et Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America : Evidence from a Supply-Demand Framework. Cambridge, MA : National Bureau of Economic Research, novembre 2017. http://dx.doi.org/10.3386/w24015.
Texte intégralVillegas-Reimers, Eleonora, Paula Pogré, Silvana Freire et Emma Näslund-Hadley. Preparing teachers to deliver hybrid education : a framework for Latin America and the Caribbean. Inter-American Development Bank, juillet 2023. http://dx.doi.org/10.18235/0005008.
Texte intégralGoodwin, Sarah, et Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, juin 2023. http://dx.doi.org/10.46999/corj9896.
Texte intégralKaram, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat et Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), juin 2021. http://dx.doi.org/10.21079/11681/41026.
Texte intégralDesk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), octobre 2023. http://dx.doi.org/10.56059/11599/5458.
Texte intégralHancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch et Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.
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