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Journal articles on the topic 'Professional Skills and Competencies'
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1
Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.
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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".
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Bondarenko, Viktoriya, Olesia Diugowanets, and Oksana Kurei. "Transformation of Managerial Competencies within the Context of Global Challenges." SHS Web of Conferences 90 (2021): 02002. http://dx.doi.org/10.1051/shsconf/20219002002.
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This contribution presents an analysis of the transformational changes in the global environment on the content of modern models of managerial competencies. Theoretical approaches to the definition of managerial competencies according to international standards are studied, and on this basis a hierarchy of competencies, within the context of their acquisition through professional training, is determined. The predictions and changes in the basic competencies of managers in the near future (2025) are analysed. Sets of general managerial (organizational) competencies (hard skills) and non-specialized supra-professional competencies (soft skills) are defined and compared. Digital competences and intercultural competences are defined as conceptually new skills required by a modern effective manager.
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Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.
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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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Gintaute-Marihina, Ruta. "Cooperation Methods Using in E-Learning for It Specialists' Competence Development." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 405. http://dx.doi.org/10.17770/sie2015vol4.402.
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<p class="Standard"><em>Today the daily life of the population is impossible without technology. As technology is constantly evolving, we need to provide ICT technology, computer networks and computer systems solution implementation, maintenance skills for future IT professionals. To find new ways of ICT professional competence to develop better and better as the professional competence more effective train. The study process main result is to prepare IT professionals with basic ICT competencies and skills that should be motivated and skilled for lifelong learning. Nowadays, still not used sufficiently effective e-learning technology options to achieve a better and more sustainable learning results. This paper describes a issue in which, contrary to traditional study process, students have opportunities to cooperate in a virtual environment using e-learning technologies, enhance your initial results of the work. The study process, using e-learning technology and cooperation methods was improved and developed IT specialists’ competencies and skills, which are important for computer systems and network administrator at work. Consequently, it was held IT competencies improvement, learning from each other.</em></p>
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Tan, Grace, and Anne Therese Venables. "Impact of a Cross-Institutional Assessment Designed to Shape Future IT Professionals." Issues in Informing Science and Information Technology 12 (2015): 181–91. http://dx.doi.org/10.28945/2180.
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IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Victoria University and Federation University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again as to their perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives. Comparisons of both surveys’ results revealed that the cohort had a greater appreciation of technical abilities and team-working skills post the assessment task.
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Petrova, Mariana, Milena Tepavicharova, and Lyudmila Dikova. "Possibilities for Personnel Development in the Mining and Quarrying sector in Bulgaria." E3S Web of Conferences 41 (2018): 04017. http://dx.doi.org/10.1051/e3sconf/20184104017.
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In today’s high tech global economy the need of competent and highly qualified workforce becomes focal point in the research of academics, practitioners and business alike. The development of professional skills and competencies correlates with the processes of performance, evaluation and career development of the human capital. A lot of businesses are looking for innovative ways to improve efficiency and maintain competitive advantage in order to survive. The development of professional competencies is more frequently linked with the processes of performance, evaluation and career development of the human capital. The formation of such competencies requires consistent actions to improve particular knowledge, skills and abilities. The analysis of the professional competences of the human capital in the mining and quarrying sector in Bulgaria reveals a number of opportunities for their effective use and management. The purpose of this article is to outline the main tactics for developing professional competences of the human capital in the mining and quarrying sector analysing the predispositions of young professionals to work in this sector.
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Lektorova, Julia Iu, Andrei Iu Prudnikov, and Polina V. Medvedeva. "Digital skills vs soft skills: New professional development competences in public service." Ars Administrandi (Искусство управления) 13, no. 1 (2021): 89–109. http://dx.doi.org/10.17072/2218-9173-2021-1-89-109.
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Introduction: interaction on virtual communication platforms between the authorities and the population brings forward the issue of civil servants professional development. Objectives: to define a conceptual approach to the content of digital professional development programs for civil servants, to detail the strategic knowledge and tactical skills required in modern public administration in the context of the socio-political sphere digitalization. Methods: an expert interview; comparative-comparative method of analyzing digital platforms for advanced training of civil servants; content analysis of the “Leaders of Russia” and “Leaders of Russia. Politics” participants’ comments. Results: the article presents the data on a comparative study of educational platforms for advanced training of civil servants in the field of digital literacy. The framework of the necessary digital knowledge in the public management system has been proposed, aimed at the structural subdivisions of authorities responsible for strategic communications with the population. The results of the expert interviews and content analysis actualize the demand for digital competencies among the civil servants. Conclusions: the system of professional retraining of personnel for the civil service should meet the new requirements, namely to ensure the efficient functioning of e-government services, crowdsourcing platforms, official departmental web resources as well as groups and pages in social networks, and to maintain there a dialogue and interaction with the population. The new functionality of a civil servant arising from digitalization of the public administration system requires the development of new approaches to the competence-based model of his training and retraining. This brings forward the importance of digital competencies and skills complemented by a constant improvement of soft skills. The existing mechanisms for mastering these competencies in Russia make it possible to solve the problems of improving the entire system of public administration, but not with maximum efficiency. It is obvious that the market of advanced training services for civil servants is not sufficiently developed and the resources spent on these purposes aren’t used in the most optimal way.
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Shaffie, Fuziah, Ruzlan Md-Ali, and Fahainis Mohd Yusof. "Towards Soft Skills Framework for Social Work Educators." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1091–96. http://dx.doi.org/10.32861/jssr.spi6.1091.1096.
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Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In an exploratory study recently carried out, a Social Work expert was asked to describe the experiences of and viewpoints on, soft skills as part of the professional socialization of Social Work educators to become professionally and socially competent. It is important to raise awareness of soft skills competencies among Malaysian Social Work educators to help them in assessing themselves, and identify where and how they could actively improve themselves as educators within the context of their workplace. Embedding the soft skills competencies into their career as social workers is assumed as one of the effective and efficient method of achieving both professional and social competence. The propose soft skills, perhaps, provide early ideas and initiatives towards the construction of a ‘soft skill-framework for Social Work educators’, which can serve as guideline when facilitating and guiding future qualified social workers in Malaysia.
