Academic literature on the topic 'Components of competence'
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Journal articles on the topic "Components of competence"
1
Tatiana, Midrigan. "Textual Competence: Definitions and Components." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 44–48. https://doi.org/10.5281/zenodo.7271182.
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Textual competence is one of the specific competences, which are formed in the Romanian language and literature. Textual competence is the ability to know how to identify the information conveyed by the text, as well as the way in which it is conveyed. In other words, text analysis is the operation that forms it.
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С., О. Моргунова. "COMPONENTS OF PUBLIC RELATIONS COMPETENCY OF FUTURE MANAGERS." ЗАСОБИ НАВЧАЛЬНОЇ ТА НАУКОВО-ДОСЛІДНОЇ РОБОТИ, no. 44 (November 28, 2015): 107–17. https://doi.org/10.5281/zenodo.56182.
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The essence of the notion «PR-competence» as a part of the competence of a future manager is identified in the article. Taking into account the notions of PR (relations with community) and professional competency, the author provides her own definition of PR-competency as an integral complex of the professional and behavioral qualities of personality, as a benchmark of major psychological and PR-concepts, as an index of human capacity to effectively use contemporary psychological and PR-technologies that enable a specialist to implement their knowledge into practice. The researcher states that PR-competency will be especially important for future managers because the range of the professional tasks of a specialist in this field includes the control of an enterprise image, the promotion of products at the market, relations with customers and mass media, the creation of the right image of enterprise and its internal corporate medium. On the basis of analysis of scientific approaches to the concept of PR-competence and its content, the unit of the core competencies, which includes two clusters: a group of key (common) and a group of special (professional) competencies, a combination of which consists the PR-competence of a future manager.
3
Kazakevych, Olena. "COMPONENT-STRUCTURAL ANALYSIS OF MARKETOLOGIST LEADERSHIP COMPETENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 14–20. http://dx.doi.org/10.28925/1609-8595.2021.1.2.
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The article analyzes the views of domestic and foreign scientists on the essence of «leadership competence» concept, identifies and scientifically conditions the structure of leadership competence of future marketing analysts. As a result of the research the author states that, firstly, leadership competence is a steady integral component of supraprofessional competence of a marketing analyst; secondly, leadership competence of future marketing analysts, as well as its components in most cases is not a natural phenomenon, but emerges as a result of certain experience of a person, which runs on their positive attitude to this phenomenon, awareness of motives and needs in it, acquired knowledge, skills and personal qualities of people, which then find practical implementation in the form of leadership behaviour. Based on the analysis of psychological and pedagogical investigations we have identified the following structural components of leadership competence of future market analysts: motivational (motives, needs, emotions, values in regard to leadership), cognitive (knowledge, leadership beliefs), activity (actions, skills, abilities, leadership behaviour) and personality (complex of leadership qualities, reflexivity, empathy, emotional intelligence). According to the analysis of the primary positions that can be held by a bachelor of marketing, the functions and corresponding professional competences that require the formed leadership competency of a marketing analyst are identified and it is demonstrated how the leadership competency is realized in the marketing activity. Thus, leadership competence provides grounds for efficient activity in the field of marketing, creating conditions for manifestation of initiative, responsibility and active economic position of a marketing specialist and ensuring his/her professional mobility and competitiveness.
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Saidova, Zilola Urakovna. "THE KEY COMPONENTS OF COMMUNICATIVE COMPETENCE AND THEIR ROLE FOR EFFECTIVELY COMMUNICATING OF LEARNERS." Modern Scientific Research International Scientific Journal 1, no. 3 (2023): 211–16. https://doi.org/10.5281/zenodo.8032354.
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This article discusses the communicative competence and its components such as linguistic, strategic, discursive, and socio-cultural and distinguishes the concept of "competence". Besides the professional skills, essential to a successful career, individuals also need to acquire the communicative competency, which is equally important as it includes various other competencies, such as: linguistic, social, socio-cultural, or strategic competences in order to communicate and interact with each other. Our article aims at discussing the different ways and methods teachers can use in the language classroom.
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Murodilla, Marufovich Yakubbaev. "STRUCTURE, COMPONENTS AND FUNCTIONS OF LINGUOCULTURAL COMPETENCE." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 85 (August 3, 2024): 48–51. https://doi.org/10.5281/zenodo.13207402.
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This scientific article is decided to further research a detailed analysis of the content, structure and functions of linguocultural competence. Linguocultural competence is interpreted as the ability to carry out intercultural communication in the process of learning a foreign language. The work describes the interdependence and complementarity of language, cultural and communicative competences, as well as the communicative, cognitive, moral and educational functions of this competence. It is based on the importance of linguocultural competence in the modern education system and its role in ensuring the success of a person in intercultural communication.
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Бирка, Маріан Філаретович, Андрій Віталійович Сущенко, and Тарас Олегович Лукашів. "COMPONENTS OF ICT COMPETENCE OF TEACHERS OF MATHEMATICS AND INFORMATICS." Information Technologies and Learning Tools 74, no. 6 (2019): 225–37. http://dx.doi.org/10.33407/itlt.v74i6.3258.
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Nowadays, the competency-based approach is becoming more and more traditional in Ukrainian education for every level – from preschool to postgraduate. Its focus is on two main concepts, “competency” and “competence”, interpreted in numerous ways in teaching and learning, which leads to inadequate educational results. Therefore, profound understanding and clear vision of the main concepts are very significant for the effective organization of the educational process. The article examines the ICT competency as a prerequisite for effective professional activities of pre-service teachers of mathematics and informatics in conditions of information society and digital world. The proper ICT competence level can considerably enhance both the teaching and learning processes, facilitate teachers’ professional development and their adaptation to changes in educational technologies. In this regard, defining the structure and content of ICT competency of pre-service teachers of mathematics and informatics is very important for clarification of educational process outcomes and students’ supporting personal characteristics needed to utilize ICT in their future job. The study introduces the conceptual model of structure of ICT competency and competence, which enlarges the focus of educational process to embrace value orientations and qualities of a person. In our opinion, the structure of ICT competency as well as of ICT competence should include the following criteria: knowledge, skills, habits, value orientations (motives, stimuli, values, interests and ambitions) and person’s qualities (abilities). Also, the article discusses the content of ICT competence of pre-service teachers of mathematics and informatics, based on the introduced model. ICT competence content data were acquired from empirical survey that involved students and practicing informatics teachers.
