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Journal articles on the topic 'Management for competences (education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended question

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Ouston, Janet. "Management Competences, School Effectiveness and Education Management." Educational Management & Administration 21, no. 4 (1993): 212–21. http://dx.doi.org/10.1177/174114329302100402.

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Garay-Argandona, Rafael, Martha C. Rodriguez-Vargas, Ronald M. Hernandez, Renzo Carranza-Esteban, and Josue E. Turpo. "Research competences in university students in virtual learning environments." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1721–36. http://dx.doi.org/10.18844/cjes.v16i4.6031.

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Research competencies are adopted in higher education, however, little is known about the role of these competencies in the virtual environment. This research is one of the first to describe research competences in postgraduate students in virtual learning environments. An observational design study using the research competences questionnaire was conducted with 89 students. The findings indicate that cognitive and teamwork competences are the most predominant (58.4% and 71.9%) and that the weakest areas are related to technological competences 33.7%, methodological competences 39.7% and proje

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Kroupa, Tomáš. "Talent management." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 54, no. 3 (2006): 137–48. http://dx.doi.org/10.11118/actaun200654030137.

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The contribution describes the methodology of work with human assets, and namely talent management representing a system of work with employees having over-average potential and representing the source of competitive advantage for the company. The work introduces methodological tools for implementing the system of talent management in the following fields: defining the talent, identification of talents, creating the conditions, care at the side of management, individual or group related technical education, development by way of key competences and evaluation of results, both regarding the abi

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Kaspersma, J. M., G. J. Alaerts, and J. H. Slinger. "Competence formation and post-graduate education in the public water sector in Indonesia." Hydrology and Earth System Sciences 16, no. 7 (2012): 2379–92. http://dx.doi.org/10.5194/hess-16-2379-2012.

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Abstract. The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR) in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence pro

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Ferreras-Garcia, Raquel, Ana Beatriz Hernández-Lara, and Enric Serradell-López. "Entrepreneurial competences in a higher education business plan course." Education + Training 61, no. 7/8 (2019): 850–69. http://dx.doi.org/10.1108/et-04-2018-0090.

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Purpose The purpose of this paper is twofold: first, to study which perceived and attained entrepreneurial competences acquired by students while developing a business plan are rated most highly; and second, to analyse the differences observed in entrepreneurial competences, depending on whether the business plan developed is real or fictitious. Design/methodology/approach To analyse the role played by business plans in perceptions and attainment of competence, data were collected from students enrolled on a final project course of a bachelor’s degree, specifically the Bachelor’s Degree in Bus

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Kaspersma, J. M., G. J. Alaerts, and J. H. Slinger. "Competence formation and post-graduate education in the public water sector in Indonesia." Hydrology and Earth System Sciences Discussions 9, no. 1 (2012): 629–69. http://dx.doi.org/10.5194/hessd-9-629-2012.

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Abstract. A framework is introduced, describing three aggregate competences for technical issues, management and governance, and a meta-competence for continuous learning and innovation, for the water sector. The four competences are further organised in a T-shaped competence profile. The framework and an assessment methodology were tested in a case study on post-graduate water education for professional staff in the Directorate General Water Resources (DGWR) in Indonesia. Though DGWR professionals have a firmly "technical" orientation, both the surveys and interviews show strong interest in t

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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.

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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches

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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, eva

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Conchado, Andrea, José Miguel Carot, and María Carmen Bas. "Competencies for knowledge management: development and validation of a scale." Journal of Knowledge Management 19, no. 4 (2015): 836–55. http://dx.doi.org/10.1108/jkm-10-2014-0447.

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Purpose – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings – The main competences acquired in higher education according to Spanish

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Zandbergs, Uldis, Jānis Grundspeņķis, Jānis Judrups, and Signe Briķe. "Development of Ontology Based Competence Management Model for Non-Formal Education Services." Applied Computer Systems 24, no. 2 (2019): 111–18. http://dx.doi.org/10.2478/acss-2019-0014.

