Academic literature on the topic 'Competence development programmes'

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Journal articles on the topic "Competence development programmes"

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Pubule, Jelena, Andra Blumberga, Stelios Rozakis, Anita Vecina, Antra Kalnbalkite, and Dagnija Blumberga. "Education for Advancing the Implementation of the Bioeconomy Goals: An Analysis of Master Study Programmes in Bioeconomy." Environmental and Climate Technologies 24, no. 2 (2020): 149–59. http://dx.doi.org/10.2478/rtuect-2020-0062.

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AbstractBioeconomy in Europe has become one of the leading courses for sustainable and resource-efficient development. Main aspects of bioeconomy: development of new technologies and processes, development of markets and competitiveness for bioeconomy can be implemented through higher education and transformative knowledge for building a sustainable bioeconomy. Over the past year, new bioeconomy-related Master study programmes have been created and have integrated bioeconomy goals into their research, programme aims and learning outcomes. During the research the set of competences based on sus
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Dodero, Juan, Salvador Sánchez-Alonso, and Dirk Frosch-Wilke. "Generative Instructional Engineering of Competence Development Programmes." JUCS - Journal of Universal Computer Science 13, no. (9) (2007): 1213–33. https://doi.org/10.3217/jucs-013-09-1213.

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Competence development programmes are collections of units of learning and learning activities used to increase the overall effective performance of a learner within a certain task. The definition of a competence development programme is fairly complex and subject to variability, depending on the available learning units and components. Some instructional engineering approaches have been successfully used to create courseware by the combination of existing learning resources within a systematic and iterative method. In this work, a generative, model-driven engineering approach is used to creat
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Álamo-Vera, Francisca Rosa, Lidia Hernández-López, José Luis Ballesteros-Rodríguez, and Petra De Saá-Pérez. "Competence Development and Employability Expectations: A Gender Perspective of Mobility Programmes in Higher Education." Administrative Sciences 10, no. 3 (2020): 74. http://dx.doi.org/10.3390/admsci10030074.

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This paper analyses the role of study-abroad programmes in higher education by examining how students’ participation can foster competence development and employability expectations. Our research focuses on the acquisition of competences through the international mobility programme Erasmus+ of 191 students of an undergraduate programme in tourism, considering the different perceptions of male and female students. Our results confirm that five out of the six competences which students develop through Erasmus+ mobility have a positive and significant influence on their employability expectations
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Furness, Ron, and Lysandros Tsoulos. "ICA contribution to the development of international standards of competence for nautical cartographers." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-41-2018.

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All professions face challenges as how best to ensure the achievement and continuance of the highest standards as they seek to determine and promulgate best practices. In the essentially linked professions of hydrographic surveying and nautical cartography these challenges become immediately international in their impacts and require close cooperation between the professional bodies representing surveyors, hydrographers and cartographers. The Standards of Competence for Nautical Cartographers are known in short form as S-8 and they describe the minimum required competencies for nautical cartog
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Šenjug Golub, Ana. "Effects of German Language Teacher Professional Development on Pupils’ Learning Outcomes in Intercultural Competence." Center for Educational Policy Studies Journal 4, no. 4 (2014): 75–98. http://dx.doi.org/10.26529/cepsj.186.

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The development of intercultural competence is increasingly being perceived as a key goal in today’s education. As a result of a strong emphasis on that competence in curricular documents, teachers are faced with demanding tasks. Confirming this, recent research in the field of intercultural competence in Croatian schools indicates the numerous difficultiesteachers face in accomplishing the goal of developing their pupils’ intercultural competence. Teacher professional development can be crucial for a systematic approach to the development of learners’ intercultural competence. Therefore, the
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Pavkov, Marija, and Mile Živčić. "Obrazovanje odraslih temeljeno na komepencijama - kompetencijski pristup i andragoški model poučavanja." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 47–62. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.47.