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BARANETS, Yana. "TYPES OF PROFESSIONAL COMPETENCE OF A MODERN TEACHER." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2022) (November 30, 2022): 47–53. http://dx.doi.org/10.54891/2786-7005-2022-2-7.
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The article defines the essence of the concepts "competence", "professional competence", "inclusive" and "methodical" as components of the teacher's professional competence. The essence of each of the components of inclusive competence was considered and the expediency of including inclusive competence in the composition of key (life) and professional competences was determined. The levels of formation of knowledge, abilities and skills of the participants of educational activities in an inclusive environment are summarized, and it is also clarified that the unity of theoretical and practical readiness of a specialist to perform professional functions is professional competence. In accordance with this, the components of inclusive competence (motivational, cognitive, operational and reflective) are distinguished. According to the views of many scientists, the problems of competency reform have been identified, namely, that currently up to 65% of teachers who are students of professional development courses do not know the methods of working with children with special educational needs. The article highlights the teacher's readiness for socio-pedagogical activities in schools with inclusive education, taking into account the criteria of inclusive readiness. The structure of methodical competence and its components were studied, namely: methodical culture, methodical creativity, methodical thinking, as well as the formation of methodical competences of workers. The basic regulatory and legal documents that define organizational issues and outline an inclusive indicative vector of personnel training have been provided. The article focuses on the formation of the situational interest of teachers in the formation of inclusive and methodical competence, the motives for mastering professional growth in the conditions of inclusive education. A teacher's pedagogical competence is the unity of his theoretical, practical, and ethical readiness to carry out pedagogical activities. And also, the contradictions between the modern world trend of recognizing the professional training of teachers to work in the conditions of an inclusive environment from the priority areas of educational training and the approach in Ukraine are determined.
8
Khoma, Т. V. "Communicative competence, its components." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 1(7) (2018): 203–6. http://dx.doi.org/10.31339/2413-3329-2018-1(7)-203-206.
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Кротюк В. А., Кислий В. Д., Зоркін Р. Ю. та Яндола К. О. "ФОРМУВАННЯ ЛІДЕРСЬКОЇ КОМПЕТЕНТНОСТІ ПІД ЧАС НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ". World Science, № 9(37) (30 вересня 2016): 73–76. http://dx.doi.org/10.31435/rsglobal_ws/30092018/6140.
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 In the article the urgency of acquiring leadership competency by modern specialists of any branches is emphasized; the definitions of such concepts as "leader" and "competence" are analyzed, on the basis of which the generalization of the category "leadership competence" is made. The authors reveal the essence of leadership competence through its components, namely: knowledge, skills, responsibility. It the article the practical recommendations on the application of modern pedagogical technologies and teaching methods for higher education applicants in order to stimulate the formation of leadership competences during higher education institutions training are provided.
 
 
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Nosirov, Po'lat Raximovich. "FORMING INCLUSIVE EDUCATION COMPETENCE OF FUTURE SCHOOL TEACHERS." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 276–81. https://doi.org/10.5281/zenodo.15022794.
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The article aims to identify the importance of inclusive competence of future teachers as a generalized personal education. Substantiation of criteria and levels of inclusive competence based on contextual educational technology allowed to develop a model of inclusive competence formation in the professional training of future teachers, which is an interconnected, information-oriented, quasi-professional stages. sequence. The results of the study are to identify the factors and conditions that determine the ability to perform their professional functions in the process of inclusive education; The conclusion of the research paper is that its components may include identified components of inclusive competence among teachers, including motivational, cognitive, operational, and reflective components.
Dissertations / Theses on the topic "Components of competence"
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Alkheshnam, Abeer. "Intercultural competence : components and measurement." Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553751.
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This thesis reports three studies which examined the components of intercultural competence, developed methods for measuring these components, examined how these components are related to each other, and examined differences in intercultural competence as a function of gender, age, minority vs. majority status and multilingual status. Study 1 developed a set of quantitative scales for measuring the different components of intercultural competence using students from the University of Surrey, while Study 2 tested these scales further using students from the University of Kuwait. These two studies showed that 12 different components of intercultural competence could be measured using these scales. Study 3 used the same scales to collect data from secondary school students in Kuwait at the beginning and at the end of a school year. Study 3 showed that the intercultural competence of these school students did not develop over the year, and was not enhanced by an educational intervention. Study 3 also showed that the intercultural competence of these school students was sometimes but not always related to their attitudes to people from other cultural groups. Taken together, the three studies revealed that the components of intercultural competence can be measured using quantitative scales, that these components tend to be positively correlated with each other, and that females, older individuals, minority individuals and individuals who speak multiple languages tend to have higher levels of intercultural competence. However, intercultural competence does not always develop across the course of a single school year in the absence of intercultural training or intercultural experiences.
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Ślęzak-Świat, Agnieszka. "Components of strategic competence in advanced foreign language users." Doctoral thesis, Katowice : Uniwersytet Śląski, 2008. http://hdl.handle.net/20.500.12128/5209.
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Niniejsza rozprawa doktorska podejmuje temat kompetencji strategicznej u
zaawansowanych użytkowników języka obcego. W szczególności poświęcono ją zbadaniu
funkcjonowania modelu kompetencji strategicznej Bachman’a i Palmer’a (1996), który
zakłada, że jest ona zbiorem strategii metakonitywnych regulowanych przez czynniki
afektywne, a nie tylko opanowaniem umiejętnego posługiwania się strategiami
komunikacyjnymi.
Główne cele niniejszej pracy obejmują:
• określenie, czy model Bachman’a i Palmer’a oddaje dynamiczną naturę
spontanicznej wypowiedzi, w naszym przypadku – zaawansowanych
użytkowników języka;
• obserwację dotyczącą założeń w/w modelu, według których użytkownicy:
określają cel komunikacji przed rozpoczęciem wypowiedzi, oceniają swoją
wypowiedź w czasie realnym oraz ją planują;
• zbadanie, czy prawidłowe określenie lub nieokreślenie celu komunikacji wpływa
na pozostałe składowe kompetencji strategicznej, jak i stosowane przez nich
strategie komunikacyjne;
• określenie, jakie to są strategie i jaką ich część stanowią strategie parajęzykowe
(zdecydowaliśmy się zastosować nazwę parajęzykowe (Corder, 1983), ponieważ
w trakcie badania zaobserwowaliśmy, że większości z nich nie da się odizolować
od strategii stricte językowych);
• określenie, jak często zaawansowani użytkownicy języka stosują strategie
prajęzykowe i w jaki sposób współgrają one ze strategiami językowymi;
• określić, czy zastosowanie strategii metakonitywnych wymienionych przez
Bachman’a i Palmer’a (1996) jest faktycznie związanie ze świadomością
językową;
• sprawdzenie, czy zaawansowani użytkownicy języka w naszym przypadku
studenci piątego roku anglistyki, stosują w praktyce wiedzę zdobytą na
przedmiotach teoretycznych;
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• zbadanie wypowiedzi zaawansowanych użytkowników pod kątem nowych
składowych kompetencji strategicznej, które nie zostały wyróżnione przez
Bachman’a i Palmer’a (1996) i opisaniu ich charakterystyki.