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Andreev, A. "Universal Competences in Modern Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 1 (April 21, 2021): 9–14. http://dx.doi.org/10.12737/2306-1731-2021-10-1-9-14.
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Educational objectives can be represented as the following chain containing conceptual algorithms: universal skills - soft skills - hard skills.
Under the universal competences (universal skills) is meant the possession of effective algorithms for solving informational in nature tasks facing a person who relies on the highest cultural values. Universal competencies allow you to form a picture of the world. The status of “universal” competencies implies that these competencies are equally important in professional, social and personal life.
On the basis of universal competencies, narrowly specialized competencies (hard skills) and “personal qualities” - soft skills should be formed.
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Kulakova, O. S. "Above-professional competencies and their importance." Voprosy trudovogo prava (Labor law issues), no. 2 (February 28, 2021): 100–104. http://dx.doi.org/10.33920/pol-2-2102-03.
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The modern labor market requires a new approach to determining the necessary competencies of a sought-after specialist. The concept of dividing skills into soft skills and hard skills is reflected in the structure of employers' requirements for potential employees. The author analyzes the list of the most popular competencies of a modern specialist.
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Manyuk, Lyubov, and Nataliya Kuchumova. "TERMS ANALYSIS REFERRING TO THE PROFESSIONAL COMMUNICATION TRAINING OF FUTURE PHYSICIANS." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 52–58. http://dx.doi.org/10.28925/1609-8595.2018(1-2)5258.
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The article presents the main findings of carried out terminological analysis of the professional communication training in undergraduate medical education and describes developmental factors influ-encing the communication skills development with the aim of further accounting received results in the process of modernizing subjects directed at the formation of professional qualities and communicative competence of medical students. The definition of the terms referring to the medical communication training enabled us to determine professional communication of future physicians that develops under the influence of linguistic, psychological, educational and professional factors. The communication readiness includes the development of professional and communication competencies which are realized in the current system of higher medical education by the staged professional undergraduate training and subjects aimed at gaining clinical, linguistic, social and cultural skills. Thus, communicative competence involves the development of lexical and grammatical competencies in both Ukrainian and foreign languages as well as the formation of ethical values in order to provide effective monologues, dialogues and polylogues during the interpersonal and intrapersonal interaction in colloquial, official, business, academic and teaching speaking styles. Modern pedagogical approaches to the professional communication training and global academic processes necessitate the application of information and communication technologies in the educational process physicians and their further carrier. The subjects directed at the development of communicative competencies of medical students should encompass theoretical and practical aspects of professional clinical thinking and proper language skills; acquiring clinical skills; development of social and professionally important qualities and values; learning the key aspects of professional activity with the aim to force the readiness for professional communication by means of professional language in the determined forms of communication.
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Shumilova, Iryna Fedorovna, Olena Nikolaevna Ionova, and Oksana Anatolievna Syvak. "PROFESSIONAL COMPETENCE OF FUTURE ENGINEERS IN THE PROCESS OF TRAINING OF COMPUTER SCIENCE DISCIPLINES." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 20, 2019): 228. http://dx.doi.org/10.17770/etr2019vol2.4133.
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The theoretical principles of formation professional competences of future engineers are presented by means of informatics disciplines in this article. The issue of reforming of the higher system of education in Ukraine is considered by introducing a competent approach to the organization of the educational process. The role of teaching computer science disciplines is determined in the formation of professional competencies of future engineers, psychological and pedagogical background and methodical requirements as for the design of competence-oriented content of training of the informational disciplines of future engineers. The article reveals the ways of practical implementation of the competence approach during the training of the computer science disciplines by future engineers and describes the developed model of formation of professional competencies of future engineers in the process of studying computer science disciplines. The peculiarities of forming professional competencies are determined during classroom sessions. The means of development of professional competencies and formation of research skills of future engineers are revealed by means of the using of competence-oriented tasks in students' independent work and methodical peculiarities of organization of educational computer-technology practice in the context of implementation of the competence approach. The experimental review of the effectiveness of the developed model is described as for the formation of professional competencies of future engineers in the process of training computer science disciplines.
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Yezhova, Olesya Nikolaevna, and Natalia Ivanovna Ulendeeva. "The problem of assessing the quality of specialized university graduate training." Samara Journal of Science 5, no. 3 (September 1, 2016): 163–66. http://dx.doi.org/10.17816/snv20163305.
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The paper analyzes the problem of assessing the development degree of the specialized university graduate competencies that are found in state standards of higher education and the departmental order. We consider the existing practices and approaches to making a collection of evaluation tools. The paper presents the requirements for assessment tools to check the development of competencies: integrative, problem-activity tasks, focus on the application of skills and knowledge in the field of special situations in the actualization of the content of professional work tasks, expertise in the professional community, link criteria with planned results. These requirements are considered for innovative forms of control: level test (recognition - substitution - productive activity - decision-making in problem situations); test action (practical test); situational test (analysis of the situation of the future professional activity). Special attention is devoted to the consideration of this form of professional competence assessment as interdepartmental exercises that allow you to check special developed students competences when students demonstrate their knowledge, skills and personal qualities and carry out their professional activities in practice. Developed professional competence assessment tools for specialized university cadets and students can serve as a basis for further coordination of the educational process.
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Svitačová, Eva, and Tímea Šeben Zaťková. "Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmes." Lifelong Learning 5, no. 3 (2015): 30–44. http://dx.doi.org/10.11118/lifele2015050330.