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Abstract Competence management is a discipline that recently has regained popularity due to the growing demand for constantly higher competences of employees as well as graduates. One of the main implementation challenges of competence management is that, as a rule, it is based on experts’ implicit knowledge. This is the reason why the transformation of implicit knowledge into explicit knowledge practically is unmanageable and, as a consequence, limits the ability to transfer the already existing knowledge from one organisation to another. The paper proposes an ontology-based competence model

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Schulze, Heike, Lydia Bals, and Thomas E. Johnsen. "Individual competences for sustainable purchasing and supply management (SPSM)." International Journal of Physical Distribution & Logistics Management 49, no. 3 (2019): 287–304. http://dx.doi.org/10.1108/ijpdlm-01-2018-0036.

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PurposeImplementing sustainability into global supply networks remains a challenge for companies. Purchasing and supply management (PSM) interacts closely with supply network actors, thus influencing how the firm’s value creation is delivered. While previous sustainable PSM (SPSM) research has shed light on how to manage sustainability on an organizational level, the individual competences PSM professionals require are less understood. The paper aims to discuss this issue.Design/methodology/approachThe authors conducted a systematic literature review to determine the current research coverage

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Hernández López, Lidia, Petra de Saá Pérez, Jose Luis Ballesteros Rodríguez, and Desiderio García Almeida. "Self-assessment of competences in management education." International Journal of Educational Management 29, no. 5 (2015): 627–44. http://dx.doi.org/10.1108/ijem-10-2013-0154.

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Purpose – The purpose of this paper is to discuss the theoretical and practical need for research into the learning conditions that influence a student’s self-assessment of their competences in management education. By means of a theoretical review, the paper introduces a model that integrates various learning conditions related to a student’s affective learning ability and the role of the teacher that may have an influence on a student’s self-assessment of their competences in the field of management. Design/methodology/approach – The authors describe the analysis of data from questionnaires

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Tovkanets, Oksana. "Forming Professional Competency of Education Managers in Central European Countries." Comparative Professional Pedagogy 7, no. 1 (2017): 75–80. http://dx.doi.org/10.1515/rpp-2017-0011.

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Abstract The article deals with the problem of forming education managers’ professional competency in the context of European integration educational processes. The peculiarities of education managers’ competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The performed analysis of curricula in higher education institutions of Central European countries has proved their use of the complex approach to forming professional competences of education managers. The author has revealed the peculiarities

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Sharma, Payal, and Jagwinder Singh Pandher. "Competences desired among educational leaders of technical education degree institutions." Journal of Workplace Learning 31, no. 6 (2019): 377–90. http://dx.doi.org/10.1108/jwl-09-2018-0110.

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Purpose This study aims to identify and classify various competences and competencies that educational leaders should essentially possess. Design/methodology/approach The systematic review of the literature was conducted to identify various competences of educational leaders in the institutions. Later, an empirical research was conducted. The data were analyzed through confirmatory factor analysis (CFA) using AMOS 20.0 to classify these competences according to their relative importance considering natural gaps in standardized beta (ß) values. In all, 96 administrators of 35 technical institut

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Clausen, Lisbeth, and Maria Hvass Keita. "Bicultural Resourcefulness in Global Management: From Education to Corporate Collaboration." Copenhagen Journal of Asian Studies 34, no. 1 (2016): 58–80. http://dx.doi.org/10.22439/cjas.v34i1.5192.

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Biculturals are increasingly viewed as a resource in global business. They are effective in multicultural teams, they are great boundary spanners between corporate headquarters and their subsidiaries, and their abilities are acknowl-edged in cross-cultural leadership. This article aims to generate typologies that will help global businesses gain a clearer understanding of the competences that biculturals can offer them. This study explores biculturalism in two set-tings: business education and global corporations. What unique skills and abilities allow biculturals to take advantage of knowledg

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Skyba, Yurii. "The profile of the professional competences for the associate professor of the higher education institution of Ukraine." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 216–25. http://dx.doi.org/10.33310/2518-7813-2019-66-3-216-225.

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The modern requirements for the professional competences of the associate professor of the higher education institution, specified by the Order of the Ministry of Education and Science of Ukraine "On Approval of Qualification Characteristics of Professions (Positions) of Pedagogical and Academic Staff of the Educational Institutions" (2013) and job descriptions of the National University of Water Management and Nature Management; National Pedagogical Dragomanov University; State University of Technology, National Aerospace University named after M. Zhukovsky Kharkiv Aviation Institute, are ana

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Мансурова, Светлана, Svetlana Mansurova, Роман Дощинский, and Roman Doschinsky. "The Model of Formation of Socially Significant Competences of the Teachers in the Field of Volunteering." Standards and Monitoring in Education 6, no. 2 (2018): 57–64. http://dx.doi.org/10.12737/article_5acb60f8207460.86350716.