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Regarding adult education in Croatia, there is a good educational infrastructure based on the rich tradition of andragogical thought and practice. However, it was necessary to empower such a tradition by new approaches based on European good practices but also by reforms in other parts of the Croatian education system. This role assumed the Agency for adult education and after its termination the Agency for vocational education and adult education. Extremely useful tool for these efforts were projects financed by EU funds (CARDS, IPA) either in form of financial support or in terms of expertis
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Monkevičienė, Ona. "Inflence of the Early Prevention Programme “Zippy’s Friends” on Selfdevelopment of Children’s Social Competence and Establishment of Safe Emotional Environment in Educational Institutions." Pedagogika 116, no. 4 (2014): 71–93. http://dx.doi.org/10.15823/p.2014.049.

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The article theoretically substantiates the purpose of programmes of early prevention to develop children’s social and coping skills, presents the concept of coping with challenges, strategies for overcoming difficulties, which are applied by children, as well as structure, which predetermines efficiency of early prevention programmes. Seeking the analysis of the impact of the programme ‘Zippy’s Friends’ on self-development of children’s social competence and creation of safe emotional environment in educational institutions, the research of several stages is presented: a) content analysis of
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Dodero, Juan Manuel, Telmo Zarraonandí­a, Camino Fernández, and David Dí­ez. "Generative Adaptation Reuse of Competence Development Programmes." Journal of Interactive Media in Education 2007, no. 1 (2007): 4. http://dx.doi.org/10.5334/2007-4.

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Lopukhova, Yulia, Elena Makeeva, and Kseniya Kuzovenkova. "INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 510. http://dx.doi.org/10.17770/sie2020vol1.4986.

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The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE pr
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Koto, Mita, Veithzal Rivai Zainal, and Azis Hakim. "Efforts to Encourage Sustainable Performance of Corruption Eradication Commission Employees Through Training Programmes." PANDITA: Interdisciplinary Journal of Public Affairs 8, no. 1 (2025): 48–64. https://doi.org/10.61332/ijpa.v8i1.253.

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This study aims to determine and analyse the efforts made by the Corruption Eradication Commission to support the sustainable performance of its employees through employee development programs that are in accordance with job competency standards and career development plans. This research was conducted using a descriptive qualitative approach. Primary data sources were obtained from research results in the form of manuscripts, field notes, memos, and other supporting documents. The results of the research show that although the Corruption Eradication Commission has only been a state institutio
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Dissertations / Theses on the topic "Competence development programmes"

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Yusof, Yusmarwati. "The development of generic competences in Malaysian civil engineering programmes : a case study." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3049/.

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This study focuses on generic competences that have been considered to be lacking in graduates from Malaysian polytechnics specifically their problem solving, critical thinking, communication skills, and team building. The argument concerning generic competences has focused upon teachers' pedagogical approaches and their relation to students' learning. There is therefore a need to explore innovative learning environments which will help students to improve their attitudes and skills as well as their learning achievements, with regard to these generic competences. The creation of a hybrid teach
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Sehannie, Sharon. "An explorative study into the effectiveness of an accelerated development programme within a South African organisation." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/29267.

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The aim of this study is to investigate the effectiveness of the accelerated development training program by using a pre and post-tests in order determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; relationship building; and impact and influence. From the statistical analysis conducted, significant differences were obtained for three competencies: action orientation, problem solving and impact and influence. The results could
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Urenje, Shepherd. "The role played by the International Training Programme in professional development and institutional competence in southern Africa." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020719/.

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This research examines different ways in which the International Training Programme (ITP) is contributing to professional development in the Ministry of Education and Training of the Kingdom of Swaziland. The study illustrates how the knowledge, skills and attitudes gained through the ITP are decoded into practice, enabling capabilities within the Ministry to develop and initiate action on educational transformation by implementing Education for Sustainable Development. I argue that the ITP has enabled professionals in the Ministry of Education and Training to apply their capabilities in the f
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Gruicsity, Dusan Gruicic. "Development of emotional competencies, stress and job satisfaction : implications of a mind-body programme." Thesis, University of Greenwich, 2016. http://gala.gre.ac.uk/21517/.

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The thesis presents research on the effects of a Mind-Body (M-B) training programme on emotional competencies, stress and job satisfaction. This is of practical importance for the workplace, as stress and job satisfaction are important management issues. The theoretical contributions of this research relate to the debate around whether emotional competencies can be developed or not, the mediating role of emotional competencies between the intensity of M-B training, and stress and job satisfaction, and the underlying mechanism of these effects, i.e how M-B training functions and hence why the e
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Farajzadeh, Abkenari Hussein. "Kompetensutveckling för gymnasielärare : med inriktning mot El-programmet, elektronik/datorteknik." Thesis, Linköping University, Department of Educational Science (IUV), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6482.