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Globalization of education is closely connected to increasing personality requirements for university teachers who should be well-educated professionals as well as mature personalities coping with interactions not only within the environment of their faculty or university, but also in the broader new global environment. As they are expected to provide complex training of the graduates for the practice in the globalized world, they are supposed to have mastered not only professional and pedagogical competences, but also social competences which belong amongst the key competences. This contribution deals with the issue of social competences amongst which we also include specific group of global skills. The issue of competences can be perceived as a challenge for the whole educational system, including the training of future teachers who in the new global environment gradually change into global teachers. For realization of educational activities at universities in the new global environment intercultural and global competencies or global skills are important in particular. Not only they facilitate fulfilling of educational goals, they also provide complex training of the graduates for the practice in different fields of science and technology with regard to the the fact that they will then realize teaching in the new global economic and social environment. At the same time they provide easier communication and cooperation with different subjects at schools, universities and in the broader social environment. In the contribution we provide a summary of definitions and opinions of different authors on this issue. Currently these are considered to make a part of the “professional competence” of a global teacher who can understand the changes in the global environment and react to them flexibly through his pedagogical activities. No matter to what extent the competencies along with knowledge and skills are considered to represent goals and simultaneously results of education, social competences of university teachers should be currently perceived as an issue that demands increasing attention also from university pedagogy which is understood as an important prerequisite of quality pedagogical work of a university teacher. This issue actually became a matter of interest of numerous university workplaces.
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Mazepa, M. A., O. I. Tyravska, N. O. Ivasyk, and O. A. Bas. "Training of Occupational Therapists in Ukraine: Competencies and Criteria for their Evaluation (Experience of the French School)." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 285–92. http://dx.doi.org/10.26693/jmbs05.05.285.
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Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy
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Singh, M. P., and P. P. Kushawaha. "An Assessment of Information Communication Technology Skills and Competencies of Library and Information Science Professionals Working in Eastern State University Libraries, Uttar Pradesh: a study." World Digital Libraries-An International Journal 13, no. 2 (December 1, 2020): 77–86. http://dx.doi.org/10.18329/09757597/2020/13206.
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Library and information science (LIS) professionals play a pivotal role in providing qualitybased services to the users. Owing to adoption of new emerging technologies in library and their characteristics of disruptiveness, library professionals are facing issues related to gaining skills and competencies in the digital environment. The present article highlights the information communication technology (ICT) skills of library professionals of eastern state university libraries of Uttar Pradesh. In addition, it focuses on the significance of differences in competencies amongst professionals. For carrying out study, the research approach was used as a survey method to collect data. Questionnaires were distributed to all working LIS professionals to evaluate their skills and competencies in digital era. The findings of the study have revealed that majority of the library professionals were facing problems, in some form or the other, in developing the required skills and competencies. They possessed only the basic skills of ICT application and significant differences amongst LIS professional were found in the level of ICT skills and competencies.
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Degtyarev, A. V., and D. I. Degtyareva. "On the issue of forming personal competencies of future legal psychologists." Psychology and Law 7, no. 4 (2017): 92–105. http://dx.doi.org/10.17759/psylaw.2017070408.
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The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.
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Waple, Jeffrey N. "An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work." NASPA Journal 43, no. 1 (January 10, 2006): 1–18. http://dx.doi.org/10.2202/0027-6014.1568.
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This study identifies selected skills and competencies attained by entry-level student affairs professionals through masters-level graduate education and the degree to which these skills and competencies were perceived as necessary for entry-level student affairs work. Given a list of 28 skills drawn from preservice preparation and student affairs assessment literature, more than 1,200 new entrants to the student affairs field were asked to rate each skill in terms of (a) the degree to which the skill was attained in the respondents masters degree program and (b) the degree to which it was used in their first professional position.
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Sgobbi, Francesca. "Web design skills and competencies: an empirical analysis." Human Systems Management 21, no. 2 (April 4, 2002): 115–28. http://dx.doi.org/10.3233/hsm-2002-21203.
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The availability of proper human capital represents a key-factor in order to support the current fast pace of diffusion of Internet-based applications. The careful assessment of the skills and competencies required to manage and develop Internet technologies in different application domains represents a necessary step to solve the emerging skill shortage and skill gap problems. While most existing analyses of skill needs in information and communication technologies deal with broad professional categories, the paper focuses the attention on a specific professional figure, the Web designer. By resorting to an on-line questionnaire administered to a sample of Italian Web designers, the paper shows that jobholders recognise greater usefulness to organisational rather than technical knowledge domains. However, perceived skill gaps are larger in the case of technical skills and competencies. Moreover, specialisation paths are emerging.
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Madej-Kurzawa, Iwona, Katarzyna Pieczarka, and Grażyna Węgrzyn. "Professional and educational activity of youth in the digital economy." Problems and Perspectives in Management 19, no. 3 (August 20, 2021): 175–84. http://dx.doi.org/10.21511/ppm.19(3).2021.15.
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The paper is aimed to rank countries similar in terms of selected diagnostic variables: in terms of digital competencies held and variables related to the youth professional activity. The method of descriptive and statistical analysis, including comparative analysis, is used in the study. The paper also uses cluster analysis. The conducted analysis included the empirical material referring to the youth at the age of 15-29 taken from the Eurostat database. The research period is 2011–2019. The analysis by type of educational and professional activity of young people conducted in the EU member countries allowed the identification of four groups of countries, differing in the levels of both the NEET rate (Neither in employment nor in education or training) and the digital skills. The digital skills have been additionally grouped into competences in the field of information, communication, problem-solving and programming skills. The group of countries with the lowest NEET rate proved to include those where young people presented high levels of digital skills in all the dimensions analyzed. The study shows that acquiring digital competencies enables young people to participate in communities and gives them a better chance for professional activity.
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Abdygaliyeva, N. N., and A. T. Taubeyeva. "Content of scientific and pedagogical features of formation of gnostic competence of future foreign language teachers." Journal of Almaty Technological University, no. 2 (August 20, 2021): 54–60. http://dx.doi.org/10.48184/2304-568x-2021-2-54-60.
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This article discusses the main features of the formation of gnostic competencies in the training of future foreign language teachers in language universities. The author emphasizes that gnostic competence also plays an important role in improving a teacher's pedagogical skills, emphasizing that gnostic competence is the basis of a teacher's professional activity and is a determinant of achieving a high level of pedagogical skill, as well as design or structural skills.
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Pongkendek, Jesi Jecsen, Dewi Natalia Marpaung, Dewi Satria Ahmar, and Sitti Rahmatia. "The Professional Competence Analysis of Chemistry Teacher of Senior High School in Merauke." Journal of Applied Science, Engineering, Technology, and Education 3, no. 1 (July 14, 2020): 46–52. http://dx.doi.org/10.35877/454ri.asci103.
