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Journal articles on the topic 'Specific Competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Moore, David R., Mei‐I Cheng, and Andrew R. J. Dainty. "Competence, competency and competencies: performance assessment in organisations." Work Study 51, no. 6 (2002): 314–19. http://dx.doi.org/10.1108/00438020210441876.

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A number of confusions within the area of performance assessment with regard to the use of terminology, and differing interpretations, regarding competence assessment are discussed. A significant difference between the US and UK approaches to performance assessment is identified as being the issue of behaviours. A hierarchy of terms and their specific meanings is proposed as a first step in addressing the identified confusions. A particular aspect of this hierarchy is its relevance to assessment based on behaviours and attitudes rather than simply on the results of functional analysis concerni

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2

Zidar Forte, Jana. "Acquiring specific interpreting competence." Linguistica 52, no. 1 (2012): 113–27. http://dx.doi.org/10.4312/linguistica.52.1.113-127.

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In postgraduate interpreter training, the main objective of the course is to help trainees develop various competences, from linguistic, textual and cultural competence, to professional and specific interpreting competence. For simultaneous interpreting (SI), the main focus is on mastering the SI technique and strategies as well as on developing and strengthening communicative skills, which is discussed and illustrated with examples in the present paper. First, a brief overview is given of all the necessary competences of a professional interpreter with greater emphasis on specific interpretin

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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific

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van Aken, Marcel A. G. "The development of general competence and domain‐specific competencies." European Journal of Personality 6, no. 4 (1992): 267–82. http://dx.doi.org/10.1002/per.2410060403.

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The development of competence was studied in a longitudinal sample of 98 children, with measurement points when the children were 7, 10, and 12 years old. Competence was defined in terms of adequate adaptation to developmental tasks, both on a general and on a domain‐specijic level. The general form of competence was measured by ego‐resiliency, reflecting fexibility and ability to solve developmental problems Domain‐specific competencies were measured by school achievement and social preference. The results showed that ego‐resiliency was related to the two domain‐specific competencies, althoug

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Hurford, James R., and Jean-Louis Dessalles. "The problematic transition from specific competences to general competence." Behavioral and Brain Sciences 25, no. 6 (2002): 690–91. http://dx.doi.org/10.1017/s0140525x0240012x.

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Postulating a variety of mutually isolated thought domains for prelinguistic creatures is both unparsimonious and implausible, requiring unexplained parallel evolution of each separate module. Furthermore, the proposal that domain-general concepts are not accessible without prior exposure to phonetically realized human language utterances cannot be implemented by any concept-acquisition mechanism.

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Taranets, Alyona. "Competence and competency: analysis, correlation of concepts in the educational space." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (364) (2024): 138–44. https://doi.org/10.12958/2227-2844-2024-5(364)-138-144.

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The article is devoted to the analysis of the views of scientists on the problem of introducing the competence approach, to the definition of the essence of the concepts “competence” and “competency” based on the analysis of their relationship and demarcation in the educational and scientific space of Ukraine. The theoretical foundations of the interpretation of the concepts of “competence” and “competency” were studied, it was concluded that the opinions of the authors differ: on the one hand, the concepts are considered identical and synonymous, on the other hand, they are distinct and speci

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Nguyen Cong, Khanh, Oanh Dao Thi, Hue Nguyen Thi, Hien Nguyen Vu Bich, Son Vu Thi, and Quang Nguyen Vinh. "Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education." Journal of Science Educational Science 65, no. 9 (2020): 164–79. http://dx.doi.org/10.18173/2354-1075.2020-0103.

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The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process.

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Lindmeier, Anke, Selma Seemann, Andrea Wullschleger, et al. "Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support." Zetetike 29 (June 8, 2021): e021002. http://dx.doi.org/10.20396/zet.v29i00.8661896.

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Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings sup

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Batsokin, A. O., and N. A. Khoroshiltseva. "Specific features of labor payments according to competences of the personnel of mass working specialties." Economics and Management 30, no. 7 (2024): 832–39. http://dx.doi.org/10.35854/1998-1627-2024-7-832-839.

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Aim. To substantiate the expediency of the competence approach in the labor remuneration of the personnel of mass working specialties, as well as to consider specific features of the practical implementation of labor remuneration of this category of personnel regarding the order of formation of material remuneration by competences and the structure of competence assessment elements.Objectives. To define the role and essence of supraprofessional competences in labor remuneration; to analyze the structure of wages in the aspect of establishing the elements of material remuneration formed by comp

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Gilyazova, Olga S., and Ivan I. Zamoshchansky. "Specific features of universal competences of higher education in Russia in the context of competence-based education: conceptual analysis." Perspectives of Science and Education 56, no. 2 (2022): 77–94. http://dx.doi.org/10.32744/pse.2022.2.5.