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<p>Syftet med denna studie var att undersöka uppfattningarna hos karaktärsämneslärarna på gymnasiet med inriktning mot El-programmet, elektronik/datorteknik vad gäller de arbetsuppgifter som de utför inom karaktärsämnet, hur förberedda de menar sig vara för dessa uppgifter, samt i vad mån de anser sig behöva utveckla sin kompetens. Vidare var syftet att ta reda på vilken kompetensutveckling som erbjuds för dessa arbetsuppgifter. Studien bygger, utifrån frågeställningen i syftet, på en kvalitativ undersökning med hjälp av intervjuer. Intervjuerna genomfördes med sex karaktärsämneslärare inom av
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Coci, Yajna. "'Me and My Mates': Development and Evaluation of an Emotional and Social Competence Programme for Pre-Primary Children." Thesis, Coci, Yajna (2011) 'Me and My Mates': Development and Evaluation of an Emotional and Social Competence Programme for Pre-Primary Children. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/6953/.

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A well-accepted finding from past research is that children from low socio-economic status (SES) suburbs have a higher proportion of emotional and social competence problems that later manifest into psychopathology and social maladjustment than children from high SES suburbs. This thesis reports the development, trial and evaluation of a classroom-based emotional and social competence programme, 'Me and My Mates' for pre-primary-aged Western Australian children from low SES suburbs. It was hypothesised that children who participated in Me and My Mates would show significantly greater increase
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Park, Mi Sook. "Managing Competence Development Programs in a Cross-Cultural Organisation : What are the barriers and enablers?" Licentiate thesis, Linköping University, Linköping University, EISLAB - Economic Information Systems, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7570.

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<p>During the past decade, research on competence development and cross-cultural organisation has been acknowledged both in academic circles and by industrial organisations. Cross-cultural organisations that have emerged through globalisation are a manifestation of the growing economic interdependence among countries. In cross-cultural organisations, competence development has become an essential strategic tool for taking advantage of the synergy effects of globalisation. The objective of this thesis is to examine how competence development programs are conducted and to identify barriers and e
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Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.

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Mestrado em Gestão de Recursos Humanos<br>O programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a ela
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Mandikonza, Caleb. "Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4410.

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This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this
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O'dell, Kathleen Alyce O'Dell. "HOW PRESERVICE TEACHERS EXPERIENCEBECOMING INTERNATIONALLY MINDEDTHROUGH PRIMARY YEARS PROGRAMME CERTIFICATION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1502679007714987.

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Books on the topic "Competence development programmes"

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de, Jager Dick, ed. Competence Centre Programme Estonia Feasibility Study. Foundation Enterprise Estonia, 2002.

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Black, H. D. Units and competences: A case study of SCOTVEC's advanced courses development programme. Scottish Council for Research in Education, 1992.

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Cañado, María Luisa Pérez, and Juan Ráez Padilla. Digital competence development in higher education: An international perspective. Peter Lang, 2014.

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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence.&#x0D; Meets the requirements o
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Iya, Philip Francis. Skills development for competent practice of law: An analysis of the skills development programmes for lawyers in the Boleswa countries of South Africa. typescript, 1996.

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Lomakin, Oleg, Evgeniy Mozhaev, and Andrey Markov. New approaches to staffing in the context of import substitution and digital transformation. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2148761.

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Due to the rapid change of technologies and the need for the rapid formation of new competencies, the existing knowledge transfer system is becoming less and less effective, therefore, the importance of additional professional education (vocational training) is increasing in the system of continuing education. Currently, the main task of the vocational training system is to provide personnel for the innovative development of the country's economy, meet the rapidly changing demands of employers, and practice-oriented and competency-based training. To increase the effectiveness of vocational edu
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V, Bishop, and Scott Irene 1954-, eds. Challenges in clinical practice: Professional developments in nursing. Palgrave, 2001.