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Teacher competence is the roundness of knowledge, skills and attitudes that manifest smart and responsible actions in carrying out tasks as agents of learning. Teacher competencies consist of pedagogic competencies, social competencies, personality competencies, and professional competencies. This research focuses on teacher professional competence. Teachers' professional competencies are examined in 3 aspects namely mastering the material, mastering basic competencies, and developing learning materials that are creatively influenced. This research is a descriptive study to get a picture of the professional competence of Senior High School chemistry teachers in Merauke District. The study was conducted in 3 schools, namely SMAN 1 Merauke, SMAN 2 Merauke and SMAS YPK Merauke. Data obtained through observation, interviews, and documentation. The data obtained were analyzed by means of data reduction, data presentation and conclusion drawing. Through descriptive data analysis the results are obtained: (a) mastering material with an average value of 1.6 being in the category of very competent; (b) mastering basic competencies with an average value of 1.5 very competent categories; and (c) developing learning materials that are creatively influenced by an average value of 1.25 competent categories. Average overall aspects of professional competence 1.45 competent categories. The results of the analysis indicate the professional competence of chemistry teachers in Merauke District is quite good, although there are things that need to be developed so as to improve the professional competence of teachers who have.
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�������, N. Strikun, �������, M. Kibakin, ������, and Galina Meychik. "Indicative Design Technology Competence of the Organizers of Pedagogical Activity in the System of Qualification Improvement and Professional Retraining." Standards and Monitoring in Education 3, no. 5 (October 19, 2015): 3–11. http://dx.doi.org/10.12737/14335.
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In the article the conditions of application indicative technologies for designing competencies required in the professional activities of the organizers of
pedagogical activity in educational as well as design and implement appropriate programs of additional education are considered. The article presents
the algorithm design, the characteristic of each phase. By decomposing the Federal state educational standards of postgraduate training conducted
substantiation of introduction in educational process designed on the basis of the indicative approach of meta-competences: "professional awareness",
"management skills", "teaching skills", "research skills". Organizational and technological approaches to the interpretation and operationalization of the
normative set of competencies are presented. On the basis of research, the analysis of programs of further education for educators and substantiated proposals
on the possibilities to improve them on the basis of indicative design technologies competence of the organizers of educational activities is made.
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Dada, Joshua Oluwasuji, and Godwin Onajite Jagboro. "Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria." Construction Economics and Building 12, no. 4 (October 15, 2015): 78–90. http://dx.doi.org/10.5130/ajceb.v12i4.2808.
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AbstractDeployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.
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R.U. Isaeva and M. Anarbekova. "FORMATION OF PROFESSIONAL COMPETENCES OF PHYSICS TEACHERS." Herald of KSUCTA n a N Isanov, no. 3 (September 23, 2019): 451–57. http://dx.doi.org/10.35803/1694-5298.2019.3.451-457.
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Currently, the problem of training specialists on the basis of the competence-based approach is being actualized. Competence-based approach is the direction of training specialists in knowledge and skills acquired for application in future practical work. The article provides information on the professional competencies of physics teachers and their training system.
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Alfiya Zhienbekovna, Turekeeva. "Opportunities for developing professional skill in the process of increasing the qualification of teachers." International Journal on Integrated Education 2, no. 5 (November 9, 2019): 189–93. http://dx.doi.org/10.31149/ijie.v2i5.169.
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The article poses the problem of the development of professional skills, competencies, teacher techniques in the process of advanced training. The scientific studies carried out in the field of the development of professional activities of teachers, the best foreign practices are analyzed. Also, the characteristics of the terms professional skills, competence, and teacher development are given.
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Derev’yanko, Nataliya. "COMPETENCE APPROACH IN DESIGNING A PROFESSIONAL EDUCATIONAL PROGRAM MEDIADESIGN." Scientific journal of Khortytsia National Academy, no. 3 (2020): 79–88. http://dx.doi.org/10.51706/2707-3076-2020-3-8.
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The theoretical aspect is highlighted and practical ways of designing a professional educational program Mediadesign are presented. The features of professional training in the design direction have been investigated. Topical issues of ensuring the quality of the educational process of future media designers using the tools of the competence approach are considered. The article highlights the importance of modeling competencies and the peculiarities of introducing a competent approach into the process of professional training for applicants for higher education. The issues of the importance of modeling competencies and the peculiarities of introducing a competence-based approach into the process of professional training of future media designers in higher education are analyzed. It is proved that the quality of professional training of future media designers justifiably causes the need for the formation of the necessary competencies among students, which combine knowledge, skills, abilities; abilities and personality traits; general culture indicators; the ability to perform professional duties efficiently. The acquisition by future specialists of a system of design, creative, technological, communicative and interactive knowledge, skills and abilities is aimed at the formation of competencies, which should be considered as a result of high-quality professional training in the professional educational program Mediadesign. The specificity of a media designer's activity lies in the ability to carry out design developments in the context of modern world material and artistic culture, to creatively comprehend the national heritage and to master the skills of using advanced digital technologies as much as possible, provides ample opportunities for employment, professional growth and further scientific activities; the ability to perform complex specialized tasks and solve complex problems in the field of digital media, provides for the implementation of innovations in professional activities and is characterized by the uncertainty of conditions and requirements. Determining the competencies of a media designer makes it possible to determine a clear logical and consistent structure for the design of an educational and professional program Media design. The acquisition by future media designers of a system of knowledge, skills and abilities is aimed at the formation of integral, general and special competencies, which should be considered as a result of the educational process of professional training of Mediadesign.
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Sherstneva, Alina. "Analysis of acquired management competencies in education process." SHS Web of Conferences 106 (2021): 03001. http://dx.doi.org/10.1051/shsconf/202110603001.
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On the basis of practical experience, the author considers the existing system of learning future specialists in the management-related area for higher education level. The same acquired knowledge can be included in different competencies, but at the same time it changes significantly. Therefore, competence transforms the existing knowledge to adapt them to a given subject and to make it inseparably linked with professional actions. Combination of skills, knowledge and attitude and their interconnection form the internal structure of competence. The article considers a particular analysis of the new tasks facing the manager to model the competence that the manager lacks and to offer a special training program. The article is focused on professional competence development. The competence of a modern Russian manager presupposes the development and implementation a complex of modern professional knowledge and practical skills, their application, and the acquisition of effective social management skills and human studies technologies.
