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Статті в журналах з теми "Competency independency"
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Nurmala Dewi, Risa, Ichsan Maulana, and Mahatir Muhadzib. "The Influence of Auditor Independence, Work Experience, Work Satisfaction, and Auditor Competency Against Audit Quality." Indonesian Management and Accounting Research 16, no. 2 (June 25, 2019): 46. http://dx.doi.org/10.25105/imar.v16i2.4687.
Повний текст джерелаАнотація:
The purpose of this research is to determine the effect of Independency of Auditor, Job Experience, Job Satisfaction and Auditor Competency toward Audit Quality. The importance of this research includes verifying theories that have developed related to the influence of auditor independence, job experience and job satisfaction and striving to prove that increasing auditor competence can be a component that improves audit quality. The population of this research comprises auditor on Public Accounting Firm located in Jakarta. The technique of determining the sample used is convinience sampling. This research uses a multiple linear regression approach. Based on the results of testing, this research proves that independency of auditor, job experience, job satisfaction and auditor competency together have effect toward audit quality. This research also proves that partially idependency of auditor and job satisfaction have positive effect toward audit quality, whereas job experience and auditor competency have no effect toward audit quality
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Ismiyati, Anna Anica. "PENGARUH KOMPETENSI, INDEPENDENSI, DAN AKUNTABILITAS TERHADAP KUALITAS AUDIT DENGAN ETIKA AUDITOR SEBAGAI VARIABEL MODERASI (Studi Empiris pada Kantor Akuntan Publik di Provinsi Banten)." Jurnal Riset Akuntansi Tirtayasa 4, no. 1 (April 10, 2019): 89–101. http://dx.doi.org/10.48181/jratirtayasa.v4i1.5504.
Повний текст джерелаАнотація:
The objectives of this research to empirically analyze the influence of competency, independency, and acuntability on audit quality, and to the influence of competency, independency, and professionalism to audit quality is moderated by auditor ethics, especially in the auditor working in KAP of province Banten.The population in this research are all auditors who worked on the KAP in province Banten. Sampling was conducted using jenuh sampling method and number of samples of 103 respondents. Primary data collection method used is questionnaire method. The data are analyzed by using technical analyze Multiple Regression Analyze and Moderate Regression Analyze (MRA). The results showed that the effect on the competence and independence of audit quality, while acuntability has no effect on audit quality. Interaction competence and ethics of auditors, ethics and auditor independence interaction effect has no effect on audit quality, while the interaction of acuntability and ethical auditor on audit quality. The coefficient of determination shows that jointly competence, independence, acuntabiliy, ethics of auditors, interaction competence and ethics of auditors, ethics and auditor independence interaction and interaction of acuntability and ethical auditor contributed to the dependent variable (quality audit) is 89,8% while the remaining 10,2% is influenced by other factors outside of observation.
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Sunarta, Caroline Sytha, and Suhajar Wiyoto. "Pengaruh Independensi, Kompetensi, Dan Pengalaman Kerja Auditor Terhadap Kualitas Audit." Jurnal ULTIMA Accounting 4, no. 2 (December 1, 2012): 91–110. http://dx.doi.org/10.31937/akuntansi.v4i2.133.
Повний текст джерелаАнотація:
The objective of this research is to examine the effect of auditor’s independency, competency, and job experience towards audit quality.This research is conducted by using method survey to public accountants (external auditors) that working settled in Public Accountant Firm (KAP) in Jakarta and Tangerang, in 2012 and have one year minimum experience, as respondents with type research of causality. Using likert scale as an instrument (questionaire) for measure auditor’s perceptions about the independency, competency, and job experience that influence audit quality. From 150 questionaire distributed, returned was 109 questionaire, and 24 not complete, so that only 85 questionaire could be process. Data analysis conducted with multiple regression model. The hypotheses tested are revealed as that independency, competency, and job experience have influence to audit quality as well as partially and simultaneously. The result of the test showed empirical testimony that auditor’s independency, competency, and job experience as well as simultaneously significantly influence audit quality. Partially, independency, competency, and job experience also have significant influence to audit quality. Future research expected can extend survey area coverage and add more independent variables that can have influence to audit quality.
Keywords: independency, competency, job experience, audit quality.
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Putra, Wirmie Eka, Indra Lila Kusuma, and Maya Widyana Dewi. "MODEL HUBUNGAN KOMPETENSI, INDEPENDENSI, PROFESIONALISME DAN KUALITAS AUDIT SERTA DAMPAKNYA TERHADAP KEMAMPUAN MENDETEKSI FRAUDS." Jurnal Akuntansi dan Pajak 22, no. 2 (November 22, 2021): 555. http://dx.doi.org/10.29040/jap.v22i2.3517.
Повний текст джерелаАнотація:
This study entitled the influence of competency, independency, professionalism on ability to detect fraud with audit quality as an intervening variable, aims to examine the influence of competency, independency, professionalism, on audit quality and ability to detect fraud, and also examine the mediating effect of audit quality. The sample used in this study was all the member of Bungo and Tebo Regency’s inspectorate with total 28 respondents. The data analysis techniques used in this sstudy were descriptive statistics and path analysis used SmartPLS 3 software. The results of this study are: competency, independency, and professionalism partially influence audit quality, while only competency, professionalism, and audit quality influence the ability to detect fraud. There are no evidence that audit quality mediating the influence of competency, independency, and professionalism on ability to detect fraud.