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S, Chapman Michael, and Gardner James F. 1946-, eds. Developing staff competencies for supporting people with developmental disabilities: An orientation handbook. 2nd ed. P.H. Brookes Pub. Co., 1993.

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Organisation for Economic Co-operation and Development., ed. PISA 2006: Science competencies for tomorrow's world. OECD, 2007.

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Erofeeva, Mariya, and Ol'ga Mironenkova. The system of training police officers to work with teenagers in temporary detention centers for juvenile offenders. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2169736.

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The monograph is devoted to the development and improvement of the system of training police officers to work with teenagers in temporary detention centers. The relevance of the study is determined by the need to increase the effectiveness of prevention and correction of deviant behavior of minors in the context of rising juvenile delinquency and social changes. The theoretical and methodological foundations of police training based on systematic, personal-activity and competence approaches are presented. Special attention is paid to the formation of professionally significant qualities such a
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Book chapters on the topic "Competence development programmes"

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Vranješević, Jelena, Nataša Simić, and Danijela Petrović. "Intercultural Education and Teacher Professional Development in Serbia: Between Tolerance and Transformation Paradigm." In Handbook of Diversity Competence. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-69308-3_23.

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Abstract Intercultural education (ICE) cannot be reduced only to the knowledge, understanding and appreciation of other cultures, but it needs to include strong social justice component. Having in mind the importance of teachers and their competencies in realising the complex goals of intercultural education, the aim of the chapter is to determine which model/paradigm of ICE prevail in teacher initial education and their professional development in Serbia. Fourteen faculties that prepare future class and subject teachers were included in the analyses (43 study programme in total) as well as 117 programmes for professional development of teachers that deal with various aspects of intercultural education. Thematic analyses of the programme/course title, general and specific goals, outcomes, content and (in case of faculty study programmes) literature were conducted. The results show that most of the courses offered to future teachers as well as programmes offered for their professional development fall under the so-called liberal approach, primarily oriented towards the development of emotional and motivational aspects of intercultural competencies, while the critical approach is significantly less represented. Results are discussed from the perspective of the psychology of education, within the context of tolerance vs. transformation paradigm and three areas of understanding—naming, voicing and building the allies.
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de Hei, Miranda, Marloes Ambagts, Tareq Issa, and Corina Tabacaru. "Implementing Group Learning Activities to Foster Intercultural Competence: Facilitating Interaction Across Differences in Higher Education." In Handbook of Diversity Competence. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-69308-3_14.

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Abstract To thrive in a globalised world, university graduates need intercultural competences. Studying in higher education provides plenty of opportunities to engage students in interactions across differences found in a multicultural university environment. However, using these interactions as a resource for learning requires careful facilitation. In this chapter, we combine our expertise in intercultural competence development and educational sciences to support the intentional implementation of collaborative learning within internationalised curricula in the multicultural campus. Based on the Group Learning Activities Instructional Design (GLAID) framework, we provide a step-by-step approach to design, develop and implement educational material to support lecturers in all disciplines in designing collaborative learning activities that foster intercultural competence in higher education students. We will illustrate each step of this process with practical examples from different programmes and disciplines within a Dutch university of applied sciences, holding a multicultural student population.
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Bino, R. J., J. Franken, and E. van der Zeeuw. "Method Development for Applying Pollen Selection in Cucumber Breeding Programmes: Effects of Centrifugation on Pollen Competence." In Sexual Reproduction in Higher Plants. Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-73271-3_5.

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Karsgaard, Carrie, and Leah Sanford. "Intercultural development programme." In Intercultural Competence in Higher Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-25.

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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.

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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Astier, Philippe, and Lucie Petit. "Experiential Learning Assessment and Competence Development for a Second Career: The Case of Alternating Training Programmes for Professional Promotion." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_16.

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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.

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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Pasterick, Michelle L. "Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad." In Redefining Teaching Competence through Immersive Programs. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24788-1_5.

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Faya Ornia, Goretti, Natalia Barranco Izquierdo, M. Teresa Calderón Quindós, and Carmen Quijada Diez. "Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.06fay.