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Drobotenko, Yulia Borisovna, Natalya Aleksandrovna Nazarova, Irina Leonidovna Smagina, and Ekaterina Vladimirovna Panasenko. "Soft skills and universal competencies: relationship of concepts, structure and assessment." SHS Web of Conferences 121 (2021): 02003. http://dx.doi.org/10.1051/shsconf/202112102003.
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The task of a modern higher education institution is to form graduates’ competencies that contribute to the construction of a flexible professional path in today’s continuously changing society. Success in solving these problems is provided by the presence of university graduates of the so-called universal competencies (according to FSES 3++), reflected in the ability to think systematically, critically assess the situation and possible resources for solving the problem, the ability to cooperate and self-organize. In foreign educational practice, these competencies are known as “flexible” competencies or “soft” skills. The article aims to disclose the concepts of “soft skills” and “universal competencies” in a meaningful way, to correlate their structures and summarize the experience of soft skills and universal competencies assessment in Russian and foreign practice. Research methods include: theoretical analysis on different approaches to the interpretation of the concepts of “soft skills” and “universal competence”; structural-content and comparative analyses that allow us to identify the common and special in the content and structure of these concepts; summarizing the experience of assessing “soft” skills and universal competencies, which provides an opportunity to identify best practices for diagnosing these skills and competencies. The result of the study is seen in the presentation of tools for assessing the universal competence of university students and the development of recommendations for its application in practice. It is concluded that it is necessary to organize procedures for diagnosing the development of universal competencies of students at different stages of learning in higher education. The scientific novelty of the study is to enrich the ideas of the competence approach with the knowledge of the general and specific in the content and structure of “soft” skills and universal competencies, the peculiarities of their evaluation. Practical significance is seen in the possibility of using the materials of the article for further research; study the dynamics of the development of universal competencies; development of training materials for students of professional development courses.
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Strelnikov, Viktor, and Lesya Lebedyk. "The key and professional competencies’ development of future specialists of hotel-restaurant and tourist business." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (June 16, 2021): 47–52. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-47-52.
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The article is devoted to the topical problem of the development of key and professional competencies of future specialists of hotel-restaurant and tourist business. The authors outline a range of problematic issues regarding the training of specialists in this specialty and suggest areas of work for the key and professional competencies’ development.The study found that the application of knowledge by practitioners in the hotel-restaurant and tourism business in practice helps to gain experience in the following three areas: entrepreneurship, willingness to work and life skills. Entrepreneurship experience develops the following abilities: decision making; strategic thinking; interaction with competitors; work in cooperation, understanding the risk and rewards; goal setting and achievement. Willingness to work is manifested in the ability to work in a team; municipality; application of knowledge and technologies; planning; responsibility; critical thinking; concentration and self-sufficiency; efficiency and punctuality. Life skills development is provided by communication skills; social skills; ability to reach consensus; self-esteem; conflict-free; endurance; strengthening values and ethics.It is proved that the way of formation of professional skills of future specialists of hotel and restaurant and tourist business should be based on modern approaches (system, problem, personality-oriented, module-competence and context), principles (scientificity, system, social partnership, integration, interdisciplinary relations, professional orientation) and forms of interaction (master classes, training, competitions of professional skill, modeling of production situations).It is concluded that for effective development of key and professional competencies of future specialists of hotel-restaurant and tourism business, their training should be gradual, continuous, cross-functional, contains diversified programs, based on scientific and technical achievements and the latest learning technologies
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Bilalli, Pakize. "COMPETENCIES FOR HUMAN RESOURCE MANAGEMENT OF PRINCIPALS IN SECONDARY SCHOOLS." Knowledge International Journal 28, no. 7 (December 10, 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 identify important factors that influence the management of secondary education, managers and managerial skills, as well as their competencies.The professional competences for headmasters are the result of the activities for improvement of the system for professional and career development of the educational and teaching staff in the Republic of Macedonia.The professional competences for headmaster define the values, knowledge, behaviors and skills that headmasters in secondary schools need to possess in order to perform their function successfully. A headmaster should be able to play more important roles in achieving the goal and mission of the school. A headmaster should be a strategic partner, an instrument developer, an implementing partner, a legal supervisor, as well as administrative and operational manager for the employees.This paper will analyze the structure of professional competencies for a headmaster, which consists of two parts:- Professional values and- Professional knowledge, skills and examples of professional practice.The next part will analyze the definition of generic competences. Each candidate for a school headmaster should possess these competencies that cover the overall engagement and respect of the educational context of the Republic of Macedonia.
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Biggs, Herbert C. "Rehabilitation Counselling: The Quest for Professional Relevance." Australian Journal of Rehabilitation Counselling 9, no. 2 (January 2003): 130–36. http://dx.doi.org/10.1017/s1323892200000429.
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The global community is experiencing widespread and rapid changes to labour-force participation with increasing expectations of flexible and highly adaptable skill sets. Workers can expect demands to acquire new, and augment existing, competencies as an integral part of the labour contract. Continuing education, professional development, augmentation of competencies and lifelong learning are the occupational mantras of the millennium. If these are the expectations of those already in the workforce, what then do support professionals expect for their clients, such as rehabilitation counsellors who have considerable skills in facilitating the re-entry of clients to the work-force? This paper examines several questions of continuing skilling and provides a set of recommendations with relevance to contemporary professional practice.
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Volkova, I. A., and V. S. Petrova. "Building digital competence in professional education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 17–24. http://dx.doi.org/10.36906/2311-4444/19-1/03.