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Siregar, Muhammad Ichsan, Anisa Listya, Ruth Samantha Hamzah, Nur Khamisah, and Abdullah Saggaf. "AN EMPIRICAL STUDY ON QUALITY OF PUBLIC ACCOUNTING FIRMS IN PALEMBANG." Jurnal Keuangan dan Bisnis 19, no. 1 (March 12, 2021): 105–13. http://dx.doi.org/10.32524/jkb.v19i1.152.
Повний текст джерелаАнотація:
The purpose of the study is to analyse the influence of quality of auditors in particular the competency and independency toward audit quality on Public Accounting Firms across Palembang, Indonesia. This is a quantitative study which employed classic assumption and multiple regression as the analysis method. The samples were obtained by purposive sampling method. We used terms of competency and independency to represent the quality of auditors as independent variables. Further, we identify the association of these independent variables toward audit quality. The result shows that competency and independency simultaneously affect audit quality. Furthermore, it was revealed that competency partially affects audit quality and independency has no significant effect toward audit quality in contrast.
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Darmawan, Didit, Ella Anastaysa Sinambela, and Nur Ika Mauliyah. "THE EFFECT OF COMPETENCE, INDEPENDENCE AND WORKLOAD ON AUDIT QUALITY." JARES (Journal of Academic Research and Sciences) 1, no. 2 (September 10, 2016): 5. http://dx.doi.org/10.35457/jares.v1i2.414.
Повний текст джерелаАнотація:
One indicator of quality actions in management and company is the assessment of financial reports through audit actions. In every audit action is always expected to give qualified results based on the conclusions and opinions objectively. The auditor becomes the prominant determinant of how the results of an audit action can be answerable. The competency, independency and workload become a causal variable of an auditor behavior ’s perspective on audit quality. The purpose of this study is analyzing and determining the effect of partial and simultaneous competency, independency, and workload on audit quality and knowing which independent variables which have a significant effect on audit quality. The study involved 66 respondents. Then the collected data is analyzed by multiple regression and using SPSS which has been tested by validity, reliability test, and classical assumption test. The results of this study proves that there is a positive and significant influence partially and simutaneously from a competency variable, independency and workload on audit quality. The independency becomes a dominant variable which influence audit quality. Keywords: audit quality; competency; independency; workload. Received: 10 August, 2017; Accepter: 10 September, 2017
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Darmawan, Didit, Ella Anastaysa Sinambela, and Nur Ika Mauliyah. "THE EFFECT OF COMPETENCE, INDEPENDENCE AND WORKLOAD ON AUDIT QUALITY." Journal of Academic Research and Sciences (JARES) 1, no. 2 (September 10, 2016): 5. http://dx.doi.org/10.30957/jares.v1i2.414.
Повний текст джерелаАнотація:
One indicator of quality actions in management and company is the assessment of financial reports through audit actions. In every audit action is always expected to give qualified results based on the conclusions and opinions objectively. The auditor becomes the prominant determinant of how the results of an audit action can be answerable. The competency, independency and workload become a causal variable of an auditor behavior’s perspective on audit quality. The purpose of this study is analyzing and determining the effect of partial and simultaneous competency, independency, and workload on audit quality and knowing which independent variables which have a significant effect on audit quality. The study involved 66 respondents. Then the collected data is analyzed by multiple regression and using SPSS which has been tested by validity, reliability test, and classical assumption test. The results of this study proves that there is a positive and significant influence partially and simutaneously from a competency variable, independency and workload on audit quality. The independency becomes a dominant variable which influence audit quality. Keywords: audit quality; competency; independency; workload. Received: 10 August, 2017; Accepter: 10 September, 2017
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Darmawan, Didit, Ella Anastaysa Sinambela, and Nur Ika Mauliyah. "THE EFFECT OF COMPETENCE, INDEPENDENCE AND WORKLOAD ON AUDIT QUALITY." Journal of Academic Research and Sciences (JARES) 2, no. 2 (September 10, 2017): 5. http://dx.doi.org/10.30957/jares.v2i2.404.
Повний текст джерелаАнотація:
One indicator of quality actions in management and company is the assessment of financial reports through audit actions. In every audit action is always expected to give qualified results based on the conclusions and opinions objectively. The auditor becomes the prominant determinant of how the results of an audit action can be answerable. The competency, independency and workload become a causal variable of an auditor behavior’s perspective on audit quality. The purpose of this study is analyzing and determining the effect of partial and simultaneous competency, independency, and workload on audit quality and knowing which independent variables which have a significant effect on audit quality. The study involved 66 respondents. Then the collected data is analyzed by multiple regression and using SPSS which has been tested by validity, reliability test, and classical assumption test. The results of this study proves that there is a positive and significant influence partially and simutaneously from a competency variable, independency and workload on audit quality. The independency becomes a dominant variable which influence audit quality. Keywords: audit quality; competency; independency; workload. Received: 10 August, 2017; Accepter: 10 September, 2017
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Rudy Soegiharto, William, Liana Rahardja, Kaswandi Zainal, and Wenny Chandra Mandagie. "Predictors of Audit Quality: An Empirical Model." International Journal of Digital Entrepreneurship and Business 1, no. 1 (August 17, 2020): 11–22. http://dx.doi.org/10.52238/ideb.v1i1.12.
Повний текст джерелаАнотація:
This study aims to determine the relationship of auditor’s independency, work experience, professional competence and audit accountability on audit quality through a survey conducted in five branches of the Public Accountant Firm Doli, Bambang, Sulistiyanto, Dadang & Ali (CPA FIRM DBSDA), based in Bandung, Malang, Central Jakarta, West Jakarta and South Jakarta. The population is permanent employees who have worked for at least one year in five DBSDA CPA FIRM branches and have completed a Bachelor of Education. The research sample consisted of 38 employees who responded to the distributed questionnaire. The results showed that independence, work experience, professional competence and audit accountability have a positive influence on audit quality. Through the partial testing, we find that auditors’ independency, work experience, professional competency, and accountability have a positive effect on audit quality. The practical implications of the results of the study are: (1) audit work is to be carried out by experienced auditors who have adequate knowledge, (2) senior auditors need to supervise junior auditors in conducting audits and examine work performed by junior auditors, and (3) auditors need to maintain auditor independence to ensure that auditor independence is not influenced by the client.