Rozprawa składa się z dwóch części. W części pierwszej obejmującej rozdziały I –
VI, przedstawiono badania bezpośrednio lub pośrednio związane z zagadnieniem
kompetencji strategicznej. Rozdział I, jest poświęcony historii badań dotyczących
zagadnienia kompetencji językowej i wyróżnienia w niej jako elementu składowego
kompetencji strategicznej. Rozdział II zawiera prezentację modelu Bachman’a (1990) i
jego zmodyfikowanej i rozwiniętej wersji zaprezentowanej przez Bachman’a i Palmer’a
(1996). Następny rozdział prezentuje kognitywne podstawy teoretyczne związane z
określeniem celu komunikacji oraz planowaniem. Rozdział IV prezentuje afektywne
aspekty oceny w realnym czasie spontanicznej wypowiedzi z perspektywy badań
neurolingwistycznych. Rozdział V prezentuje strategie komunikacyjne, związane z
produkcją. Szczególna uwagę poświęcono na to, jak w taksonomiach strategii
komunikacyjnych ujmowane są strategie para językowe. Ostatni rozdział określa relację
pomiędzy zagadnieniem kompetencji strategicznej a zaawansowanym użytkownikiem
języka.
Część druga niniejszej rozprawy, obejmująca rozdziały VII-IX stanowi opis badań
ilościowych i jakościowych przeprowadzonych przez autorkę rozprawy. Rozdział VII,
stanowiący wstęp do badania głównego, zawiera opis pytań badawczych, schemat badań
oraz szczegółowe sprawozdanie z badania pilotażowego, a także opis metod badawczych,
w tym opis próby, instrumentów oraz procedur badawczych. W rozdziale VIII
zaprezentowano wyniki oraz analizę danych, a w rozdziale IX, następujące wnioski.
Model kompetencji strategicznej zaproponowanej przez Bachman’a i Palmer’a
(1996) pozwala na zdiagnozowanie jej poziomu u zaawansowanych użytkowników języka;
określenie celu komunikacji jest najbardziej strategicznym składnikiem kompetencji
strategicznej rozumianej jako zbiór strategii metakognitywnych. Tylko 37% badanych
użytkowników było w stanie określić ten cel prawidłowo. Prawidłowe, bądź nie, określenie
celu komunikacji pozwoliło na wyodrębnienie dwóch grup użytkowników, u których
zaobserwowaliśmy następujące różnice:
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• użytkownicy, którzy poprawnie określili cel komunikacji byli bardziej refleksyjni
i świadomi tego, jak przebiegała ich wypowiedź udzielając więcej ilości komentarzy
podczas kierowanej retrospekcji;
• poprawne określenie celu komunikacji miało także wpływ na to, jak przebiegała
ocena wypowiedzi przez badanych, wzorzec afektywny różnił się w obydwu grupach,
co można było zaobserwować na podstawie aktywacji mięśni twarzy, które są
nieodłącznie związane z oceną sytuacji (nad którą można sprawować kontrolę lub nie);
to z kolei dowodzi, że kompetencja strategiczna rozumiana jako zbiór strategii
metakognitywnych łączy w sobie teorię z podstawami neuroanatomicznymi
regulującymi naszym zachowaniem, także językowym;
• w przypadku planowania, obydwie grupy badanych w większości deklarowały,
że nie planowały swojej wypowiedzi ani globalnie, ani lokalnie, natomiast dane
zebrane w trakcie obserwacji wykazały, że globalny plan wypowiedzi jest ściśle
związany z określeniem celu komunikacji; plan lokalny był realizowany w formie
parafraz; użytkownicy, którzy poprawnie określili cel komunikacji parafrazowali
znacznie częściej (nie byli sztywni syntaktycznie) niż ci, którzy cel komunikacji
określili źle; parafrazowanie dowodzi, że użytkownik posiada pewien plan lub
wzorzec, który chce zrealizować i parafraza jest narzędziem, które ma do tego
doprowadzić;
• produkcja, która jest ostatnim elementem kompetencji strategicznej w naszym
badaniu dotyczy przede wszystkim strategii komunikacyjnych, które zdecydowanie
różniły się pod względem jakościowym i ilościowym w obydwu grupach; wbrew
przekonaniu, że to niekompetencja lub luki wiedzy przyczyniają się do stosowania
strategii okazało się, że to użytkownicy, którzy poprawnie określili cel komunikacji
częściej stosowali strategie komunikacyjne.
Na postawie przeprowadzonego badania nie wyodrębniono nowego składnika
kompetencji strategicznej, jako że uważamy, iż model zaproponowany przez Bachman’a i
Palmer’a (1996) określa precyzyjnie dynamiczną naturę kompetencji strategicznej.
Wszystkie materiały badawcze zamieszczono w aneksie oraz na płycie DVD- ROM
(okładka). Pracę kończy Bibliografia, zawierająca wykaz cytowanych prac.
3
Awaida-Nachabe, Nadia. "Examining Cross-cultural Affective Components of Global Competence From a Value Perspective." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6798.
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The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA region. It also examined the correlations between cultural values and affective components and whether significant differences existed based on gender, age, and country of citizenship.
This research involved the combination of Wallenberg-Lerner’s Affective Component Questionnaire (ACQ) and Schwartz’s Portrait Value Questionnaire (PVQ). In conjunction with a demographic information form, the Affective Component Value Questionnaire (ACVQ) was developed. A panel of experts assisted in establishing the validity of the instrument.
All nine affective components were perceived to be important in this global era. Self-assurance, Tolerance for Ambiguity, and Connectedness were perceived to be the most important affective components of global competence, while the cultural value of Self-transcendence was recognized as the most important. Several positive correlations existed between three cultural values and eight affective components. The cultural value of Self-transcendence had the highest number of positive correlations with the seven affective components. Self-enhancement did not reveal any correlations.