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In the next seven years, the Russian economy will have to switch to digital technology and digital product. The purpose of the article is to establish general recommendations to develop and implement digital competencies. The subject of the research is the set of necessary digital competencies and their ranking. To make it easier for people to adapt to the digital economy, the authors of the article conducted a survey among the chief executives of leading enterprises in Nizhnevartovsk to predict which digital competencies need to be taken into account in professional training. In addition, the research revealed additional features that a person should possess, e.g. the information consumption culture and decisiveness. The modern Russian professional education framework is setting a new educational paradigm for students and lifelong learning. This includes fundamental changes in the professional objectives of higher education. Therefore, the training must adapt to the new contextual requirements. The article provides reflections on building a profile of digital competencies for areas of higher education training that correspond to the current context and new scenario, including those that are a cross-cutting axis for other professional competencies that become relevant in the educational domain. Our research and analysis revealed areas for the further development of digital competencies, as well as three basic principles that are crucial for the successful design and advancement of new programmes in professional education. Standardized mass education in the field of digital economy is no longer relevant. Now taxonomy defines the skills that need to be included into the digital economy through a wide range of professions. This article provides a new insight into the role of competence transition from education to the labor market. To understand today’s demand for new skills and elaborate on how it might change over the next 5-10 years, we recruited employers to identify the competencies that they consider essential.
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Nohinska, A., О. Cheban, and I. Fedorova. "INTRODUCTION OF ELECTIVE COURSE ELEMENTS IN THE PROCESS OF MASTERS-AGRARIANS PREPARATION." Аграрний вісник Причорномор'я, no. 94 (December 25, 2019): 100–109. http://dx.doi.org/10.37000/abbsl.2019.94.15.
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The problems of organisation and implementations of elective courses in the educational establishments have been analyzed. It was identified that among the key-competencies which must be embraced by a future professional, holder of Master’s degree in agrarian sciences, presents a competence in professional ethics. It is an indicator and at the same time an outcome of the personal and professional readiness of the specialist for the employment in the agrarian sphere. Ethical competence of the future specialist, holder of Master’s degree in agrarian sciences, represents main regulations of his actions, which are crystallized in his habits, traditions, life principles and professional activity, psychological states, deeds and professionally important qualities, and thus it ensures the conscious ethical choice in his behaviour according to the ethical norms of the profession.
The main functions of the elective course have been outlined, learning, cognitive, creative, integrative, individualized learning and socializing. The main aim of the implementation of the elective courses is satisfaction of the cognitive interest of the learners in various spheres of the human activity. The necessity of implementation of the elective courses for the professional training of future specialists, holder of Master’s degree in agrarian sciences, has been substantiated. Professional ethical competence according to the specifics of its’ realization belongs to so-called intersubject competencies. They have integrative character and unite in themselves certain complex of skills, knowledge and relations which are gained by the future specialists in agrarian sciences, holders of Master’s degree during the whole term of their studies. That is why we have defined the following indicators of assessment of moral and ethical competences: knowledge of the general moral and ethical values, skills for finding the balance between own interests/aims/motives and requirements, norms of agrarian enterprises, establishments and organisations.
The findings of the implementation of the elements of elective courses in the training for the professionals, future holders of Master’s degree of agrarian sciences are represented. The main tasks and methods of the learning activities have been defined, and during the implementation of the elective courses these activities take into account individual interests and aims for shaping of orientations towards definite type of future professional activity.
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Bakhtiyarova, Khalida, and Inna Seredina. "QUALITY ASSURANCE OF VOCATIONAL TRAINING FOR ENGINEERS&PEDAGOGUES BASED ON COMPETENTIVE APPROACH." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 9–13. http://dx.doi.org/10.17721/2415-3699.2018.8.02.
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The theme of the quality of education in the territory of Ukraine is devoted. The place and role of the quality of European higher education has been analyzed, namely the fact that the European Union regards quality education as an instrument of economic growth for building a more competent and dynamic community. To ensure for graduating students such a level of training, which would allow them simultaneously to build up their education in every single state of the European Union and be demanded in the workforce markets, necessitates application of other approach to the vocational trainings and rating of students’ performances. The present article addresses up-to-date issues of quality assurance of the educational training for graduating engineers-teachers by using the competence approach. It also covers the importance of competencies modelling and features of competent approach implementation into vocational training process for graduating teachers of professional (engineering) disciplines at higher educational establishments.In this respect the present article addresses up-to-date issues of quality assurance of the educational training for graduating engineers-teachers by using the competence approach. It also covers the importance of competencies modelling and features of competent approach implementation into vocational training process for graduating teachers of professional (engineering) disciplines at higher educational establishments. It is proved that the quality of professional pedagogical training of future engineers-educators causes the need to form in students the necessary competences that combine knowledge and skills; abilities and personality traits; indicators of general culture; skills to perform professional duties qualitatively. Mastering by future specialists the system of engineering and psycho-pedagogical knowledge, skills and abilities is aimed at forming the competencies that should be considered as the result of training in the direction "Professional education (transport)".
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Zhao, Xue Qin. "Analysis of the Way to Enhance the Professional Core Competence of Engineering Students of New University." Applied Mechanics and Materials 596 (July 2014): 1048–51. http://dx.doi.org/10.4028/www.scientific.net/amm.596.1048.
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By analyzing the characteristics of the new university of engineering students’ professional core competencies, students generally attach great importance to the personal and professional skills, they want to improve personal and professional core competencies, but lacking of a clear understanding and effective way to improve interpersonal skill and learning ability; they pay attention to enhance practical ability, but lacking of the development and innovation, so they hope to improve the ability based on the practice. According to the above features, this article presents the way to improve the professional core competencies.
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Fernandez Morilla, M., and Joao Costa M. "ENTRUSTABLE PROFESSIONAL ACTIVITIES (EPAS) FROM CLINICAL TO BASIC SCIENCE DISCIPLINES: A METHODOLOGICAL PROPOSAL." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 933–40. http://dx.doi.org/10.21474/ijar01/11744.
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Competence-based education has gained in popularity at many countries. Competence is regarded as the possession and development of integrated skills, knowledge, appropriate attitudes, and experience for the successful performance of ones life roles. A new concept is gaining great relevance in the clinic medical education context: Entrustable Professional Activities (EPAs) these activities allow curricular development of competencies, no longer in the classroom. EPAS have been identified for many graduate clinical education programmes, but none for basic sciences disciplines. With the idea of transfer EPA concept to the development and assessment of basic science competencies, this work offers: (1) a EPAS-competencies matrix to work the competency E2 described by the Association of American Medical College (linked with research skills) (2) the development of a complete EPA model. The proposal opens a line to discuss the implications and challenges that this concept-transfer offers.