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Putra, Dian Febriyanto. "THE ROLE OF AUDITOR COMPETENCY AND INDEPENDENCY ON AUDIT QUALITY: A CASE STUDY ON CPA FIRM IN JAKARTA." Journal of Business Economics 23, no. 1 (2018): 41–59. http://dx.doi.org/10.35760/eb.2018.v23i1.1811.
Повний текст джерелаАнотація:
Public accountants are independent auditors who provide services to the public, especially in the field of audits of financial statements made by their clients. The task of Certified Public Accountants (CPA) is to examine and provide a fairness opinion on the financial statements of a business entity based on the standards set by the Ikatan Akuntan Publik Indonesia (IAI). The population in this study are auditors who work for Certified Public Accountants (CPAs) in Jakarta. Samples are taken using purposive sampling technique as many as 120 auditors. The independent variables in this study are competency and independency, while the dependent variable is audit quality. The data collection method is done using a questionnaire. The conclusion of this study is that auditor competency and independency affect audit quality significantly. Keywords: competency, independency, audit quality
Дисертації з теми "Competency independency"
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Lava, Cavassa Claudio. "La independencia del convenio arbitral y el competence- competence en el arbitraje comercial internacional." THĒMIS-Revista de Derecho, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/109262.
Повний текст джерелаАнотація:
El presente artículo presenta breves aproximaciones a la independencia del convenio arbitral y al competence- competence. Además mediante el análisis de la legislación comparada se podrán evidenciar las diferencias de ambos conceptos, así como sus elementos esenciales, todo ello en el marco del arbitraje comercial internacional.
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Turner, T. Johanna H. "Instrumental competency socialization and young adult occupational aspirations : perceptions of independence and achievement orientation in the family environment." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31153.
Повний текст джерелаАнотація:
As an adjunct to Young and Friesen's (1990) research into parental influences on young adult career development, this study used hierarchical cluster analysis of the Independence and Achievement Orientation subscales of the Family Environment Scale (Moos & Moos, 1986) to identify groups of subjects sharing similar, perceptions of instrumental competency socialization within their families of origin. Critical incidents (Flanagan, 1954) describing child-parent interactions were garnered in semistructured interviews with 50 young adults. This information was used to generate descriptive profiles of child-parent inteactions and patterns of occupational choice within each of six distinct clusters identified by the cluster analysis procedure.
One way Analyses of Variance (ANOVAs) revealed significant between cluster differences. Qualitative descriptions of child-parent transactions revealed gender differences in perceived patterns of socialization within two clusters and aspects of competency enhancing socialization in three clusters. Young adult subjects of both genders tended to gravitate towards mid and upper status male-typed and gender neutral occupational choices while young men, consistent with earlier research findings, avoided aspiring towards female-typed career choices.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Nilsson, Sofie, and Gabriella Isaksson. "Påverkar revisionsbyråernas arbete med kompetensutveckling medarbetarnas resultat på revisorsexamen." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14789.
Повний текст джерелаАнотація:
ABSTRACT Titel: Påverkar revisionsbyråernas arbete med kompetensutveckling medarbetarnas resultat på revisorsexamen? Nivå: C-uppsats i företagsekonomi Författare: Gabriella Isaksson, Sofie Wallberg Handledare: Per-Arne Wikström Datum: 2013-03-21 Syfte: Syftet är att beskriva hur revisionsbyråerna kan arbeta med olika kompetensutvecklingsåtgärder för att få sina anställda att lyckas på revisorsexamen och därmed bli godkända revisorer. Metod: Vi studerade teorier om kompetensutveckling och undersökte hur revisionsbyråerna arbetade med olika kompetensutvecklingsåtgärder. Efter detta utvecklade vi en modell som var anpassad efter revisionsbyråernas arbete med kompetensutveckling. Vi genomförde sedan en enkätundersökning bestående av både öppna och slutna frågor med tentander från Big-4 byråer som skrivit revisorsexamen med godkänt resultat hösten 2011 eller våren 2012. Resultat & slutsats: Det visade sig att ett flertal kompetensutvecklingsfaktorer, bland annat utbildning och uppföljning, varit betydelsefulla för tentandernas prestation på revisorsexamen. Andra åtgärder, såsom utvecklingssamtal och mentorskap, var inte betydelsefulla för själva prestationen, utan hade större betydelse i andra sammanhang. Förslag till fortsatt forskning: Undersöka vilken påverkan kompetensutvecklingsåtgärderna har på prestationen "högre revisorsexamen". Uppsatsens bidrag: Studien bidrar till en ökad förståelse om vilken inverkan olika kompetensutvecklingsåtgärder har på prestationen på revisorsexamen och ger därmed revisionsbyråerna en möjlighet att genom planering hjälpa sina anställda till att nå ett godkänt resultat på revisorsexamen. Nyckelord: Kompetens, oberoende, kompetensutveckling, revisorsexamen, godkänd revisor.ABSTRACT Title: Does the auditor firms work with competence development affecton the employees results on auditor exam? Level: Final assignment for Bachelor's Degree in Business Administration Author: Gabriella Isaksson, Sofie Wallberg Supervisor: Per-Arne Wikström Date: 2013-03-21 Aim: The purpose is to describe how accountancy firms can work with competence development activities to make their employees to succeed on auditor examination and become approved auditors. Method: We studied the theories of competence development and examined how accounting firms work with competence development. We also developed a model tailored to their work and carried out a survey consisting of both openand closed questions to examinees from the Big-4 firms who wrote an accountant exam with passing grade during the autumn of 2011 or spring of 2012. Result & Conclusions: It turned out that a number of competence development factors, including education and monitoring, were significant for examinees performance on auditor examination. Other factors, such as performance reviews and coaching, was not significant for the performance but was more significant in other contexts. Suggestions for future research: Examine the impact of competence development for "higher auditor examination". Contribution of the thesis: This study contributes to a better understanding of the impact that the different competence development has on the performance of the auditor examination and gives accounting firms an opportunity and tools to help their employees to achieve a passing grade through planning. Key words: Competence, independence, competence development, auditor examination, approved auditor.