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Problem and goal. Amid the currently advancing (technological, social, techno-social) trends, prominent attention is drawn to skills and competences, which are universal for all spheres of activity – soft skills, key competences. They are known as universal competences in Russian higher education. The aim of the article is to pinpoint universal competences (UCs) and to analyze their specific features in the context of competence-based education. Materials and methods. The authors use methods of etymological, conceptual and comparative analysis combined with dialectical and diachronic approache

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Kochubei, Elena. "CONTENTS OF THE INFORMATIONAL AND METHODICAL COMPETENCE OF THE FUTURE CHEMISTRY TEACHER." Problems of Modern Teacher Training, no. 2(30) (September 27, 2024): 51–58. http://dx.doi.org/10.31499/2307-4914.2(30).2024.314015.

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The content of the informational and methodological competence of the future chemistry teacher is revealed in the article. The need to implement a competency-based approach to the professional training of future chemistry teachers was determined. It has been established that in the conditions of informatization of society, new components of the professional competence of the future chemistry teacher have arisen, related to the need for active use of information and communication technologies in the educational process. From the composition of the professional-pedagogical and methodical compete

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Mara, Elena-Lucia, and Lucia-Larissa Morar. "Current Fundamental Competences - The Specifics of the Teaching Profession." International conference KNOWLEDGE-BASED ORGANIZATION 29, no. 2 (2023): 189–96. http://dx.doi.org/10.2478/kbo-2023-0056.

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Abstract The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are

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Pradas-Esteban, Francisco, and María Felicidad Tabuenca Cuevas. "Digital Competence Training of EFL Primary Pre-Service Teachers: A Systematic Review of the Spanish Context." Journal of Curriculum and Teaching 13, no. 5 (2024): 357. http://dx.doi.org/10.5430/jct.v13n5p357.

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Competence frameworks are becoming a priority in education as reflected in the projects and reports by international institutions and organizations. The focus is on students’ competency acquisition and also on teachers’ competencies that should be considered essential for educators of the 21st century. In this study, digital and linguistic competences are highlighted as particularly relevant for pre-service teachers as many of the competences overlap categories. Over the last seven years, the publications in this field has increased, demonstrating the importance of digital and linguistic compe

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Aliona, Afanas. "The Conceptual and Methodological Benchmarks of the Foreign Language National Curriculum, 2019 edition." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 4-5 (116-117) (2019): 40–44. https://doi.org/10.5281/zenodo.3525211.

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The article presents the conceptual and methodological benchmarks of the National Curriculum for the Foreign Languages school discipline. This revised version is based on several national and international normative documents. The Foreign Languages curriculum is focused on competencies and finalities, i.e. on the product/final acquisitions of the teaching-learning-assessment process. The specific competences set out in the curriculum were derived from the Common European Framework of Reference for Languages: linguistic competence, sociolinguistic competence, pragmatic competence and&

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В., М. Ребенок. "ОСОБЛИВОСТІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ У МАЙБУТНІХ ВЧИТЕЛІВ ТЕХНОЛОГІЧНОЇ ПІДГОТОВКИ". Педагогіка та психологія, № 59 (23 квітня 2018): 201–11. https://doi.org/10.5281/zenodo.1227107.

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The problem of formation of professional competence of future teachers of technological training in educational institutions is analyzed, which allows to carry out successful professional activity. The core of the concepts of "competence", "competency" and "professional competence" is revealed. Professional competence is determined by the level of own professional education, experience and individual ability of the person for self-improvement. The content, features and elements of the professional competence of students in the educational process are determined. T

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Morańska, Danuta. "SPECIFIC DIGITAL COMPETENCES OF ACADEMIC TEACHERS RESEARCH REPORT." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 2(26) (December 31, 2022): 117–33. http://dx.doi.org/10.5604/01.3001.0016.3199.

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During the presentation, the research process will be characterized, the purpose of which is to determine specific digital competences of academic teachers. The identification of these specific competences took into account their impact on the effectiveness of individuals when performing specific functions in the society as well as on the entire society functioning. The research sample of the FGI - Focus Group Interview consisted of experts and scientists who dealt with the indicated social role. On the basis of the conducted analyses, specific digital competences were identified. There were a

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Ibegbulem, Obioma Hilary, Oghomegbulem Anthony Odita, and A. Anthony Kifordu. "Sustaining competitive advantage through techniques that are competence based in commercial banks." Journal of Global Economics and Business 4, no. 13 (2023): 139–63. http://dx.doi.org/10.58934/jgeb.v4i13.145.