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Killingsworth, Colleen, and Terence Flynn. "Assessing the CPRS Pathways to the Profession competency framework." Corporate Communications: An International Journal 21, no. 2 (April 4, 2016): 177–94. http://dx.doi.org/10.1108/ccij-03-2015-0013.
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Purpose – The purpose of this paper is to assess the leadership skills and competencies defined in the Pathways to the Profession and understand the value senior corporate communications managers place on those skills and competencies and how senior-level corporate communicators demonstration of those skills and competencies. Design/methodology/approach – Institutional review board approval was obtained for a qualitative research design based on focus groups conducted in four Canadian cities with 25 senior corporate communicators, human resources professionals, and general business managers. Findings – This research has validated the competencies and credentials for senior-level corporate communications and public relations executives as highlighted in the Pathways to the Profession framework. It has also provided the profession with an understanding of the value senior public relations and organizational managers place on professional association membership and professional and academic credentials. This research is an important contribution to the growing body of knowledge on competency frameworks as professional associations, such as the Canadian Public Relations Society, take leadership positions in providing educational institutions with sets of standards for public relations and corporate communications education in Canada. Practical implications – This research will help the public relations and corporate communications profession provide guidance to educational institutions programming for senior-level public relations and communications management education based on quantifiable data on the value executives place on a particular set of skills and competencies. Originality/value – This is the first study of its kind that examines the perceived competencies and skills of Canadian senior public relations/communications management leadership. Further this research sought to assess the value of academic and professional credentials necessary for participation in executive leadership roles.
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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.
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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.
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Chornyi, Oleksii Petrovych, and Larysa Vitaliivna Herasymenko. "Formation assessment of the professional competences of electrical engineers specialists." Engineering and Educational Technologies 9, no. 1 (March 30, 2021): 40–51. http://dx.doi.org/10.30929/2307-9770.2021.09.01.04.
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The article considers the actual problem of pedagogical diagnostics of the formation of professional competencies of engineering students. Based on a thorough analysis of the educational and professional program "Electrotechnics, electric power engineering and electromechanics" twelve professional competencies were identified, they were correlated with the program results defined in the state standard and possible diagnostic tools were proposed, such as tasks on virtual stands, tasks on physical stands, professional-focused tasks. Such an approach was due to the understanding that professional competencies are cross-curricular in nature, and the possession of them involves not only acquired knowledge, skills and abilities, but also the ability to use them in future professional activities, understanding its content and having the ability to overcome problems arising in production. A method of assessment of professional competencies is proposed, which is based on the principle of differentiation and foresees testing each specific competence using three diagnostic tools, which provided the identification of the level of the fundamental and practical knowledge, ability to work with equipment and solve unusual situations that may arise in production. The following methods were used in the study. Theoretical - analysis and synthesis of research related to pedagogical diagnostics, works in which methods of information visualization are analyzed; design for the development of a program-designer "star of competencies" using the software package MATLAB. Empirical - expert assessment to identify tools for diagnosing the formation of professional competencies common among teachers; diagnostics of formation of professional competences of students by means of testing, interrogation. The visual image of the "competence star" is offered, which allowed to solve a number of tasks: to provide ease and speed of perception of the learning outcome; informational content due to the simultaneous presentation of the results of the formation of twelve competencies and the ability to analyze each separately; to realize better the level of achievements according to the formation of the program results defined in the educational standard.
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Robinson, Karlene P., Rosemarie Runcie, Tanya Marie Manassi, and Faith Mckoy-Johnson. "Establishing a competencies framework for a Caribbean academic library." Library Management 36, no. 1/2 (January 12, 2015): 23–39. http://dx.doi.org/10.1108/lm-10-2014-0123.
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Purpose – The purpose of this paper is to reset the performance bar for the Caribbean professional through the identification and classification of core competencies and skills sets for academic librarians at The University of the West Indies (UWI), Mona Campus. Design/methodology/approach – Competency documents published by various library profession organizations and academic libraries across various geographic regions were content analysed to identify the major skills and competencies of highly skilled professionals. Findings – Core competencies selected for The UWI Mona Library are: first, uses professional knowledge and practice to lead staff and manage resources; second, identifies emerging trends and supports innovations; third, demonstrate willingness to embrace change and utilize best practices in service delivery; fourth, analyses situations for appropriate solutions; fifth, interacts positively and effectively with others; sixth, develops an environment that leads and manages change; seventh, manages and mentors staff; eight, sets clear goals and objectives while providing specific performance and feedback. Research limitations/implications – The competencies profile developed reflects the unique compositions of competencies required by academic librarians working in a twenty-first century, Caribbean, regional, academic/research environment. Practical implications – This framework will effectively guide the exercises of employee selection and succession planning within the library organization. Ensuring that the best employees are selected augurs well for succession planning within an organization. Social implications – A competencies profile provides rationale for the provision of transparent employee selection criteria. The framework is intended to set meaningful professional development goals and align those goals with the vision, mission and objectives of organizations. Originality/value – This paper presents the English-speaking Caribbean context for core competencies formulation and a listing of required competencies for The UWI, Mona Library professional.
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Komarova, Kateryna. "Models of formation and development of professional competence of civil servants and public servants of local government." Public administration and local government 45, no. 2 (July 23, 2020): 184–95. http://dx.doi.org/10.33287/102035.
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The purpose of the paper is to study and substantiate models of formation and development of competencies of civil servants and public servant of local government in the process of professional training theoretically. An analysis of the research on the issues of professional competence of civil servants and officials of public administration bodies has shown that researchers focus on the conceptual construct and typology of professional competence. The models of formation and development of competence in the process of professional training have not been sufficiently thoroughly investigated, which led to the choice of the area of this research. The most effective models of formation and development of professional competence of civil servants and public servant of local self-government are substantiated on the basis of analysis and synthesis of modern scientific concepts of professional training. The main components of professional competence have been identified. Emphasis is placed on formation and development of conceptual, communication and professional skills, as competence is implemented only in the skills being critical for the practical activity. Models of professional training have been offered. This is recommended for use in educational institutions. The findings can form the basis of further theoretical and applied research related to the study of models of formation and development of competences of civil servants and public servant of local government in the process of professional training.