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Lucio, Ahuad Juan Pablo. "Visión crítica del funcionamiento, competencia e independencia de los juzgados de polícia local." Tesis, Universidad de Chile, 2011. http://www.repositorio.uchile.cl/handle/2250/110927.
Повний текст джерелаАнотація:
Memoria (licenciado en ciencias jurídicas y sociales)La presente investigación tiene por objetivo principal dar al lector una visión crítica al sistema de Juzgados de Policía Local y a los desafíos a los cuales se ven expuestos en la realidad chilena contemporánea. Del mismo modo, la presente obra está dirigida a resolver las siguientes interrogantes: 1.- Si los Juzgados de Policía Local son o no Tribunales de la República y si se ajustan a la Constitución y las Leyes. 2.- Si dichos juzgados pertenecen o no al Poder Judicial. 3.- Determinar qué normativa legal se les aplica desde el punto de vista orgánico. 4.- Identificar y analizar los posibles conflictos de intereses entre los Juzgados de Policía Local y las municipalidades en que funcionan. 5.- Factibilidad de aplicar el modelo español de Jueces de Paz en Chile. En cuanto al método ocupado, se trata de una investigación documental, pues la información fue recogida básicamente de fuentes escritas, tales como tratados y manuales, artículos de opinión e informes de expertos, entre otros. El estudio abarcará una fase de tipo descriptivo, identificando elementos y características del problema, dada la novedad que presenta en su escaso desarrollo académico y literario, y su vinculación con aspectos del Derecho Procesal contingente Los resultados obtenidos de la presente investigación, señalaron que el sistema de Juzgado de Policía Local se encuentra en crisis, haciéndose necesario una reforma de fondo que agilice y satisfaga los requerimientos que en la actualidad se evidencian como necesarios para la buena administración de Justicia de Policía Local.
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Arms, Deborah Lucas. "The relationship between maternal characteristics and the development of social competence and independence in the preschool child /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905595.
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Aroca, Moya Alexandra Dafne. "Análisis de la Independencia de los Organismos Antimonopolio en Chile." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/102303.
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Brown, Christopher J. "Developing a common understanding of a teacher competency framework through video analysis : experiences of Victorian regional independent middle school teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/153.
Повний текст джерелаАнотація:
This study was deliberately focussed upon the careful examination of a model of professional learning for Middle School teachers, which has at its core, a Teaching and Learning Framework depicting essential elements of effective teaching practice. Set within the context of Middle School classrooms in a Regional Independent school, the intent was to research the impact of the framework on the professional learning of a group of teachers. Research was also undertaken to investigate the effectiveness of feedback and analysis structured around the framework, using video recordings taken from classroom observations.
A group of eight Middle School teachers participated actively in the study to determine how the use of video-stimulated reflective processes might affect improvements in their practice and professional learning. Professional learning opportunities were examined and explored in termsof the impact of the observation and feedback cycle on individual teacher’s progress and against rubric levels within the framework.
At a time when the issue of the tenuous links between professional learning and school improvement is at the forefront of the educational agenda in schools and school systems, it is of significant importance to be able to reflect on a range of models designed to improve teaching, and in turn student learning outcomes in schools. The Teaching and Learning Framework including its subsequent feedback and professional learning processes investigated within this study served to add valuable perspectives to these links.
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Вовк, В. В. "Організаційно-методичні підходи до формування компетентностей учнів старших класів (на прикладі Буринської ЗОШ I-III ступенiв № 3 Буринської міської ради Сумської області)". Master's thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/71894.
Повний текст джерелаАнотація:
У роботі розглянуто організаційно-методичні підходи до системи здобуття загальної середньої освіти. Робота виконана на прикладі Буринської загальноосвітньої школи I-III ступенів № 3 Буринської міської ради Сумської області. Проаналізовано основні принципи оцінювання компетентностей учнів українських шкіл. Проведено анкетування вчителів досліджуваної школи на предмет визначення методів оцінки компетентностей старшокласників. Обґрунтована необхідність удосконалення системи формування ключових компетентностей випускників шкіл. Сформовано «Модель компетентностей випускника» та удосконалено визначення «компетентність випускника». Запропоновано рекомендації щодо запровадження нових методів підвищення компетентностей учнів старших класів.В работе рассмотрены организационно-методические подходы к системе получения общего среднего образования. Работа выполнена на примере Бурынской общеобразовательной школы I-III ступеней № 3 Бурынского городского совета Сумской области. Проанализированы основные принципы оценки компетенций учащихся украинских школ. Проведено анкетирование учителей исследуемой школы на предмет определения методов оценки компетенций старшеклассников. Обоснована необходимость совершенствования системы формирования ключевых компетенций выпускников школ. Сформирована «Модель компетенций выпускника» и усовершенствовано определение «компетентность выпускника». Предложены рекомендации по внедрению новых методов повышения компетенций учащихся старших классов.