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The normative documents actualize the formation of the teacher’s competencies in the management of volunteer initiatives of students. These documents require the formation of appropriate competencies of teachers. It is assumed that the social pedagogical competence will be formed in the framework of the teacher’s acquisition of vocational education, including additional vocational education. The article presents an invariant model for the formation of teachers’ competences in the field of sociocultural, ecological, patriotic, sports and other types of volunteering. The authors revealed the sys

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Sáez-López, José-Manuel, María-Concepción Domínguez-Garrido, María-del-Castañar Medina-Domínguez, Fuensanta Monroy, and Raúl González-Fernández. "The Competences from the Perception and Practice of University Students." Social Sciences 10, no. 2 (2021): 34. http://dx.doi.org/10.3390/socsci10020034.

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There is a growing importance of competences as an essential curricular element in higher education since they allow for the transfer of knowledge to diverse academic and professional contexts. For the foundation, taxonomy and classification of this study, we obtained ratings from 543 students at two prestigious Spanish universities. The different competences were grouped by management and planning, higher cognitive skills, quality management and innovation, expression and communication and knowledge acquisition. We evaluated the attitudes of university students regarding competences in a peda

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Nummela, Olli, Soile Juujärvi, and Timo Sinervo. "Competence needs of integrated care in the transition of health care and social services in Finland." International Journal of Care Coordination 22, no. 1 (2019): 36–45. http://dx.doi.org/10.1177/2053434519828302.

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Introduction This study investigates future integrated care competencies among workforce in health and social service sectors in the context of the national health and social services reform in Finland. Methods The sample was drawn from the registers of competent workforce in the social and health sectors in Finland in three different forerunner areas. Eight working sectors were identified. A total of 1943 participants represented a 16% of the sample ( N = 12,250). Factor analyses were conducted on ratings from the COPE scale measuring integrated care competences. Logistic regression analyses

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Shnejder, Lydia, Marina Khmelkova, Tatyana Golovyatenko, Maria Poliakova, and Oksana Doroshenko. "Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions." SHS Web of Conferences 79 (2020): 04001. http://dx.doi.org/10.1051/shsconf/20207904001.

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The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable

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Susantha S., Made Gede Dwi, and Sri Sumarni. "DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 47–55. http://dx.doi.org/10.21009/ijlecr.051.05.

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The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken fro

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Halberstadt, Jantje, Jana-Michaela Timm, Sascha Kraus, and Katherine Gundolf. "Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development." Journal of Knowledge Management 23, no. 10 (2019): 1925–48. http://dx.doi.org/10.1108/jkm-12-2018-0744.

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Purpose The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences. Design/methodology/approach This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university i

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Nansubuga, Florence, John C. Munene, and Joseph M. Ntayi. "Can reflection boost competences development in organizations?" European Journal of Training and Development 39, no. 6 (2015): 504–21. http://dx.doi.org/10.1108/ejtd-01-2015-0004.

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Purpose – The purpose of this paper is to examine the gaps in some existing competence frameworks and investigate the power of reflection on one’s behavior to improve the process of the competences development. Design/methodology/approach – The authors used a correlational design and a quasi-experimental non-equivalent group design involving a baseline assessment (pre-test) of participants’ ability to reflect on their actions instead of applying the standardized competences. Participants were placed in a treatment group and control groups. The treatment group was exposed to a coaching interven

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Ludwikowska, Kamila. "Teacher competence inventory." Education + Training 61, no. 9 (2019): 1123–37. http://dx.doi.org/10.1108/et-12-2018-0266.

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Purpose Teachers at the tertiary level play an essential role in the expansion of quality in higher education. The issue of competence and its development has particular importance in creating the new landscape of the twenty-first century. Therefore, the purpose of this paper is to develop validated inventory identifying future-oriented competences required for the teaching profession in the changing environment of higher education institutions (HEIs). Design/methodology/approach In the study, teacher competences and related teacher’s behavior were theoretically defined and underwent principal

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Sharma, Payal, and Jagwinder Singh Pandher. "Quality of teachers in technical higher education institutions in India." Higher Education, Skills and Work-Based Learning 8, no. 4 (2018): 511–26. http://dx.doi.org/10.1108/heswbl-10-2017-0080.