Analysis of variance was conducted to determine the differences in perceptions based on age, gender, and country of citizenship. No significant differences were present in the perceptions of the affective components and the cultural values based on gender. Perceptions by age were similar for the affective components, but differed for the cultural values. MENA citizens between the ages of 18-25 years more highly regarded the cultural value of Openness to Change and the 46 years and older age group more highly regarded Conservation than the other groups. Perceptions by country of citizenship differed for the affective components, but were similar for the cultural values. Lebanon more highly regarded the affective components, of Adaptability and Empathy. Morocco more highly regarded Connectedness while Tunisia more highly regarded Curiosity.
The findings of this research could have a global benefit of raising the awareness and the integration of the MENA’s perceptions of global competencies into the areas of education, research, policy initiatives, and the private sector.
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Jennings, Maureen. "An investigation of the current competence assessment of offshore installation managers : the lost components of underpinning knowledge and understanding." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=237097.
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The Offshore Installation Manager (OIM) performs one of the most complex and critical roles within the UK offshore oil and gas industry. The OIM is responsible for the safety and well-being of all persons onboard and within 500m of the installation whilst operating within an isolated and hostile physical environment within the UK Continental Shelf . The persistence of major incidents in the industry highlights the importance of OIM competence in controlling emergencies, consequently the research aims to contribute to new knowledge by identifying the potential barriers that can prevent the effective competence assessment of an OIM in this situation. The research utilised Engeström's Expanded Activity Theory to establish the holistic socio-cultural environment within which the OIM operates during emergency response to establish the key documents relevant to the role and associated competence assessment. The documents were then analysed using a critical hermeneutic approach based on the work of Phillips and Brown (1993) to determine the potential barriers to effective competence assessment of the OIM in controlling emergencies. The research is interdisciplinary and aims to develop new knowledge within the domains of safety engineering and law. The output from the research will assist industry Duty Holders improve the competence assessment of their appointed OIMs and allow safety engineers to consider the probable competence of an OIM at a given point in time. The research has identified 8 potential barriers to the effective competence assessment of OIMs in controlling emergencies. These are associated with the multiple definitions of competence that exist; the predominance of competence assessment by observation; the lack of definitive competence requirements for trainers and assessors; the complexity in UK legislation and the interaction between UK Government departments; concerns associated with goal setting legislation when applied to competence assessment and the lack of statutory competence requirements for OIMs in controlling emergencies; the lack of ownership of OIM competence and competence assessment; and the lack of regulation and independent audit of the competence assessment process of OIMs in controlling emergencies.
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Беда, Д. В. "Формування громадянської компетентності студентів засобами волонтерства". Thesis, Чернігів, 2020. http://ir.stu.cn.ua/123456789/20862.
Full textAbstract:
Беда, Д. В. Формування громадянської компетентності студентів засобами волонтерства : магістерська робота: 231 Соціальна робота / Д. В. Беда ; керівник роботи Шаку Н. В. ; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2020. – 105 с.<br>Магістерська робота присвячена дослідженню актуальної проблеми формування громадянської компетентності молоді, зокрема засобами волонтерсьва. Формування громадянської компетентності молоді знаходиться у фокусі досліджень науковців різних галузей знань та є пріоритетним завданням держави. Оскільки саме молодь відповідальна за майбутнє України, пріоритети культурного розвитку та ціннісні орієнтації суспільства.
Вивчення особливостей, чинників формування громадянської компетентності, визначення ролі волонтерської діяльності студентів з урахуванням їх ціннісних орієнтацій дасть можливість в повній мірі розкрити основні аспекти формування громадянської компетентності та розробити практичні рекомендації для її ефективності.
У першому розділі магістерської роботи проаналізовано теоретичні аспекти поняття громадянська компетентність, визначено чинники та роль волонтерської діяльності і участі в студентських об’єднаннях у формуванні громадянської компетентності.
У другому розділі магістерської роботи представлено емпіричне дослідження та аналіз рівня громадянської компетентності студентів спеціальності «Соціальна робота».
У третьому розділі на основі емпіричного дослідження, розроблені практичні рекомендації щодо підвищення рівня громадянської компетентності студентів, а саме: тренінг для студентів з метою формування діяльнісного компоненту громадянської компетентності (умінь та навичок) та методичні рекомендації щодо формування у здобувачів вищої освіти ціннісного компоненту громадянської компетентності в процесі волонтерської діяльності.<br>The master's thesis is devoted to the study of the current problem of formation of civic competence of young people, in particular by means of volunteering. The formation of civic competence of young people is in the focus of research of scientists in various fields of knowledge and is a priority of the state. Because it is the youth who are responsible for the future of Ukraine, the priorities of cultural development and the value orientations of society.
The study of features, factors of formation of civic competence, determining the role of student volunteering, taking into account their value orientations will allow to fully disclose the main aspects of the formation of civic competence and develop practical recommendations for its effectiveness.
The first section of the master's thesis analyzes the theoretical aspects of the concept of civic competence, identifies the factors and role of volunteering and participation in student associations in the formation of civic competence.
The second section of the master's thesis presents an empirical study and analysis of the level of civic competence of students majoring in "Social Work".
In the third section, based on empirical research, practical recommendations for improving the level of civic competence of students, namely: training for students to form the activity component of civic competence (skills) and guidelines for the formation of higher education components of civic competence in the process of volunteering.
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Wilson, Antony R. "Modelling and simulation of paradigms for printed circuit board assembly to support the UK's competency in high reliability electronics." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10236.
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The fundamental requirement of the research reported within this thesis is the provision of physical models to enable model based simulation of mainstream printed circuit assembly (PCA) process discrete events for use within to-be-developed (or under development) software tools which codify cause & effects knowledge for use in product and process design optimisation. To support a national competitive advantage in high reliability electronics UK based producers of aircraft electronic subsystems require advanced simulation tools which offer model based guidance. In turn, maximization of manufacturability and minimization of uncontrolled rework must therefore enhance inservice sustainability for 'power-by-the-hour' commercial aircraft operation business models.
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Queiroz, Adriane Angélica Farias Santos Lopes de. "Projeto de rede de suprimentos: um modelo colaborativo para estruturação da rede de navipeças na Indústria de Construção Naval do Brasil." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-24032009-105153/.