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This study focuses on the effect of competence based management system on competitive advantage of deposit money banks in South-South and South- East zones in Nigeria. The specific objectives are to ascertain the effect of leadership capability competence on competitive advantage, to determine the effect of functional competence on competitive advantage, to examine the effect of network capability competence on competitive advantage, to determine the effect of marketing capability competence on competitive advantage and to examine the effect of research and development capability competence on

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18

Lohmann, Julia, Jennifer Breithecker, Ulrike Ohl, Petra Gieß-Stüber, and Hans Brandl-Bredenbeck. "Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education." Sustainability 13, no. 23 (2021): 13343. http://dx.doi.org/10.3390/su132313343.

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In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject o

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Kungurtsev, Oleg, Denis Tyufilin, Olga Pavlenko, Artemii Molosnov, and Olga Kobyakova. "THE MANAGER COMPETENCE MODEL IN HEALTHCARE." Social Aspects of Population Health 70, S5 (2024): 7. https://doi.org/10.21045/2071-5021-2024-70-5s-7.

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Significance. The key to effective management of the health care sector is high qualification of modern managers, therefore, an ongoing search for approaches to assess the competence level of this category of employees is a relevant area of scientific research. The competence model as a tool for assessing and improving personnel qualification has been successfully used in various spheres. However, healthcare currently lacks a holistic competence model that allows to objectively assess the level of manager’ competence and the need for competence development in specific areas. The purpose of the

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Choi, Seong-In, and Soohyun La. "Multicultural Counseling in South Korea: Exploration and Development of Culture-Specific Competence Indicators." Counseling Psychologist 47, no. 3 (2019): 444–72. http://dx.doi.org/10.1177/0011000019873338.

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Researchers primarily have studied multicultural counseling (MC) in the context of the United States. Research is scarce regarding other countries. This paper presents a twofold exploratory study to examine the multicultural competencies that counselors need to assist the emerging diverse population in South Korea. We first generated seven competency indicators from a thorough literature review. In the second stage of the study, the seven indicators were used to develop a scale to measure MC competence specific to South Korea. Statistical analyses indicated that the seven items are a useful to

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Cramer, Colin. "Chancen und Grenzen der Kompetenzorientierung in Religionsunterricht und Religionslehrerbildung." Zeitschrift für Pädagogik und Theologie 70, no. 4 (2018): 372–85. http://dx.doi.org/10.1515/zpt-2018-0054.

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AbstractThis article analyzes the potentials and limitations of measuring competences in religious education and religion teacher education. Therefore the general educational discourse on competence orientation is recapitulated and its specific potentials are shown. Then how this discourse has found its way into the discussion on religious education and religion teacher education is summarized. Against the background of the specifics of the discourse on religious education the potentials and challenges of the competence orientation which may arise from a general educational perspective on the

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Meyer, Gerrit, Bianca Brünig, and Peter Nyhuis. "Employee competences in manufacturing companies – an expert survey." Journal of Management Development 34, no. 8 (2015): 1004–18. http://dx.doi.org/10.1108/jmd-06-2014-0056.

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Purpose – The purpose of this paper is to present competences that are highly relevant for manufacturing today and tomorrow. Following a discussion on the concept of “competence”, a variety of competences are presented and classified into the four facets professional, methodological, social, and self-competence. Design/methodology/approach – Using an exploratory method, the paper aims at describing relevant manufacturing-related competences with the help of an online survey. Experts, mostly from the production management or HR departments of manufacturing companies in Germany, were polled and

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Cha, Jonghyuk, and Eunice Maytorena-Sanchez. "Prioritising project management competences across the software project life cycle." International Journal of Managing Projects in Business 12, no. 4 (2019): 961–78. http://dx.doi.org/10.1108/ijmpb-11-2017-0145.

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Purpose The purpose of this paper is to investigate the relative importance of project management (PM) competences across the different stages of a software project life cycle to identify competence development gaps and opportunities. Design/methodology/approach A deductive and quantitative approach was adopted to address the research questions with a web-based survey for data collection. Findings After reviewing the context of competences and PM competences, the importance of the PM competences overall and for specific stages in the project life cycle was analysed. The result highlights that

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Happ, Roland, Manuel Förster, and Christin Siegfried. "Gender-specific differences in economic competence." Citizenship, Social and Economics Education 18, no. 3 (2019): 123–27. http://dx.doi.org/10.1177/2047173419892530.