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Subtitling and alignment can be used as didactic tools as they contribute to the development of the linguistic, intercultural and instrumental competences that constitute the translation competence. Thus, the aim of this work is to present a methodological framework for translator training using subtitling and alignment as two activities applicable in language teaching to foster students’ skills in a foreign language and their translation competence. Firstly, students are asked to transcribe the source subtitles of various video files and, afterwards, translate them into their mother tongue. Secondly, they are given the broadcasted source and target subtitles of several TV programs and nature documentaries to align them – these alignments will be later compiled into an electronic parallel corpus.
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Palmieri, Cristina, Marina Barioglio, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, and Tania Morgigno. "The ‘Second Level’ Education Professional: a Traineeship Programme Fostering a Proactive Approach to Employability." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.30.

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In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability
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Conference papers on the topic "Competence development programmes"

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Sampson, Demetrios, and Demetrios Fytros. "Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.71.

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Putans, Romans, Nora Jansone-Ratinika, and Matīss Sīlis. "Students’ Transversal Competence in International Business Studies: Mapping of Learning Outcomes and Curriculum Design." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.33.

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The promotion of competence development is one of the priorities of education systems in Latvia and Europe. An important driving force in competence development is higher education study programmes, where students acquire professional and transversal skills. Special attention is given to the significance of transversal competence in promoting competitiveness, social integration, and accountability of graduates in their everyday and professional lives. In the research project Assessment of Higher Education Students Competencies and the Dynamics of its Development Throughout Studies (Rubene et a
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Titov, Eneken, Mariken Ross, and Ingrid Maasi. "ENTREPRENEURSHIP COMPETENCE IN THE PROFESSIONAL STANDARDS AS A BASIS FOR STUDY PROGRAMMES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2268.

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Ciolfi, Alberto, and Annalisa Di Benedetto. "Competencies and higher education: evidences and returns. The TECO project." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9308.

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The aim of this work is to present the state of progress and the main features of the TECO (TEst of COmpetence) project, promoted by the (Italian) National Agency for the Evaluation of Universities and Research Institutes with the aim to assess students’ learning outcomes in the higher education contest. The results of the 2017-2018 TECO survey (which involved voluntarily over 12,500 nursing, physiotherapy and medical radiology students), showed that attending a university programme makes a difference in development of some competencies, especially for the disciplinary sphere. The analysis wil
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Titko, Jelena, Kristine Uzule, Tatjana Tambovceva, et al. "ENTREPRENEURSHIP COMPETENCES FOR ICT STUDENTS: LATVIAN AND KAZAKH CASE STUDIES." In 13th International Scientific Conference „Business and Management 2023“. Vilnius Gediminas Technical University, 2023. http://dx.doi.org/10.3846/bm.2023.1108.

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There is an evidence that students, especially non-business students, lack of entrepreneurial skills. The importance of entrepreneurship education has been frequently debated in the academic environment. However, the question is about competences that should be developed and their relevance to the market demand. The current research was conducted within the framework of the international project “Accelerating ICT students’ start-up development competence via interdisciplinary modular courses in the HEI curricula” supported by the Erasmus+ programme “Capacity Building for Higher Education”. The
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Tammeleht, Anu, Kertu Rajando, and Margit Sutrop. "Development and piloting of a micro-credential programme in research ethics and integrity leadership – an example from Estonia." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16220.

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Micro-credentials are an emerging format of lifelong learning supporting competence-development as well as deepening knowledge in the field. Still, there is little research on implementing and sustaining micro-credentials in higher education. The current paper aims to share experiences of development and piloting of a micro-credential programme for a specific target group in Estonia. The criteria for setting up a micro-credential programme as well as initial lessons learned are outlined. Experience indicates that it takes some time and sharing best practices to develop the programmes into a fe
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Tonkonog, Victoriya, and Polina Ananchenkova. "E-LEARNING AS A TOOL FOR DEVELOPMENT OF COMPETENCIES OF STAFF IN CORPORATE EDUCATIONAL ENVIRONMENT." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-071.