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O objetivo deste estudo foi propor uma arquitetura de fornecimento de suprimentos capaz de garantir uma ICN Indústria de Construção Naval eficaz como um todo e eficiente no Brasil. O estudo parte da identificação e exame dos fatores condicionantes para a estruturação de uma rede de suprimentos, considerando que os recursos disponíveis na indústria podem favorecer a competitividade do todo e a natureza dessa indústria: em fase de reorganização de suas atividades e mobilizada pela entrega de projetos sob encomenda as embarcações. A proposição do framework teórico-conceitual para a estruturação da rede de suprimentos na ICN, com base em princípios colaborativos, parte de um diagnóstico geral da ICN no Brasil, caracterizando a rede de navipeças, realizado por meio de uma pesquisa do tipo survey. Com o resultado das análises, formam-se estratégias para a implantação deste modelo na rede analisada. Para tanto, consideram-se os fatores limitantes e incentivadores do seu processo de estruturação, gerando parâmetros de referência, que podem servir de base à consolidação de uma teoria sucinta sobre a gestão de relacionamentos na cadeia de suprimentos da ICN, ou até sobre o conceito de Supply Chain Management aplicado a indústrias dessa natureza. Espera-se, também, que se proporcione opção de estratégia para as empresas deste setor.<br>The objective of this study was the consideration of a supply network capable of guaranteeing efficiency within the Brazilian Shipbuilding Industry (ICN Indústria de Construção Naval). The study was conducted under the identification and examination of the conditional factors of the structuring of a supply network, constantly considering that the available resources of the industry can promote the competitiveness of the whole, and the nature of this industry: in phases of reorganizing its activities and mobilized by (the) its made-to-order nature. The proposal of the theoretical-conceptual framework of the supply network structure of the Shipbuilding Industry was conceived on the basis of collaborative principles, initially beginning with a general diagnosis of the industry in Brazil, and then moving into the characterization of the component suppliers by methods of conducted surveys. The analyses pointed to the formulation of strategies for the implementation of this model within the analyzed network. Finally, the strengths and weaknesses of its structuring process were pointed in order to generate references for the consolidation of a plain theory for the relationship management among a network in the Shipbuilding Industry or on the concept of applied Supply Chain Management to this nature of industries, serving as strategical options for the companies of this sector.
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Головань, М. С. "Модель формування дослідницької компетентності". Thesis, Сумський державний педагогічний університет імені А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/62979.
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Побудовано модель процесу формування дослідницької компетентності майбутніх фахівців у навчальному процесі вищого навчального закладу. В моделі виділено етапи (підготовчий, базовий, інтеграційний), стадії (самовизначення, самовираження, самореалізації) і відповідні їм три рівні (низький, середній, високий) розвитку дослідницької компетентності студентів.<br>A model of the formation of the research competence of future professionals in the educational process of higher education was built. The model selected stages (preparatory, basic, integration), stage (self-determination, self-expression, self-realization) and the corresponding three levels (low, medium, high) of the research competence of students.
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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.
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Patria, Bhina [Verfasser]. "Identification of Problem-based learning components and their effects on graduates' competencies / Bhina Patria." Kassel : Universitätsbibliothek Kassel, 2014. http://d-nb.info/1053541031/34.
Full textBooks on the topic "Components of competence"
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Ul'yanina, Ol'ga. Personal competence of law enforcement specialists: psychotechnologies of formation in educational institutions of higher education. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01884-2.
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The monograph highlights the current trends in the modernization of higher education. Based on the analysis of categorical units of the competence approach, the concept of "personal competence" is formulated and its structural components are described. The features of psychological support of personal competence of law enforcement officers are determined. The methodology is substantiated and the structural and functional characteristics of the Concept of psychological support for the professional training of future specialists in educational institutions of higher education are described. The results of the law enforcement sphere of an experimental study, the purpose of which is to test the developed Concept, are analyzed. 
 The publication is intended for specialists of psychological services in the education system, teaching staff and for everyone studying in educational institutions of higher education.
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Baryshnikov, Nikolay. Fundamentals of professional intercultural communication. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1391408.
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The textbook examines the fundamental problems of professional intercultural communication, outlines the main components of the professional competence of a specialist in intercultural communication, his personal qualities necessary for successful professional activity.
 The author's concept of attack strategies and self-defense strategies in the communicative battles of professionals is presented.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students studying in the areas of training and specialties: 45.03.02 "Linguistics": profiles "Theory and practice of intercultural communication" and "Theory and methodology of teaching foreign languages and cultures"; 45.05.01 "Translation and translation studies"; 41.03.05 "International relations"; 41.06.01 "Political sciences and regional studies". It is also of interest to specialists in the field of intercultural communication.
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Ayres, Joe. Component theory of communication apprehension: Motivation, negative evaluation, and communication competence as predictors of state communication apprehension. Communication Ventures, 1997.
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United States. Maternal and Child Health Bureau, ed. Sudden Infant Death Syndrome (SIDS) infant death programs: Centers : National Sudden Infant Death Syndrome/Infant Death Program Support Center, National Center for Cultural Competence, National Sudden Infant Death Syndrome Resource Center. U.S. Dept. of Health & Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, 2000.
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Great Britain. Employment Department Group., ed. Towards developing standards for management occupations: Classifying the components of management competencies : a report by the occupational standards branch. Employment Department Group, 1988.
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Shirshov, Vladimir. Psychological readiness for actions in emergency situations. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/993543.
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The tutorial covers the issues of psychological competence and the willingness to act in emergency situations. Examines the theoretical and practical aspects of recognition, evaluation and prevention of emergency situations in the contemporary human environment.
 Meets the requirements of Federal state educational standards of higher education of the last generation.
 Can be used in the preparation of undergraduate students for 44.03.01 direction of preparation "Pedagogical education" (an optional component) in the conditions of multilevel training of future teachers and can also be used in conditions of multilevel preparation of teachers of health and safety. Will be interesting to all who are engaged in research and training in the area of life safety: researchers, heads of educational institutions, teachers and teachers.
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Bocharova, Marina, and Marina Mel'nichuk. Methodological foundations of the pedagogical effectiveness of a foreign language teacher in a non-linguistic university. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2171110.