The article deals with the organizational and methodical approaches to the system of obtaining a general secondary education. The research is based on Buryn secondary school I-III degrees No. 3 of Buryn town council of Sumy region. The basic principles of assessment of competences of pupils of Ukrainian schools are analyzed. A questionnaire was conducted for the teachers of the school under study to determine the methods for assessing the competences of senior pupils. The necessity of improving the system of key competences formation of school graduates is justified. The “Model of competencies of the graduate” was formed and the definition of “competence of the graduate” was improved. Recommendations on the implementation of new methods for competences improvement of senior pupils are suggested.
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Smith, Tessa L. "Conformity Orientation, the Interpersonal Communication Control Motive, and Parent-child Dynamics." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1209417959.
Повний текст джерела
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Wong, Chi-kong. "A structured learning activity : using web browsing & publishing for the development of independent learning, IT competence & higher-order thinking /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058007.
Повний текст джерелаКниги з теми "Competency independency"
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Mundy, Dave. Duh!: Texas, a case study in educational takeover. Plano, Tex: Abique, 1998.
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Los reglamentos de las administraciones independientes: Sector financiero, reguladores y Comisión Nacional de los Mercados y la Competencia, autoridades de protección. Cizur Menor (Navarra): Civitas, 2013.
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The separation of powers in the contemporary constitution: Judicial competence and independence in the United Kingdom. New York: Cambridge University Press, 2010.
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Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.
Повний текст джерелаАнотація:
The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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El'nikova, Galina, and Yuliya Laamarti. Sociology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1086531.
Повний текст джерелаАнотація:
The manual contains a full and systematic presentation of the University course of sociology. It is aimed at forming students ' General cultural competence, facilitating independent development of the whole scientific Outlook, and a clear civil position, the mastery of basic sociological concepts and the acquisition of research skills.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For students enrolled in asociological bachelor.
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Convegno nazionale di studi regionali (3rd 1988 Genoa, Italy). Istituzioni comunitarie e regioni: Effetti della normativa comunitaria sulle competenze regionali : atti del IIIo Convegno nazionale di studi regionali, Consiglio regionale della Liguria, 18-19 novembre 1988. Napoli: Edizione scientifiche italiane, 1990.
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Dupuis-Berruex, Marjorie. Le juge naturel dans le droit de l'ancienne France. Clermont-Ferrand]: Fondation Varenne : L.G.D.J., 2012.
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Pospelov, Valentin, Nikolay Kotlyarov, Nikolay Luk'yanovich, Elena Starodubceva, Marina Medvedeva, Petr Tolmachev, and Elena Beznoschenko. International business. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014638.
Повний текст джерелаАнотація:
The textbook describes the current trends in the development of international business in the context of the globalization of the world economy. The presentation of the educational material and tasks for students ' independent work are based on the principles of a competence-based approach.
Prepared in accordance with the federal state educational standards of higher education of the latest generation in the direction of training 38.03.01 "Economics" for the profiles "World economy and international business", "Foreign Economic activity".
For students and teachers of economic universities, researchers and practitioners, as well as anyone interested in the problems of international business and foreign economic activity.
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Karpova, Elena, and Elena Chumachenko. Finances of organizations (enterprises). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003768.
Повний текст джерелаАнотація:
The tutorial discusses the finances of organizations (enterprises), which are an independent part of financial system that supports the production of goods and services. It is in this part of financial system accounts for a significant part of national income of the country, carried out the distribution of income within organizations and partial redistribution through the budget system and the system of extra-budgetary funds.
Meets the requirements of Federal state educational standards of higher education of the last generation. Structure of the study was developed based on the requirements to level of preparation of graduates in accordance with the competence model of higher education.
For students enrolled in fields of study 38.03.01 "Economics" and 38.03.02 "Management". May be of interest to graduate students, teachers of economic universities, as well as for employees of financial services of commercial organizations.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the implementation of the South Carolina Family Independence Act. Columbia, SC: The Council, 1996.
Знайти повний текст джерелаЧастини книг з теми "Competency independency"
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Leblanc, Richard. "Director Independence, Competency, and Behavior." In The Handbook of Board Governance, 159–92. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119245445.ch8.
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Álvarez, Inma, Tita Beaven, and Cecilia Garrido. "Chapter 10: Strategies for Acquiring Intercultural Competence." In Language Learning Strategies in Independent Settings, edited by Stella Hurd and Tim Lewis, 179–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690999-012.
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de Zwart, Francesco. "Skills, Independence, Competence and ‘Fit and Proper Person’ Tests." In The Key Code and Advanced Handbook for the Governance and Supervision of Banks in Australia, 771–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1710-2_26.
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Klotzbach, Markus, Moritz Petersen, and Moritz Jäger-Roschko. "Exploring How Independent Maintenance Service Providers Decide about Competence Building." In Logistik im Wandel der Zeit – Von der Produktionssteuerung zu vernetzten Supply Chains, 361–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25412-4_17.
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Blandino, Amalia, Gabriele Carapezza Figlia, Letizia Coppo, Snežana Dabić Nikićević, and Katarina Dolović Bojić. "Gender Equality in the Different Fields of Private Law." In Gender-Competent Legal Education, 505–40. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_15.