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Purpose The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined. Design/methodology/approach In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, s

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Laguna-Sánchez, Pilar, Jesús Palomo, Concepción de la Fuente-Cabrero, and Mónica de Castro-Pardo. "A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions." Mathematics 9, no. 1 (2020): 9. http://dx.doi.org/10.3390/math9010009.

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The involvement of competences in the teaching–learning planning process in Higher Education is essential for their success in the European Higher Education Area. This study presents a participatory multi-criteria model based on Voting Analytic Hierarchy Process (VAHP) analysis, focusing on the attainment of competences that permits consensus between lecturers and students in the design of teaching plans using two assessments: the assessment of competences by students and the lecturers’ assessment of the contribution of teaching strategies to the attainment of each competence. To validate the

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Slišāne, Agnese, Gatis Lāma, and Zanda Rubene. "Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process." Sustainability 13, no. 11 (2021): 6424. http://dx.doi.org/10.3390/su13116424.

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Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessme

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Ferreras-Garcia, Raquel, Jordi Sales-Zaguirre, and Enric Serradell-López. "Competences in higher education tourism internships." Education + Training 62, no. 1 (2019): 64–80. http://dx.doi.org/10.1108/et-04-2019-0074.

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Purpose The purpose of this paper is to examine the level of correspondence between the academic training received by students and the demands of the job market. This was achieved by analysing the competences that are developed in internships to provide useful information for universities, students and tourism companies. Design/methodology/approach A quantitative analysis was carried out using questionnaires administered to the supervisors of students on curricular internships. The level of tourism competences of students on the bachelor degree in Tourism and Hospitality Management at the Scho

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Wilhelm, Sandra, Ruth Förster, and Anne Zimmermann. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning." Sustainability 11, no. 7 (2019): 1891. http://dx.doi.org/10.3390/su11071891.

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The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding ne

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Sabirova, Fairuza, Marina Vinogradova, Anastasia Isaeva, Tatiana Litvinova, and Sergey Kudinov. "Professional Competences in STEM Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (2020): 179. http://dx.doi.org/10.3991/ijet.v15i14.13527.

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The ongoing changes in the modern world - represented with nano-, bio-, info- and cognitive technological development - requires a certain skill set, mastering of which is necessary for any professional and above all - a STEM-specialist. Thus, alongside the technological advancement, leading global corporations seek to employ candidates exhibiting particular soft-skills, among which leadership and emotional intellect are in especially high demand. The purpose of the article is to formulate a comprehensive STEM portfolio, consisting of soft, emotional and leadership skills (SELS). Consequently,

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Earley, Peter. "Defining and Assessing School Management Competences." Management in Education 5, no. 4 (1991): 31–34. http://dx.doi.org/10.1177/089202069100500410.

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Everard, Bertie. "Improving Schools by Developing Management Competences." Management in Education 10, no. 5 (1996): 31–32. http://dx.doi.org/10.1177/089202069601000514.

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Karapetian, Alina. "COMPETENCY APPROACH TO CURRICULUM DEVELOPMENT AS A METHOS TO SOLVE GRADUATES’ EMPLOYABILITY PROBLEM." Academic Notes Series Pedagogical Science 1, no. 190 (2020): 211–16. http://dx.doi.org/10.36550/2415-7988-2020-1-190-211-216.

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The article provides the in-depth analysis of the steps taken to implement competency approach to curriculum development in higher education of Ukraine. The importance of this measure is on the top of the country’s priority list, which is proven by the laws «On education» and «On higher education». The competency approach is contraposed to the conventional knowledge approach to curriculum design, which is considered to have lost its potency under new conditions. The competency approach, on the contrary, is seen as an effective tool to struggle against such problems as labour market mismatch, c

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Blago, E. Y., I. A. Leshcheva, and S. A. Scherban. "Ontological approach in the practice of the educational activity: paths’ formation of individual professional development of students." Open Education 22, no. 5 (2018): 26–39. http://dx.doi.org/10.21686/1818-4243-2018-5-26-39.

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Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development dir

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Llamas, Bernardo, M. Dolores Storch de Gracia, Luis F. Mazadiego, Juan Pous, and Julian Alonso. "Assessing transversal competences as decisive for project management." Thinking Skills and Creativity 31 (March 2019): 125–37. http://dx.doi.org/10.1016/j.tsc.2018.11.009.