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The purpose of this textbook is to improve the key performance indicators of teachers of foreign languages in non-core specialties in higher education in modern realities. Solutions to the problems of effective planning, working with multi-level groups, the correct application of methods and techniques of a communicative approach depending on the stage and component of the lesson, the competent use of electronic and digital resources, effective training in all types of speech activity are proposed. For teachers of foreign languages and graduate students studying in the scientific specialty 5.8.2 "Theory and methods of teaching and upbringing (by field and level of education)", as well as students of the advanced training system, specialists whose professional interest lies in the field of teaching foreign languages in non-linguistic universities.
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van Dulmen, Manfred H. M., and Haylee DeLuca. Former Foster Care Youth and Resilient Functioning in Young Adulthood. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0043.
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This chapter focuses on former foster care youth and resilient functioning in young adulthood, particularly predictors of success and future directions. The chapter reviews the literature on predictors of (a) work and educational competence, (b) competence in close relationships, and (c) self-competence. The chapter reviews empirical evidence for success components related to pre-placement, placement, individual, and contextual factors. The chapter concludes with five recommendations for future research: (1) strength-based developmental assessments of competence and resilience, (2) identification of factors that differentiate predicting specific areas of competence/resiliency, (3) continued theoretically informed work that is guided by developmental science, (4) studies guided by person-centered frameworks and analyses, and (5) studies that identify modifiable placement factors that predict successful outcomes among former foster care youth.
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Langlois, Sylvia, and Karen Gold. Promoting Collaborative Competencies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0008.
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This chapter explores the role of arts and humanities in promoting interprofessional learning and patient-centered collaborative practice. This chapter addresses the importance of collaborative competencies in postgraduate training and healthcare practice as situated within the principles of relational-centered care. Case studies of learning activities which can be adapted for use in postgraduate medical education and specific consideration for interprofessional facilitation provide a practical guide on how to incorporate the arts into postgraduate education. Additionally, components of a certificate program for learners focusing on the development of collaborative competencies through engagement in the arts and humanities are discussed.
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Patterson, Raymond F. Leadership, training, and educational opportunities. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0067.
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Correctional settings hold a range of opportunities for Psychiatrists to assume leadership roles. The increase in the number of detainees and inmates who require mental health services has created numerous administrative and clinical opportunities for psychiatrists. The ‘front end’ of arrest and pretrial determinations has been a longstanding component of forensic practice, related to competence, criminal responsibility, and probation. Following incarceration, assessment of mental health needs, access to care, and provision of treatment as well as quality improvement partially constitute the jail and prison components of mental health services. The ‘aftercare’ aspect of mental health services in correctional psychiatry involves individuals released on parole with need and/or requirement for mental health treatment. The leadership role for psychiatrists working in correctional environments is distinctly different from typical psychiatric venues where the psychiatrist and other mental health professionals are ‘in control;’ in correctional environments, the dynamics are different and require collaboration and advocacy. Within correctional systems it is essential that ‘correctional culture’ be understood by the psychiatric/mental health leadership. With effective psychiatric leadership, mental health care delivery and its coordination with correctional management of prisoners both stand to be improved. The need for dedicated and qualified leadership for mental health services and appropriate education and training in correctional mental health practices provide remarkable opportunities for psychiatrists. Psychiatrists and other health care professionals must be educated and trained to provide the necessary leadership for these extraordinarily complex systems of care and confinement.
Book chapters on the topic "Components of competence"
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Johnson, Monica M., and Michelle L. Melton. "Components of Cultural Competence." In Addressing Race-Based Stress in Therapy with Black Clients. Routledge, 2020. http://dx.doi.org/10.4324/9780429441059-1.
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Schauer, Gila A. "Results: Components of Intercultural Competence." In Intercultural Competence and Pragmatics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_4.
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AbstractIn this chapter, I analyse and discuss the answers that the language teachers gave in questions 2 and 3 of the survey about intercultural competence and pragmatics; these two questions focus on the components of intercultural competence. Question 2 is a multiple-choice question featuring 24 potential components of intercultural competence ranging from ability to produce situationally appropriatelanguage to tolerance, and thus presented a variety of options—representing abilities, knowledge, skills and attitudes or characteristics—from which the teachers could choose. Question 3 is a yes/no question (that also included a don’t know option) and concentrates on the linguistic components of intercultural competence. It included 12 items ranging from acronyms and abbreviations to swear wordsand taboo language.
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ter Beek, Maurice H., Erzsébet Csuhaj-Varjú, Markus Holzer, and György Vaszil. "Cooperating Distributed Grammar Systems: Components with Nonincreasing Competence." In Computation, Cooperation, and Life. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20000-7_7.
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Schauer, Gila A. "Conclusion." In Intercultural Competence and Pragmatics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_9.
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AbstractIn this chapter, I first provide a summary of the findings that were presented and discussed in Chaps. 4, 5, 6, 7, and 8, based on the survey about intercultural competence and pragmatics that was given to the modern foreign language teachers. I then address the limitations of the present study. The final section of this chapter focuses on the implications of the research project. In this part, I also present a three-tier representation of intercultural competence components based on the language teachers’ responses to the survey and introduce my model of intercultural competence, based on the results of the study.
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Barrett, Martyn, and Claudia Borghetti. "What Is Intercultural Competence?" In Handbook of Diversity Competence. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-69308-3_7.
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Abstract This chapter examines the traditional definition of ‘intercultural competence’ and argues that it is time for research to move towards a more expansive definition of this term. Drawing primarily on perspectives provided by the disciplines of psychology and intercultural education, we propose an alternative definition of intercultural competence. The concepts of ‘culture’, ‘intercultural’ and ‘competence’ which underpin this definition are analysed. It is argued that all individuals have multiple cultural affiliations, but whether or not any given situation is intercultural depends on the extent to which these affiliations are salient to the participants within the situation. The factors that influence the salience of people’s cultural affiliations are discussed. The chapter also provides a description of the components of intercultural competence, and it is proposed that there are specific values that are intrinsic to intercultural competence—valuing human dignity and rights, and valuing cultural diversity—which are frequently overlooked by researchers. It is also proposed that greater attention needs to be paid to the role of respect in intercultural situations. In general, the approach that is advocated in the chapter emphasises the dynamic and context-dependent nature of intercultural competence as it is used and applied within concrete situations, which do not always involve bidirectional communication.
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Pronina, Natalia S., Marina I. Klyueva, Maria V. Zimina, Natalya A. Lyulyaeva, and Tatyana A. Perova. "Activation of Foreign Language Communicative Competence Components in Specialists’ Professional Work." In Scientific and Technical Revolution: Yesterday, Today and Tomorrow. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47945-9_85.