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HORNE, D., and A. TOMASZ. "Competence-specific Autolysis in Streptococcus sanguis." Microbiology 131, no. 3 (1985): 533–41. http://dx.doi.org/10.1099/00221287-131-3-533.

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Wood, Mary Elizabeth, Jaime L. Anderson, Marie L. Gillespie, Apryl A. Alexander, Tamika Backstrom-Sieh, and David M. Glassmire. "The association between specific competence-related abilities and competence restoration treatment." Journal of Forensic Psychiatry & Psychology 30, no. 2 (2018): 250–69. http://dx.doi.org/10.1080/14789949.2018.1542448.

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Tatiana, Midrigan. "Textual Competence: Definitions and Components." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 44–48. https://doi.org/10.5281/zenodo.7271182.

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Textual competence is one of the specific competences, which are formed in the Romanian language and literature. Textual competence is the ability to know how to identify the information conveyed by the text, as well as the way in which it is conveyed. In other words, text analysis is the operation that forms it.  

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Evdokimova, Nadezhda Veniaminovna. "The specific subject content of multilingual principles." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2011): 43–50. http://dx.doi.org/10.51314/2073-2635-2011-1-43-50.

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Multilingual receptive competence is a component of multilingual competence; it is a functional competence and it is aimed at fulfilling a special task of getting information from foreign texts in different languages. Multilingual competence acquisition sets the task of renovating the specific content of the subject to be taught. The article describes regularities common for different languages and essential features of the language which can serve as orientation base for multilingual competence acquisition. According to the authors point of view, the linguistic concept of profound and surface

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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (2019): 117. http://dx.doi.org/10.18662/rrem/100.

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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-

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VITRIUC, Paula, and Lavinia NICULESCU. "Professionalization of the public administration by introducing general and specific competencies for the public function in Romania." Administrarea publică 3, no. 107 (2020): 83–92. https://doi.org/10.5281/zenodo.3996023.

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Competency-based human resource management is increasingly implemented and used worldwide as an innovative, strategic and flexible approach to public sector workforce management. Like any other public administration reform, it is a complex, lengthy process which, although based on methodological, conceptual and technical solutions from international experience, must be adapted to the national social, economic, administrative and institutional context in order to be successful. Such a model of competency framework adapted to the reality of a state is the one elaborated for Romania within the pr

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Scarpa, Federica, and Daniele Orlando. "What it takes to do it right: an integrative EMT-based model for legal translation competence." Journal of Specialised Translation, no. 27 (January 25, 2017): 21–42. https://doi.org/10.26034/cm.jostrans.2017.257.

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Over the past few decades, research has yielded valuable models for the conceptualisation of translation competence, both in the academic and professional worlds (Göpferich 2009; Kelly 2002; PACTE 2003). However, despite the growing consensus on translation competence as a multi-faceted competence comprising several core skills, the different perspectives have resulted in terminological (when not downright conceptual) ambiguity. This paper aims to investigate in a didactic perspective the specific competences and sub-competences required for translating legal documents, with particular referen

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Furtáková, Lucia. "From the Classroom to the Newsroom: Evaluating the Impact of Media Practice on Digital Competence in Higher Education." Media Literacy and Academic Research 7, no. 1 (2024): 72–94. http://dx.doi.org/10.34135/mlar-24-01-04.

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Digital literacy and related digital competences are now an integral part of media work. Changes in technology and audience consumption habits have forced media professionals to acquire a wide range of digital skills. These include not only technical skills, such as mastery of digital tools and platforms, but also the ability to communicate and present content effectively in a digital environment. The aim of this study is to explore the level of digital competences of students who work in university media, compared to those who study at the faculty but are not part of its media. It also focuse

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Kaźmierczak, Monika. "Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 33 (June 15, 2021): 49–64. http://dx.doi.org/10.14746/ikps.2021.33.04.

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In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transm

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Legkostup, Plamen. "Art as a Basic Factor in the Formation of Key Competences in Adolescents." Pedagogika-Pedagogy 96, no. 3 (2024): 291–303. http://dx.doi.org/10.53656/ped2024-3.01.