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Nowadays, majority of dynamically developing companies try to reduce costs related to staff maintaining its efficiency. One of ways to optimize the performance is to increase competence and professionalism of employees. To do this, it is possible to outsource new competent employees or to train own personnel. Today, at labour market there is a deficiency of competent specialists, so companies are forced to apply internal training more often, systematically and rationally. However, traditional classroom methods of staff training and development are not always acceptable; they do not allow to ar
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Alić, Jelena, Smiljana Zrilić, and Vesnica Mlinarević. "POUZDANOST PRILAGOĐENE INAČICE SKALE SAMOPROCJENE PREDMETNO SPECIFIČNIH KOMPETENCIJA ZA RAD S UČENICIMA S TEŠKOĆAMA U NASTAVI TJELESNE I ZDRAVSTVENE KULTURE." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/alip1466.

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Teachers in primary education have both generic-specific competencies and subject-specific competencies. Generic competencies refer to general competencies and cover theoretical and practical knowledge, while subject-specific competencies refer to the application of knowledge of the substrate science of the subject area in order to realize the set tasks. The goal of the research is to examine the reliability of the Self-Assessment Scale of competencies subject-specific to the physical and health education area needed to work with students with disabilities. The research was conducted on a suit
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Stanica, Olivian. "E-LEARNING FOR THE DEVELOPMENT NEW SKILLS IN SECURITY OF INFORMATION FIELD : E-CYBER SECURITY COMPETENCE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-129.

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The emergence of threats of attacks in cyberspace requires from all governmental or non-governmental security measures and protection of critical infrastructures are vulnerable to these means. Therefore to find solutions, including training and education of computer users in the XXI century is imminent. E-Learning is required to be developed and generalized to all computer users a new security culture and a new e-cyber security competence. Why is needed to develop a new e-cyber security competence because, in 2014 we are talking about e-crime, e-terrorism or e-war in cyberspace. E-cyber securi
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Šūmane, Ilze, and Līga Āboltiņa. "Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.62.

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One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning betwee
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Reports on the topic "Competence development programmes"

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, 2018. http://dx.doi.org/10.53328/vsgg2030.

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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse
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Pinchuk, O. P., and A. A. Prokopenko. Model of a computer-orient-ed methodological system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of qualification improvement. Національна академія Державної прикордонної служби України імені Б. Хмельницького, 2023. http://dx.doi.org/10.33407/lib.naes.736836.

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Pedagogical modeling of modern educational environments remains an urgent task of educational sciences. Research on the formation and development of digital competence of specialists, although they have common features, differ and acquire characteristic features depending on the field of application. This is due to the focus on mastering specific professional skills and increasing the professional level. We found out that, compared to the social and humanitarian sphere and medicine, the development of digital competence of specialists in the military and defense industry is little discussed in
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of
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O'Neil, Lori Ross, Michael Assante, D. H. Tobey, et al. Developing Secure Power Systems Professional Competence: Alignment and Gaps in Workforce Development Programs?Summary Report. Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1108988.

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Araya, Susana, Mabel Urrutia, Yasna Chavez, Isidora Zanartú, and Rafael Zapata. Impact of Emotional Education programs in the development of emotional competence in secondary students: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.9.0009.

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be in
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Lundgren, Anna, Maja Brynteson, Ágúst Bogason, et al. Reaping the Benefits of Nordic Collaboration in Regional Development. Nordregio, 2025. https://doi.org/10.6027/r2025:2.1403-2503.

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This report captures four years of accumulated work by the Nordic Thematic Group for Green, Innovative, and Resilient Regions (2021–2024). Research topics include green innovation systems, remote work post-pandemic, competence mobility, socially sustainable tourism, and collaborative leadership. The thematic group operates under the Nordic Co-operation Programme for Regional Development and Planning (2021–2024), with the following objectives: (1) Generate new knowledge on regional green, innovative, and resilient development. (2) Act as a knowledge exchange hub for regional stakeholders. (3) C
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Kortantamer, Dicle. Leadership: Responding to complexity. Association for Project Management, 2019. http://dx.doi.org/10.61175/yccv7570.

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The aim of this case study is to provide a systemic leadership framework for responding to complexity that can support the continued capability development in the transformation portfolios of government. This case study is part of Project X, a broader research programme seeking to generate insights into major government projects and programmes. This qualitative case study has sought to generate insights from project delivery professionals with significant experience in the delivery of the government’s transformation and service delivery portfolios. This research views leadership as an activity
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