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Wang, Yuzhe, and Dandan Ji. "The Components of Translation Technology Competence in the Era of Artificial Intelligence." In Application of Intelligent Systems in Multi-modal Information Analytics. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05237-8_93.
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Ridnaya, Yuliya, and Nataliya Kolesnikova. "Genre Competence as a Means of Developing Cognitive and Activity-Based Components of Research Competence of a Modern Engineer." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_31.
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Sousa, Áurea, Osvaldo Silva, M. Graça Batista, Sara Cabral, and Helena Bacelar-Nicolau. "Typology of Motivation Factors for Employees in the Banking Sector: An Empirical Study Using Multivariate Data Analysis Methods." In Studies in Classification, Data Analysis, and Knowledge Organization. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-09034-9_39.
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AbstractLeadership has been considerate as a competitive advantage for organizations, contributing to their success and effective and efficient performance. Motivation, on the other hand, is assumed as a basic competence of leadership. Therefore, the main purpose of this paper is to know the perceptions of bank employees on the main motivational factors in the organizational context. Data analysis was performed based on several statistical methods, among which the Categorical Principal Component Analysis (CatPCA) and some agglomerative hierarchical clustering algorithms from VL (V for Validity, L for Linkage) parametrical family, applied to the items that aim to assess the aspects most valued by bankers in the work context. The CatPCA allowed to extract four principal components which explain almost 70% of the total data variance. The dendrograms provided by the hierarchical clustering algorithms over the same data, exhibit four main branches, which are associated with different main motivational factors. Moreover, CatPCA and clustering results show an important correspondence concerning the main motivations in this sector.
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Carrai, Debora, and Ida Katrine Riksaasen Hatlevik. "Exploring Coherence between Teacher Education and the Competence Required to Facilitate Students’ Oral Participation in Foreign Language Classrooms." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_8.
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AbstractThis chapter reports on a case study aimed at exploring how newly qualified Spanish teachers perceive coherence between their recently concluded teacher education programme and their own acquired competence in facilitating oral activities in the classroom. Our starting point is that the core components of sensing coherence are comprehensibility, manageability, and meaningfulness. Our findings indicate that teacher education is perceived as comprehensible and meaningful in terms of facilitating oral participation. However, the findings also indicate that teacher education, both at the university and in practice schools, has room for improvement regarding the facilitation of oral activities.
Conference papers on the topic "Components of competence"
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Баштовая, Арина Максимовна, and Елена Владимировна Кулакова. "READING COMPONENTS AS A COMPONENT OF READING COMPETENCE." In Безопасность: Информация, Техника, Управление: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2021). Crossref, 2022. http://dx.doi.org/10.37539/sitb300.2021.98.46.005.
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В статье рассматриваются компоненты чтения и их составляющие на основе анализа научной литературы. The article examines the components of reading and their components based on the analysis of scientific literature.
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Bjekić, Dragana, and Lidija Zlatić. "Preduzetničke kompetencije vaspitača u kontekstu profesionalnog osposobljavanja." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.171b.
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Whether entrepreneurship competences are considered as competences of the entrepreneur's professional action (career determination) or general transferable competences necessary for the action of every person (competence components of functional action), their development has its basis in childhood. Therefore, supporting the development of entrepreneurship characteristics in children during preschool education is necessary. The first systematic education of preschool children is realized by preschool teachers. The importance of preschool educators for the development of entrepreneurship competencies in preschool children is discussed in the paper. The specifics of the entrepreneurship competence of preschool educators, who should act as models to develop the entrepreneurship competencies of their preschool pupils/children, are also presented. A holistic approach to the entrepreneurship training of educators is proposed to develop their entrepreneurship competencies and to develop methods and approaches for the entrepreneurship education of preschool children.
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Goncharova, Yana, Tatyana Savchenko, and Olga Sheveleva. "Security Competence as an Integral Part of Competence-Based Learning Approach: Russian and European Experience." In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2021. http://dx.doi.org/10.26439/ciis2021.5581.
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Since the end of the 20th century, educational standards have been changing, and many countries have switched from a traditional approach to a competence-based one. Despite the numerous works on the issue, there is still no standardized definition of competencies and their components. The study of the competencies, including new digital competencies, is necessary because education within the framework of the competence-based approach helps to reduce the gap between theory and practice, which makes it possible to train specialists ready to work in a new digital era, where one of the main tasks is the formation of the digital economy. The digital economy implies the development and creation of digital, high-tech products within the country. The ability to safely operate digital products is reflected in security competence, which is important not only in professional activities but also when using the internet, computer programs, and so on, for personal purposes. In this article, we will analyze different approaches to the concept of security competence within the prism of competence-based learning in Russia and Western countries, including European and American experiences.
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Babeshkova, E., I. Leonteva, and K. Pleshkov. "Formation of Future Marketers’ Digital Competence in Higher Education Institutions." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.129.
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This article presents the results of the research devoted to the issues of future marketers’ digital competence formation while studying under the bachelor's degree program at a higher education institution. In the course of the study the main components of digital competence were determined and the necessity of their development by future marketers studying under the bachelor's program at the university was justified. The place of digital competencies in the competence model of a university graduate to achieve the goal of its compliance with the labor market requirements in the digitalization context has been determined. The specificity of digital competencies is substantiated, which consists in the fact that in the context of practical application they often act not as independent competencies, but as tools for the implementation of other competencies. To determine the current requirements for candidates for the position of a marketer, the relevant requests of employers were studied, which made it possible to identify the main expected competencies and use them to create a profile of the marketer's competencies digital component. The Integrated System of Digital Competence Formation has been proposed, which will allow shifting the focus in the future marketers training to ensure their compliance with the needs of the digital economy, which in turn will provide them with competitive advantages in employment.
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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.
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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogical entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Baymenova, K. S. "Communicative competence : the essence of the concept, structural components." In IV International Conference on development of education and psychological science in Eurasia. East West Association GmbH, 2016. http://dx.doi.org/10.20534/iv-e-conf-ped-psych-4-12-14.
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Brazhnik, Mikhail Viktorovich. "Communicative competence in the context of digitalization of education: concept, components, goal setting." In II Сollection of articles. Publishing house Sreda, 2024. https://doi.org/10.31483/r-115053.