Повний текст джерелаАнотація:
AbstractIn the field of private law, gender inequality takes many different shapes. It may at times be easily noticed from the text of the legal rules, for instance, when certain legal rights are reserved for members of a certain gender (i.e. independency to enter a marriage) or when they are available to both genders but in a discriminatory manner (i.e. men inherit twice as much as women). However, in many legal systems equality is guaranteed by law, but inequality still appears in practice. This may be seen from the fact that, on average, land assets are much more often owned by men or that a higher percentage of men run a business. Various social factors may induce gender inequality, like stereotypical division of gender roles in society (i.e. men as breadwinners and women as caregivers) or the persistence of patriarchal customs and practices (i.e. women should renounce their inheritance rights in favour of male inheritors). The consequences of such factors may also be felt in the field of tort law, especially when it comes to damages suffered by women performing unpaid domestic work or indirect damages suffered by women who have to provide the “informal support” for the person who suffered serious bodily harm that resulted in a situation of dependency. Finally, in the field of contract law, the most difficult tasks seem to be to reconcile the prohibition of discrimination with the freedom of contract and to determine the most suitable legal consequence in case of discrimination.
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Wąsowski, Krzysztof. "Tasks of the Minister of National Defence in the Field of Cybersecurity." In Cybersecurity in Poland, 243–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78551-2_16.
Повний текст джерелаАнотація:
AbstractThis article is an attempt to analyse the legal position of the Minister of National Defence of the Republic of Poland in the sphere of the national cybersecurity system. The author distinguishes a large number of types of functions of this public administration entity. On the other hand, the author conducts an analysis of cybersecurity competence of the independent bodies responsible for the cyberspace system security in Poland. The author demonstrates that the Minister of National Defence plays a crucial role in the Polish cybersecurity system in the context of the state’s external security.
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Zhilbaev, Zhanbol O., Lyailya S. Syrymbetova, Gaini K. Dlimbetova, and Aiman Y. Aliyeva. "Case Study: Kazakhstan. Educational Challenges in Transitioning to a Green Economy." In Education for Sustainability, 153–65. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_8.
Повний текст джерелаАнотація:
AbstractThis chapter examines the potential for including ‘green skills’ in the processes of recognition of learning outcomes from all learning settings—formal, non-formal and informal learning. The chapter opens with a discussion on Kazakhstan’s stated objectives to realise a green economy and society and in this context challenges faced by the industry are highlighted. The chapter then examines the need for recognition of green skills as well as policy and legislation in relation to green economy and environmental protection and proceeds to clarify concepts of competence-based learning and ecological competences. The authors consider issues and challenges of green skills inclusion in the recognition of formal, non-formal and informal learning results in relation to the development of the National qualifications system, which in Kazakhstan includes four main elements: the National Qualifications Framework (NQF), Sector Qualifications Framework (SQF), Occupational Standards (OS) and a system of professional qualifications evaluation (or system of independent certification). The chapter argues that within formal education the emphasis is on developing environmental knowledge but not on its application, therefore this might have a direct implication on a lack of green practices in the industry and on the interpretation of green skills. The results of the study among 12 enterprises on the use of eco-friendly practices and recognition of green skills in the context of qualification requirements in the workplace in catering, automotive and waste management sectors are reported in the chapter. Finally, the chapter presents conclusions and recommendations on the inclusion of green skills into the system of prior learning recognition.
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Stéclebout-Orseau, Eloïse, and Mark Hallerberg. "Who Provides Signals to Voters about Government Competence on Fiscal Matters? The Importance of Independent Watchdogs." In Policy Instruments for Sound Fiscal Policies, 241–55. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230271791_11.
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Pata, Kai, Irina Maslo, and Larissa Jõgi. "Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States." In Young Adults and Active Citizenship, 139–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_8.
Повний текст джерелаАнотація:
AbstractAfter regaining the independence and entering the market economy the Baltic states went through the neo-liberal changes resulting in some new developments in adult education taking the main direction in mobilizing people for transforming learning into a desirable consumer commodity. Active citizenship has been operationalized in adult education largely through developing citizens’ entrepreneurial attitudes and ability to be less dependent upon the state. The recent trend in adult education is promoting educational opportunities for developing job skills and work-embedded learning, non-formal and informal education as the means to proactively advance competences through project work, voluntary activities, self-employment and enabling the validation of competences learnt at job situations in formal adult education institutions. As a new direction, adult educators in the Baltic states have started to practice sustainable and holistic approaches in adult education practices that highlight personal self-development besides their employability goals. In this chapter, we explore how changes in adult education in the Baltic states appear at micro level, focusing on three dimensions of active participatory citizenship in the observed educational programmes and among the programme stakeholders’ reflections. We posit that holistic approaches in adult education may be illustrated through three dimensions of active participatory citizenship concept – politico-legal, socio-cultural and socio-economic.
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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "From Lines of Development to Scenarios." In Higher Education Landscape 2030, 5–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_2.
Повний текст джерелаАнотація:
Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of recognizing skills acquired informally. Strong support most notably for new students, should combine performing, developing, and explorative teaching and learning situations. Meanwhile, it will be essential for the didactics of the future to be sensitive to the needs of learners and offer individualized support for student-learning paths, making education independent of time and place. Finally, selected approaches to developing future scenarios in higher education focusing on institutions and governance issues, technology, and social developments are discussed in more detail.
Тези доповідей конференцій з теми "Competency independency"
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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.
Повний текст джерелаАнотація:
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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Unger, Michelle, and Phil Hopkins. "Competency Standards for the Pipeline Industry." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.
Повний текст джерелаАнотація:
Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.
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Suciwati, D. P., and I. K. Suartika. "The Effect of Competency, Independency, and Motivation of Auditor on Audit Quality (Empirical Study on Public Accounting Firms in Bali)." In First International Conference on Applied Science and Technology (iCAST 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200813.043.