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McPhillips, Marita, and Magdalena Licznerska. "Open Innovation Competence for a Future-Proof Workforce: A Comparative Study from Four European Universities." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 6 (2021): 2442–57. http://dx.doi.org/10.3390/jtaer16060134.

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Digital transformation is a key driving force of open innovation to capture and transfer knowledge inside and outside of a company’s bounds. New challenges in organizing multiple knowledge flows imply the need for increased competences related to this paradigm of future employees. In this article, we organize and aggregate the competencies required for open innovation collaboration and develop a competence profile that organizes individual competencies in an open innovation context. Based on elements of the European Entrepreneurship Competence Framework, we delineate an OI Competence Profile a

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Sokolova, Iryna. "Meta-profile of educational program for education management: focus group results." Pedagogical Process: Theory and Practice, no. 4 (2018): 25–34. http://dx.doi.org/10.28925/2078-1687.2018.4.2534.

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The paper highlights the methodology for developing the meta profile of the educational program for the specialty 073 Management training managers at the second level of higher education. Focus group research has been identified as one of the methods for obtaining information from stakeholders, as well as literature and documentary review. A competence-based programme profile has several advantages, as was shown in the article. Starting from a conceptual discussion around commonly used terms, the author emphasis on some of theіr definitions. A meta-profile is a representation of the structure

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Lopes, Fernando José, Vivian Gava malta de Abreu, Roberto Shizuo Kumasaka, and Alessandro Marco Rosini. "COMPETENCY MANAGEMENT, KNOWLEDGE MANAGEMENT AND CORPORATIVE EDUCATION: A STUDY ON BRAZILIAN COMPANIES." Journal on Innovation and Sustainability RISUS 11, no. 4 (2021): 147–58. http://dx.doi.org/10.23925/2179-3565.2020v11i4p147-158.

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Competence is responsible and recognized act of knowing, that involves mobilizing, integrating, transferring knowledge, resources, skills, that adds economic value to the organization and social value to the individual. Knowledge management is the systematic and deliberated coordination of people, technologies, processes and organizational structure of the company with the purpose of adding value through use, reuse and innovation. The relationship between the two practices increases the organization's competitiveness potential. In order to understand this relationship, this research analyzed d

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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions sur

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Bilalli, Pakize. "COMPETENCIES FOR HUMAN RESOURCE MANAGEMENT OF PRINCIPALS IN SECONDARY SCHOOLS." Knowledge International Journal 28, no. 7 (2018): 2491–97. http://dx.doi.org/10.35120/kij28072491p.

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Education is basically an expression of the social system. It is the basis for human emancipation, a functional instrument through which the identity of the individual is realized. It is important for the social reputation, authority and power. The acquired knowledge and educational skills are very applicable and usable in the economic and practical life. Although knowledge is acquired individually, they become a treasure for all members of the community. Education is an individual feature that in practice becomes common value and benefit to the whole community.The aim of this research is to i

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Denton, Andrea, Carole Fry, Helen O’Connor, and Jude Robinson. "Revised Infection Prevention Society (IPS) Competences 2018." Journal of Infection Prevention 20, no. 1 (2019): 18–24. http://dx.doi.org/10.1177/1757177418798908.

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Competences for infection prevention and control (IPC) practitioners were first introduced by the Infection Control Nurses Association (ICNA) in 2000. In recent years, they have been revised by the Education and Professional Development Committee of the Infection Prevention Society (IPS). The competences are a multi-purpose tool to support and inform service and workforce development and management at an operational and strategic level. They can assist in designing education programmes, help with staff appraisal, personal development plans and support revalidation alongside developing team str

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Ortega Carrillo, José Antonio, Lina María Rendón López, Juan Antonio Fuentes Esparrell, and Álvaro Ortega Maldonado. "Eficacia de un programa de formación en competencias digitales aplicado a estudiantes del grado de magisterio en educación primaria basado en el modelo Affective elearning+." Educatio Siglo XXI 38, no. 3 Nov-Feb (2020): 81–104. http://dx.doi.org/10.6018/educatio.432421.