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The article presents the author's view on the relevance and feasibility of developing communicative competence of participants in the educational process in the era of digitalization of the education system. At the same time, based on the study and analysis of existing interpretations of the concepts of &quot;communication&quot; and &quot;competence&quot;, an interpretation of the category of &quot;communicative competence&quot; is proposed within the framework of communications, communities and connections existing in digital education. Based on the content of the formulated definition of the category of &quot;communicative competence&quot;, an attempt is made to form a set of the main components or elements of this category. Without denying that achieving communicative competence by all participants in the educational process is currently an objective necessity, both the tools and mechanisms used to develop communicative competence and the technologies implemented in the Moodle LMS and the Yurait OP are presented.
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Dervishi, Eglantina, Sara Cuka, Arjana Mucaj, and Albana Canollari Baze. "Exploring the relationship between positive youth development components and anxiety levels among adolescents." In The 28th International Scientific Conference "Competitiveness and Innovation in the Knowledge Economy". Academy of Economic Studies of Moldova, 2025. https://doi.org/10.53486/cike2024.08.
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This study explored the relationship between key components of Positive Youth Development (PYD) — Competence, Confidence, Social Connection, Character, and Care — and varying anxiety levels in adolescents. The objective was to identify how these components correlate with anxiety and highlight areas where interventions could be focused to support mental well-being. The study utilized descriptive and correlational analyses of data collected from a sample of adolescents (N=92). Five C of PYD components were measured alongside anxiety levels, which were categorized into minimal, mild, moderate, and severe. Descriptive statistics, such as means, medians, modes, and standard deviations, were calculated for each PYD component and anxiety category. Regression analysis was performed to examine the relationship between the PYD components and anxiety severity. The descriptive analysis showed that all PYD components had moderately high average values, with Competence (M=3.3, SD=0.7), Confidence (M=3.1, SD=0.8), and Social Connection (M=3.4, SD=0.6) being the most prominent. Regression analysis revealed significant negative correlations between higher levels of PYD components and lower levels of anxiety, especially in categories of moderate and severe anxiety. Competence, Confidence, and Social Connection were the most predictive of lower anxiety levels, with stronger negative correlations observed in higher anxiety categories. For instance, Competence had a correlation of -0.45 for minimal anxiety and -0.60 for severe anxiety. The findings suggest that enhancing PYD components, particularly Competence, Confidence, and Social Connection, is associated with lower anxiety levels in adolescents. Interventions to foster these components may contribute to improved mental health outcomes, including reduced anxiety. The study underscores the importance of a holistic approach to youth development to promote both psychological well-being and social competence.
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Koshevaia, N. S. "Interrelation of universal components of professional competence Bachelor of Economics." In Scientific achievements of the third millennium. SPC "LJournal", 2018. http://dx.doi.org/10.18411/scc-05-2018-20.
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Satinova, Aytolkyn N., and Clara U. Kunakova. "ESSENTIAL CHARACTERISTICS OF FOREIGN LANGUAGE DISCURSIVE COMPETENCE." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-178-194.
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Modern foreign language education in Kazakhstan aims to train future specialists capable of competing in market relations. An important component in the graduate’s model is discursive foreign language competence. A theoretical analysis of the structural-content model of this competence made it possible single out its main components related to different classes of discourse use: linguistic discourse, reconstruction of the method of composing a text, achieving an ideal type of communication.
Reports on the topic "Components of competence"
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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Integrated testing system of information competence components of future translators. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3879.
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The article deals with the diagnosis of the formation of the information competence components of translators through testing. The use of testing to determine the level of formation of the information-thematic component of the information competence of translators is demonstrated. It has been established that one of the ways to form the information-thematic component of information competence in the aspect of studying terminology can be the use of thematic networks. The development of a thematic network is shown on the example of the thematic network “Electrical equipment”. The stages of test control, which are consistent with the logic of the organization of the educational process and the process of forming the information competence of the future translator according to the scheme of the developed thematic network, have been determined. These stages are the current, thematic, modular, final testing. The main types of test tasks are defined, the combination of which allows diagnosing the level of formation of the information-thematic component of students’ information competence. Criteria and principles for the selection of test tasks for each of the testing stages are proposed. The ratio of test tasks of different types and complexity at the determined testing stages has been developed. The results of an experimental study on the diagnosis of the formation of the information-thematic component of the information competence of future translators by applying the developed integrative testing system using the Moodle platform are presented.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3878.
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The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4446.
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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.
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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.
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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3888.
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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.
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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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Remekh, Tetiana. Analytical Report "The main results of the scientific and pedagogical project of the All-Ukrainian level" Development of civic competence of students (November 2018-June 2023) ". The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2023. https://doi.org/10.32405/pedagogical-project-2023-22.
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The analytical report presents the main results of the scientific and pedagogical project of the All-Ukrainian level "Development of students' civic competence". The report is based on the analysis of surveys, questionnaires, and interviews conducted with students and teachers from experimental educational institutions, descriptions of the project's stages, data from other contemporary studies, and more. Recommendations are proposed based on the summarized project results for educational stakeholders to support the formation and development of all components of civic competence as a key skill in students. For educational policy developers, teachers, parents, methodologists of postgraduate pedagogical education.
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Nechypurenko, Pavlo P., and Vladimir N. Soloviev. Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis”. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2659.
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Aims of the study: to substantiate possibilities of the research competencies formation among senior pupils in terms of profile Chemistry learning by means of practical using information and communication technology while accomplishing an elective course “Basics of quantitative chemical analysis”. This research considers the influence of various ICT tools on the formation of individual study and research competencies, in particular the system components of the research competencies among senior pupils in terms of profile Chemistry learning and the methods of their practical applying while accomplishing an elective course “Basics of quantitative chemical analysis”. Object of the study: ICT tools for Chemistry learning. Subject of the study: ICT tools of research competencies formation among senior pupils in terms of profile Chemistry learning. Methods of the study: reviewing and analyzing scientific publications, expert evaluation, summarizing pedagogical experience. Results of the study: the system of research competencies formation among senior pupils is effectively provided by the correct selection of ICT tools and conditions of their applying for the certain research competence formation, which embodies system components. Our research confirms the idea that the most ICT tools are to be leading in the development of research competencies among senior pupils in profile Chemistry learning. They are successfully tested by means of their applying in the process of studying the elective course “Basics of Quantitative Chemical Analysis”. They show the high effectiveness. Our study confirms that virtual chemical laboratories are the most universal and influential tools of forming the research competencies among senior pupils in profile Chemistry learning.