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Дем'яненко О. Є. and Раковська М. А. "ФОРМУВАННЯ У СТУДЕНТІВ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ В УМОВАХ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ ІНШОМОВНОГО СПІЛКУВАННЯ." International Academy Journal Web of Scholar, no. 7(37) (July 31, 2019): 21–24. http://dx.doi.org/10.31435/rsglobal_wos/31072019/6603.
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The article is devoted to the problem of professional mobility as a stable integral characteristic of a future specialist which determines the content, direction and success of an activity in the process of professional development in the conditions of modern higher education. Professional mobility is considered in the totality of professional knowledge and skills, specified in the ability to implement professional competencies in a particular professional activity. The author analyzes the formation of professional mobility and mastering of foreign language skills based on the linguistic-communicative competence. Different educational aspects of the formation of future specialists' professional mobility which allows optimizing professional knowledge, skills and abilities are described.
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Antikeyeva, Samal, Alena Snapkova, Saule Xembayeva, Rakhila Zh Aubakirova, and Nurgul Sultanova. "Formation of psychological and pedagogical competencies of social workers through professional development courses." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1858–77. http://dx.doi.org/10.18844/cjes.v16i4.6054.
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This article considers one of the key problems of modern education of professional social work, which isthe formation of psychological and pedagogical competencies of social workers through professional development courses. The organization of professional development courses should be built on the emphasis of formation of competences. It is important to organize courses in such a way that the necessary competencies become the determining condition for the formation of professionalism of social workers as subjects of practical activities. The formation of psychological and pedagogical competences is connected with the mastering, consolidation, application of special knowledge, skills and abilities. The correct organization of professional development courses stimulates practicing social workers to the active search, conscious overcoming the psychological difficulties that stand in the way of solving the problems of people who find themselves in difficult life situations, and formation of the competences necessary in their professional activities.
Keywords: competences, psychological and pedagogical competences, social worker, professional development courses, competency-based approach;
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Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
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The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
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Vintere, Anna, and Sarmīte Čerņajeva. "CASE STUDY ON THE IMPROVEMENT OF ADULT PROBLEM-SOLVING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 303. http://dx.doi.org/10.17770/sie2019vol5.3909.
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A number of research studies have been done on knowledge, skills and competences in relation to sustainable development. The concept of competences is seen as an essential landmark for orienting teaching and learning for sustainable development of society. One of the most common competencies mentioned in the surveyed literature and most often required by employers is problem solving. To develop an adult needs oriented education program to improve problem-solving skills, the aim of this study is to identify skills and competencies which are necessary for adults to manage their professional life and to overcome challenges of modern world as well as to improve their personal resilience. This study includes two parts. In the first phase of the study, a survey of adult education providers was compiled in four countries: Latvia, Sweden, Italy and Bulgaria. Summarizing the opinions, the main groups of adult problems were identified: family problems, work and career related problems, and so-called general problems (including problems related to decision making), as well as identified problem solving methods. This study summarizes also adult learners survey results in Latvia on problem-solving skills and the needs and opportunities for developing this competence are analysed in details.
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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 (December 5, 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 of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.
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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.
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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.
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Muzio, Edward, Deborah J. Fisher, Erv R. Thomas, and Valerie Peters. "Soft Skills Quantification (SSQ) Foi Project Manager Competencies." Project Management Journal 38, no. 2 (June 2007): 30–38. http://dx.doi.org/10.1177/875697280703800204.
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“Soft” skills, also referred to as “micro-social” skills, are universally recognized as being critical to successful project management. Methods of measuring those skills, however, are to date largely subjective and nonsystematic. This paper examines multiple approaches to the problem, as well as the next evolution in soft skill assessment: a model that allows soft skill quantification (SSQ), and its utility in predicting performance. The results of an SSQ assessment were compared to formal employee performance results and individual program manager observations. Using a small initial sample, the SSQ model provided statistically verifiable alignment with professional project management employee performance. Moreover, the assessment identified specific strengths and weaknesses beyond what the manager was able to deduce from observation, and it highlighted the importance of skill areas that were not initially thought to be important by the manager.
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Bilyk. "COMPETENCE APPROACH IN THE CONTEXT OF PROFESSIONAL TRAINING OF LABOR PROFESSIONALS." Scientific bulletin of KRHPA, no. 12 (2020): 72–82. http://dx.doi.org/10.37835/2410-2075-2020-12-8.
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In the article the system of professional trainin gof the future specialist of labor protectionindustryisanalyzed. Requirements for compulsoryin tegrated, general and special competencie sinaccor dance with the Higher Education Standard in Specialty 015 "Vocational Education (forourspecial ization)" for the firstbachelor's degree of highe reducation are considered. The variation sofspecial competence swhichcanbe expandedby educational and professional training programs of the future specialist of the specialty "Vocational Education (Labor Protection)" aregiven. The contents of suchconceptsas "competence" and "competence" aredisclosed. The competence characteristics of the levels of assimilation of know ledge of personality of the future specialist of the labor protection industry differents tage sofits preparations are determined. It is proved that thetraining of the futurespecial istinhighere ducation institution requires mastery of a number of knowledge in general technical and special educational disciplines, whichare the basis for the formation of general and special competences, through which the project results of the standard of training of education al and vocational program in this specialty are realized. There fore, any educational material (cognitive task) actsas a carrier of the competency approach in the procedures of interacti on the subject with the object of cognition. Dueto the perfect combination of acquired know ledge and skills acquired during the acquisition of normative and elective parts of the curriculum, the highest levels of professional competence and outlook (skills, beliefs, readiness foraction, habit, authoring skills) are formed. a competent specialist in the labor protection in dustry, which increases the ir competitiveness in the labor market. Key words: occupation alsafety, vocational education, competence, educational and cognitive activity, skills, persuasion, readiness foraction, habit, author’s pedagogical credo.