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Prabhashwara, K. M. B. C., K. G. A. S. Waidyasekara, and R. D. W. W. Jayathilaka,. "An Assessment of skill and competency gaps in the construction industry: the case of mechanical, electrical, and plumbing workers." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.20.
Повний текст джерелаАнотація:
Most countries including Sri Lanka suffer from the skill and competency gap of labours in construction projects. Mechanical, Electrical, and Plumbing (MEP) sectors are one of the main trades which takes maximum advantage of skilled labours. Although several researches have been conducted to find skills gap and labour shortage related to masonry work, carpentry, tiling, etc., few studies have been conducted related to MEP sector in the Sri Lankan construction industry. Hence, this paper focused on assessing skills gap and competency gap in MEP sector of Sri Lankan construction industry. Subsequent to the comprehensive literature review, questionnaire survey and expert interviews were carried out adopting mixed method approach, to analyze the skills gap. Quantitative and qualitative data were analyzed through mean weighted rating and manual content analysis respectively. The study revealed that learning, numerical, reading and writing are the skills which have highest skills gap while performing general physical activities, directing and training subordinates, and monitoring of activities have most competency gap. Enhancement of MEP related courses, improvement of training facilities, increment of awareness on MEP sector, and providing proper salaries can significantly address the current skills gap.
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Minaev, Vladimir, Vyacheslav Koryachko, and Konstantin Bondar. "Formation of multilevel system to counteract computer attacks." In International Conference "Computing for Physics and Technology - CPT2020". Bryansk State Technical University, 2020. http://dx.doi.org/10.30987/conferencearticle_5fce27716a5569.95312503.
Повний текст джерелаАнотація:
The main trend relating to state structures and large corporations is to build Information Security Monitoring Centers the key elements of which being SIEM-systems and SOC-Centers. Speaking about SOC-Centers the task of human resources optimal allocation among information security incident reporting lines taking into consideration staff competency and line capacity seems to be urgent. This task is solved in the article given. In general, the formulation of the task presented means the functioning of SOC-Center as a new mathematical model making use of “input – resources – output” terms. The target function of SOC-Center is built in an assumption of stationarity and independency of service reporting lines as a sum of their target functions. The main idea of human resources management in this case is the aspiration to achieve maximum significance of SOC-Center system aim, i.e. its general target function when organizing the fight with computer attacks. The problem was solved by Lagrange multiplier method. The expressions for optimal allocation of human resources on SOC-center service lines leading to maximum processing of message flow related to computer attacks have been received. The conclusion about this model being useful for transferring from stationary flows to their dynamic changes in SOC-Center resource provision including new different critical situations in computer system has been made.
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Unger, Michelle, and Phil Hopkins. "Training and Education: The Great Competence Divide..." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64500.
Повний текст джерелаАнотація:
All industries need ‘competent’ staff, and pipeline standards and regulations expect all staff in the pipeline industry to be competent. This is emphasized by a North American pipeline regulator stating in its report on a failure: ...the management of training and competency is particularly critical for an organization [operating pipelines]’. Competence is a mix of skills, knowledge, and experience, and is obtained from training, mentoring, and experience. Consequently, industry knows how to develop competencies, but how can companies prove their staff are competent? Staff can attend the many training courses on offer, but how can the industry know these courses are the required quality, and that staff have acquired and absorbed the necessary skills/training? This evidence and demonstration are major problems in the pipeline industry, and need urgent solutions. Fortunately, the industry can learn from academia, who have been providing demonstrable skills for centuries. Most current industry training courses are presented by good trainers, using good materials, through good training providers. Unfortunately, most of these courses/trainers/organisers are not accredited by any reputable organisation, the materials are not quality assured, the necessary competence levels are neither specified nor defined, and there is no assessment to demonstrate understanding. This learning process may be good and delivered in good faith, but it is disorganised, unregulated, with no control or benchmarking, and no assessment. This leads to a lack of credibility. Academia has a well-established, but relatively simple system to ensure its learning process is credible. It has: courses that are assessed to a specified learning level, with clear objectives, outcomes, and qualification requirements; materials that are independently quality assured; lecturers that are qualified to teach; and, an assessment, qualification, and certification process that demonstrates the student has acquired all the stated skills. This leads to credibility. This paper assesses current training in the pipeline industry, and highlights the good points and bad points, and the deficiencies in the learning process, that prevent demonstrable competencies. It then describes how academia has a rigorous learning process that allows this demonstration. The paper ends with a ‘way forward’ for the pipeline industry, in its goal of demonstrating competency in its workforce.
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Semiz, Marina, and Mirjana Čutović. "Self-assessment of Student Digital Competences in Serbia." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.032s.
Повний текст джерелаАнотація:
The updated Digital Competence Framework, DigComp 2.0, defines five key areas of digital competences that every citizen needs to be able to use ICT in a critical, creative and collaborative manner for business, learning, entertainment, inclusion or social participation. This paper examines digital competences of students in Serbia, and the general aim of the research is to determine how students in Serbia self-assess their digital competences, whether their self-assessment is determined by specific socio-demographic characteristics, such as: university, field of study, year of study, frequency of use of ICT devices in teaching, and everyday activities. Two research instruments were created for the purposes of this research: Questionnaire on Socio-demographic Characteristics, and Digital Competence Assessment Scale, which is based on the European Digital Competence Framework – DigComp 2.0. Students from 22 faculties (N=183) from four administrative districts in Serbia (Moravica, Zlatibor, Južna Bačka and the City of Belgrade District) participated in the research. The research determined that students assess their digital competences as highly developed, both in relation to the scale and its integral subscales, and confirmed that there are significant differences in student self-assessments with regard to independent research variables: university and frequency of use of technical devices (smartphones) in teaching and everyday activities.