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Introducción. El presente estudio analiza las diferencias estadísticamente significativas existentes en el grado de dominio de la competencia digital, contemplada desde 4 dimensiones y criterios de desempeño (navegación y resolución de problemas; disposiciones legales, derechos de autor y licencias; desarrollo y creación de contenido e interacción y gestión de la identidad digital), existente entre los estudiantes del grupo que participó en un programa de formación online basado en el modelo Affective eLearning+, y aquellos que actuaron de control. El plan formativo evaluado se llevó a cabo du

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Dlouhá, Heras, Mulà, Salgado, and Henderson. "Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action." Sustainability 11, no. 13 (2019): 3664. http://dx.doi.org/10.3390/su11133664.

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Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was dev

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Corres, Andrea, Marco Rieckmann, Anna Espasa, and Isabel Ruiz-Mallén. "Educator Competences in Sustainability Education: A Systematic Review of Frameworks." Sustainability 12, no. 23 (2020): 9858. http://dx.doi.org/10.3390/su12239858.

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The design and use of competence frameworks and models for educators in Sustainability 3iEducation is a growing field of study that seeks to guide their professional development while identifying, examining, and assessing the competences they need. In this article we conduct a systematic review of the frameworks and models of sustainability competences addressed to teachers and other educators to shed light on (a) the backgrounds of the analyzed frameworks, (b) the conceptual and pedagogical approaches towards sustainability and competences behind them, (c) the different types of educators’ co

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Mahmudin Yasin, Nurhattati Fuad, Antonius Kadarmanta,. "Developing and improving Competences of Educators/Teaching Staffs of Indonesian National Police School (Sekolah Polisi Negara/Spn)." Psychology and Education Journal 58, no. 2 (2021): 120–25. http://dx.doi.org/10.17762/pae.v58i2.1061.

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The purpose of this research is to discuss and analyze the root of the problems of the low competences of teaching staffs at Indonesian National Police School (SPN) and the factors that may contribute to it which include: recruitment and selection systems, placement, competency improvement program, and reward system. This research is a qualitative approach with a case study. The research addresses interviews and discussions with SPN educators, education experts from Police of Republic of Indonesia (POLRI), academic education experts human resource management experts from academia, and police o

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Suhaemi, Mimin Emi, and Nur Aedi. "A Management Strategy for the Improvement of Private Universities Lecturers’ Professional Competences." International Education Studies 8, no. 12 (2015): 241. http://dx.doi.org/10.5539/ies.v8n12p241.

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<p class="apa">Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the professional competences of private university lecturers are still low. It has been established that the masterly of learning materials, the understanding of the pedagogic content and substance, and the use of appropriate teaching and le

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Nalova, Endeley Margaret, and Awiye Sharon Serkwem. "Information Security Management in Financial Organisations: From Policy to Education and Training." Advances in Social Sciences Research Journal 7, no. 10 (2020): 154–68. http://dx.doi.org/10.14738/assrj.710.9141.

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The study set out to find out the extent to which analysing the cognitive competences of children, specifically executive function and visual perception, leads to the effective teaching of children with learning disability. An exploratory sequential mixed method research design was used and participants were selected purposively. A sample size of 10 pupils with learning disability was used. A diagnostic test and an observation checklist with items corresponding to the needs of the pupils was used to analyse pupils’ cognitive competences while a quasi-experiment was used to find out if teaching

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Niine, Tarvo, and Ott Koppel. "Logistics Systems Engineer – Interdisciplinary Competence Model for Modern Education." International Journal of Engineering Pedagogy (iJEP) 5, no. 2 (2015): 54. http://dx.doi.org/10.3991/ijep.v5i2.4578.

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Logistics is an interdisciplinary field of study. Modern logisticians need to integrate business management and administration skills with technology design, IT systems and other engineering fields. However, based on research of university curricula and competence standards in logistics, the engineering aspect is not represented to full potential. There are some treatments of logistician competences which relate to engineering, but not a modernized one with wide-spread recognition. This paper aims to explain the situation from the conceptual development point of view and suggests a competence

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Geleta, Abeya, and Frew Amsale. "An Assessment of Educational leaders’ Multicultural Competences in Ethiopian Public Universities." European Scientific Journal, ESJ 12, no. 10 (2016): 387. http://dx.doi.org/10.19044/esj.2016.v12n10p387.

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Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the necessary multicultural competencies. In line with this, the multicultural competences of the educational leaders of Ethiopian public universities were investigated. The mixed-methods research approach was used in the study, including semistructured inte

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