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This article reflects the author’s views on the significance of art, in its integral entirety, as a basic factor in the formation of key competences in children and students. The concepts of competences, abilities, education through art, as well as the specific goals of visual art education in the various educational stages indicated in the normative documents – from preschool education to high school education – including the areas of competence for each of them are considered. Keywords: art, key competences, abilities, areas of competence

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Chen, Hai Ming, and Wen Yen Chang. "The essence of the competence concept: Adopting an organization's sustained competitive advantage viewpoint." Journal of Management & Organization 16, no. 5 (2010): 677–99. http://dx.doi.org/10.1017/s1833367200001802.

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AbstractPrevious scholars considered competence a ‘fuzzy concept’ and addressed confusions such as ‘competency vs. competence’ and ‘competence vs. core competence’. However, the issue ‘What is the essence of employee competence?’ remains unclear. By inference, the essence of competence is addressed in adoption of an organization's sustained competitive advantage viewpoint different from the traditional viewpoint of enhancing individual employability. This paper contends that employee competence is strategically driven by organizational core competence. Psychologically, employee competence and

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Chen, Hai Ming, and Wen Yen Chang. "The essence of the competence concept: Adopting an organization's sustained competitive advantage viewpoint." Journal of Management & Organization 16, no. 5 (2010): 677–99. http://dx.doi.org/10.5172/jmo.2010.16.5.677.

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AbstractPrevious scholars considered competence a ‘fuzzy concept’ and addressed confusions such as ‘competency vs. competence’ and ‘competence vs. core competence’. However, the issue ‘What is the essence of employee competence?’ remains unclear. By inference, the essence of competence is addressed in adoption of an organization's sustained competitive advantage viewpoint different from the traditional viewpoint of enhancing individual employability. This paper contends that employee competence is strategically driven by organizational core competence. Psychologically, employee competence and

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Zechariah, Sunitha, Jennifer L. Waller, Judith Stallings, Ashley J. Gess, and Leigh Lehman. "Inter-Rater and Intra-Rater Reliability of the INSPECT (Interactive Nutrition Specific Physical Exam Competency Tool) Measured in Multi-Site Acute Care Settings." Healthcare 10, no. 2 (2022): 212. http://dx.doi.org/10.3390/healthcare10020212.

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Even as new medical modalities, diagnostics, and technologies are rapidly changing healthcare, providing patients with safe, high-quality care remains the central focus. To provide safe patient care, healthcare providers are obligated to demonstrate and maintain the necessary competence. As more healthcare disciplines move toward a competency-based education model, it is essential to extend the competence verification from the academic educational level to the patient’s bedside. The nutrition-focused physical exam (NFPE) is a competency recently adopted by registered dietitian nutritionists (R

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Saigí-Rubió, Francesc, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, and Elisenda Reixach. "Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study." JMIR Medical Education 10 (October 17, 2024): e53462. http://dx.doi.org/10.2196/53462.

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Background Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. Objective This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. Methods We took an iterative mixed metho

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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.

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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes

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Матиенко and A. Matienko. "EDUCATIONAL POTENTIAL ROLE OF THE DISCIPLINE “FOREIGN LANGUAGE” IN THE FORMATION OF UNIVERSITY GRADUATES’ PROFESSIONAL COMPETENCE." Modeling of systems and processes 9, no. 2 (2016): 81–84. http://dx.doi.org/10.12737/23668.

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The present article is devoted to the investigation of conditions of polylingualandmulticulturalidentity formation, the most important of which is the degree of formation of foreign language professional communicative competenceas one of the key educational competences. The competence under analysis contributes to the development of future University graduates’ abilities to: 1) interact with native speakers of a foreign language, representatives of another cultures in the logics of contemporary scientific paradigm, taking into account their professional features, national values and behavior n

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Bănuț, Marius, and Ion Albulescu. "The Development of Competences Specific to Primary Education Objects as a Prerequisite for the Development of Students' Digital Competence." Educatia 21, no. 25 (November 30, 2023): 394–401. http://dx.doi.org/10.24193/ed21.2023.25.44.

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The development of the digital competence is a lifelong learning goal, which will remain stable, taking into account the digitization of societies and global economies. In this context and unlike the other European states, in the Romanian curriculum, the digital competence can not be found among the acquisitions of learning at the primary education level. In the absence of some clearly formulated learning objectives, which could be integrated into the development of digital competence, the teaching staff has the option to adapt the learning activities or to propose some new ones, so that the p

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Hurtado Albir, Amparo, and Paul Taylor. "The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training." Meta 60, no. 2 (2015): 256–80. http://dx.doi.org/10.7202/1032857ar.