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Unger, Michelle, Karen Collins, and Phil Hopkins. "The Future Pipeline Engineer: Educated, Trained, and Qualified in a Virtual World." In 2022 14th International Pipeline Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/ipc2022-87100.
Повний текст джерелаАнотація:
Abstract The world has undergone a huge change in the past two years with millions of people working from home, as offices temporarily closed. Home working, virtual meetings, virtual teams, and virtual management are expected to continue in the future, as workers embrace both the challenges and advantages of this ‘new world’. The rapid adoption of digital technologies has transformed the workplace and business, and all aspects of business must adapt to this transformation, including learning and development. This is not a simple switch — current learning and development strategies are still mainly based on in-person training courses, or a management’s view of needs, which is usually based on past experience. As business processes and practices change, and they have changed fundamentally in the past two years, the way of learning has to change, which means an urgent switch to on-line, as already witnessed in schools and universities. Staff in the pipeline industry particularly need continuous learning and development, as pipeline standards and regulations specifically require staff to be both competent and qualified in the tasks they perform. Indeed, the American Petroleum Institute’s recommended practice API 1173 states: ‘The pipeline operator shall ensure that personnel... have an appropriate level of competence in terms of education, training, knowledge, and experience.’. Competence, education, training, knowledge, and experience are clearly pre-requisites for pipeline staff, but now these requirements need to be delivered in an increasingly virtual world. The good news is that both on-line learning and virtual competence development are available for pipeline staff, and this paper presents a complete competency development model and process in pipeline integrity engineering, that can be delivered virtually, on-demand. The model has been tested in pipeline operators, and is both independently certified and accredited. It is a ‘world’s first’, and available now. The paper outlines the virtual competency development model in pipeline integrity engineering, with its detail being in previous papers at IPC 2016, 2018, and 2020. The paper focuses on: the model’s recent certification (by the certification body, CERTivation) and accreditation (by the American National Standards Institute’s National Accreditation Board (ANAB)); the new learning guides needed to assist staff in the learning process; and, the new competency assessment procedures that have been developed to show that staff completing the process have reached a high standard. These assessment procedures are reported, and involve examinations, designed by subject matter experts, assessed using methods such as the Angoff method, and audited by psychometricians. Assessment can be by on-line ‘proctoring’ (supervision by both an individual and software to ensure a secure and reliable outcome) at any time or location. The paper also introduces a learning platform that contains learning content needed to meet pipeline engineering competencies. The internet-based learning platform offers e-learns in various formats, allowing bespoke, on-demand learning. This is important as we need to make learning more a part of our day-to-day jobs, and the ‘learning while working’ fits into our new remote world. The learning platform is used by nearly 3000 members, and both their use and their learning preferences are analysed to determine both what the users want and need. Finally, the implementation of the competency development model in pipeline operating companies is summarised, with the operators’ views and conclusions.
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Kostina, Ekaterina, Svetlana Khoroshilova, and Elena Pushkareva. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.
Повний текст джерелаАнотація:
The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Kostina, Ekaterina, and Svetlana Khoroshilova. "BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/02.
Повний текст джерелаАнотація:
"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."
Звіти організацій з теми "Competency independency"
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Morkun, Vladimir S., Serhiy O. Semerikov, Nataliya V. Morkun, Svitlana M. Hryshchenko, and Arnold E. Kiv. Defining the Structure of Environmental Competence of Future Mining Engineers: ICT Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2650.
Повний текст джерелаАнотація:
The object is to the reasonable selection of the ICT tools for formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. Subject of research: the theoretical justification of competence system of future mining engineers. Methods: source analysis on the problem of ecological competence formation. Results: defining the structure of environmental competence of future mining engineers. Conclusion: the relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future mining engineers.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Повний текст джерелаАнотація:
At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
Повний текст джерелаАнотація:
Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Холошин, Ігор Віталійович, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Катерина Олегівна Шмельцер. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3258.
Повний текст джерелаАнотація:
Abstract. The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and webapplications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Ekaterina O. Shmeltser. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3263.
Повний текст джерелаАнотація:
The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.
Повний текст джерелаАнотація:
The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.
Повний текст джерелаАнотація:
The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Smoke, Paul, David Gómez-Álvarez, Andrés Muñoz Miranda, and Axel Radics. The Role of Subnational Governments in the Covid-19 Pandemic Response: Are There Opportunities for Intergovernmental Fiscal Reform in the Post-Pandemic World? Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004391.
Повний текст джерелаАнотація:
In early 2020, once the severity was recognized on a global scale, the COVID-19 pandemic quickly became the most immediately pressing crisis. In addition to the general demands the pandemic created for strong and competent national and international response, it also raised numerous issues and generated tensions around the sharing of responsibilities and resources among levels of governments in many countries around the world. A number of comparable health and economic issues have emerged fairly universally, but they have manifested in different ways and the responses and results have been diverse across and within countries. This monograph summarizes available information about how the pandemic has affected fiscal decentralization around the world, focusing on five Latin American countries: Argentina, Brazil, Colombia, Mexico, and Peru. It briefly characterizes the intergovernmental fiscal systems in these countries, provides an overview of the known impacts of the pandemic and summarizes available information on government responses to the pandemic, both national and those undertaken by subnational governments with national support or more independently. The conclusions draw lessons from regional and global experiences about if and how post-pandemic policies might be developed to improve the intergovernmental fiscal system in particular countries.
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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.
Повний текст джерелаАнотація:
The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.
Повний текст джерелаАнотація:
To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.