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The aim of this paper is to present the fundamental aspects of competence-based translator training. It begins with an overview of research on Translation Competence (TC) and its acquisition (ATC), with particular emphasis on the PACTE group’s TC and ATC models, which have been validated through experimental research. It subsequently deals with four cornerstones of competence-based translator training, namely the pedagogical approach called competence-based training; specific competences in translator training; the translation task and project-based approach as a methodological and curriculum

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Marshall, Jason. "Two Standards of Competency Are Better Than One: Why Some Defendants Who Are Not Competent to Stand Trial Should be Permitted to Plead Guilty." University of Michigan Journal of Law Reform, no. 37.4 (2004): 1181. http://dx.doi.org/10.36646/mjlr.37.4.two.

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This Note argues that the present uniform standard of competency, competence to stand trial, be abolished in favor of two standards: competence to stand trial and competence to plea bargain. Part I traces the history of the competency standard by exploring its common law origins, the Supreme Court rulings that frame the debate, an academic reformulation of the competency inquiry, and the interests protected by requiring that defendants be competent to proceed through the criminal process. Part II contrasts the cognitive abilities, capacity to communicate with counsel, and courtroom behavior of

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BOCANCEA, Viorel, and Alexandra PĂTRAȘCU. "Practical activities - essential element in the training of specific geography competences." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 86–98. http://dx.doi.org/10.36120/2587-3636.v33i3.86-98.

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In this era where almost everything is developing rapidly, when experience is demanded insistently in all fields, there is also a need to improve the educational system and to train skills through practical activities. The study aims to emphasize the beneficial effect of practical activities carried out by high school students in acquiring and consolidating knowledge in the field of Geography. By approaching the concept of competence/s, the complete and definitive treatment of the concept was not pursued, but an attempt was made to argue for the formation of geography-specific competences prog

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Young, Marta Y., K. Jacky Chan, Marie-Pier Vandette, et al. "Evaluating the Organizational Cultural Competence of a Clinical Psychology Training Clinic: Findings and Implications for Training Sites." Canadian Journal of Community Mental Health 41, no. 2 (2022): 81–90. http://dx.doi.org/10.7870/cjcmh-2022-016.

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Canadians from diverse ethnocultural backgrounds have specific mental health needs. Cultural competence in mental health care enhances client satisfaction and improves outcomes for individuals from minority groups. Few studies examine cultural competence at the organizational level. This program evaluation examined organizational cultural competence of a university-based psychology clinic. Surveys were completed by internal stakeholders and clients. Results suggest a high level of commitment to cultural competence among internal stakeholders. Clients reportedly felt welcomed and that their cul

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Almazova, Nadezhda, and Oksana Sheredekina. "Distance Training of Pragmatic Competence of Law Students via Legal Cases in an English for Specific Purposes Course." Education Sciences 12, no. 11 (2022): 819. http://dx.doi.org/10.3390/educsci12110819.

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The priority of the competence approach aimed at developing professional competency of higher education students reflects the labour market need for graduates with the skills required by their speciality and relevant to the interrelated disciplines. In the case of law students, such skills include awareness of both domestic and foreign legal systems, as well as full communicative competence in the foreign language they are going to use. A key component of foreign language communicative competence is pragmatic competence—that is, knowledge about how a foreign language is used appropriately in a

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Miran Ahn and Jeongsoon Choe. "Specific Purpose Language Competence and Its Description." Journal of Korean Language Education 18, no. 1 (2007): 201–28. http://dx.doi.org/10.18209/iakle.2007.18.1.201.

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Yakubova, Lobar Gulomovna. "INCREASING COMPETENCE VIA SUBJECT-SPECIFIC VOCABULARY ACQUISITION." Theoretical & Applied Science 97, no. 05 (2021): 29–32. http://dx.doi.org/10.15863/tas.2021.05.97.4.

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Appelo, M. T., F. M. J. Woonings, C. J. Nieuwenhuizen, P. M. G. Emmelkamp, C. J. Slooff, and J. W. Louwerens. "Specific skills and social competence in schizophrenia." Acta Psychiatrica Scandinavica 85, no. 6 (1992): 419–22. http://dx.doi.org/10.1111/j.1600-0447.1992.tb03204.x.

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Wimmers, Paul F., Ted A. W. Splinter, Gregory R. Hancock, and Henk G. Schmidt. "Clinical Competence: General Ability or Case-specific?" Advances in Health Sciences Education 12, no. 3 (2006): 299–314. http://dx.doi.org/10.1007/s10459-006-9002-x.

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