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Gotowe bibliografie tematyczne / Skills framework

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Gotowa bibliografia na temat „Skills framework”

Autor: Grafiati

Data publikacji: 19 października 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Skills framework"

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Ali, Bothina Mohammed Hussien. "A Framework for Developing Soft Skills among Kindergarten." International Journal of Early Childhood Special Education 14, no. 1 (2022): 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.

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This study proposes a list of the needed soft skills for prospective kindergarten teachers in light of the Saudi Vision 2030, identifies the extent of their availability as reported by the participants, and proposes a framework for their development. To achieve these aims, the study adopted a descriptive method (analytical interpretation), and data have been collected by a questionnaire applied among 81 students registered at the eighth level in the College of Education. Results revealed high agreement on the availability of the needed soft skills among prospective kindergarten teachers: teamw

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McLaren, R., and J. Hayes. "Climbing skills [skills framework for the information age]." Information Professional 3, no. 4 (2006): 32–34. http://dx.doi.org/10.1049/inp:20060403.

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Garcia, Daniel Hernandez, Concepcion Monje, and Carlos Balaguer. "A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments." International Journal of Advanced Robotic Systems 14, no. 1 (2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.

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Future trends in robotics call for robots that can work, interact and collaborate with humans. Developing these kind of robots requires the development of intelligent behaviours. As a minimum standard for behaviours to be considered as intelligent, it is required at least to present the ability to learn skills, represent skill’s knowledge and adapt and generate new skills. In this work, a cognitive framework is proposed for learning and adapting models of robot skills knowledge. The proposed framework is meant to allow for an operator to teach and demonstrate the robot the motion of a task ski

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Squiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns, and Lauren McCormack. "The Health Literacy Skills Framework." Journal of Health Communication 17, sup3 (2012): 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.

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Darra, Susanne, Billie Hunter, Marian McIvor, Fran Webber, and Nan Morse. "Developing a midwifery skills framework." British Journal of Midwifery 11, no. 1 (2003): 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.

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Phillips-Mahon, Amy. "Creating a Digital Skills Framework." ITNOW 66, no. 3 (2024): 12–13. http://dx.doi.org/10.1093/itnow/bwae077.

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Abstract Flight Lieutenant Amy Phillips-Mahon CEng MIET MBCS of the Cyberspace Professions Implementation Team, RAF Digital, explains how organisational transformation in line with SFIA is helping the RAF face its challenges against the backdrop of a rapidly evolving digital landscape.

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Walker, Karen. "Skills for Health diabetes framework." Practical Diabetes International 24, no. 2 (2007): 61. http://dx.doi.org/10.1002/pdi.1052.

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Seema, P. V., and C. H. Padmanabha. "Conceptual framework on metacognitive skills." i-manager's Journal on Educational Psychology 17, no. 4 (2024): 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.

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The ability of a person to plan, monitor, assess, and modify their own behavioural patterns in order to more skillfully address challenges is known as metacognition. Although it is only described as "thinking about thinking," active thought monitoring and modification make it much more than that. The ability to think critically, solve problems, and be self- aware are all prerequisites for this type of self-regulation. When it came to meaningful learning, most students mainly relied on rote learning. Despite the significance of metacognitive thinking skills in the process of learning, the acqui

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Zou, Zhou, Sharin Hazlin Huspi, Ahmad Najmi Amerhaider Nuar, and Kebiao Zhu. "A Conceptual Framework of Career Move Recommendation System." Journal of Advanced Research Design 126, no. 1 (2025): 91–98. https://doi.org/10.37934/ard.126.1.9198.

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Nowadays, job recommendation systems are becoming more and more popular for job seekers to generate personalized job recommendations, but it is increasingly challenging as the techniques used are changing rapidly. Most of the existing job recommendation systems only consider the user’s interests, without consideration of the user’s skills, which can help them to make a career move. In this paper, the problem was addressed by applying the Design Science Research Methodology to propose an artefact. The proposed conceptual framework generates personalized job and skill recommendations for a caree

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Shekhar Agrawal and Rahul Vats. "Dynamic Knowledge Graphs: Revolutionizing Skill Analytics through Graph Neural Networks." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 11, no. 1 (2025): 1838–48. https://doi.org/10.32628/cseit251112181.

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The dynamic nature of workforce skills and their interrelationships necessitates sophisticated systems for understanding, classifying, and predicting skill evolution. This article introduces a novel framework for Dynamic Knowledge Graph Evolution in the Skills Domain, leveraging Graph Neural Networks to model hierarchical skill relationships, analyze temporal trends, and automate taxonomy generation. Our architecture incorporates a hierarchical GNN model that captures parent-child relationships among skills, enabling accurate skill classification and clustering. Temporal article is integrated

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Rozprawy doktorskie na temat "Skills framework"

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Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.

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Sharif, Mymoena. "A framework for e-skills policy-making in South Africa." Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.

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<p><font size="3"> <p>The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and li

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Toor, Saba K. "A pedagogical framework for enhancing skills of references and citations." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.

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References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccur

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Itomitsu, Masayuki. "Developing Japanese skills test : theoretical framework for a standardized proficiency test." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.

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Blomberg, Madeleine. "Biggest Skills Needs & Gaps : Case Study of Sandvik Coromant & Microsoft." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300053.

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In our increasingly digital age, the pace of digital transformation requires continuous learning. Microsoft CEO Satya Nadella put it simply when wanting Microsoft to transition from a culture of "know-it-all" to a culture of "learn-it-all". The most valuable commodity for leaders to do is to set an example for lifelong learning and to find opportunities to encourage others to do the same, allowing each employee to take responsibility for skilling up [18]. This study identifies prioritized skills and assesses what skills gaps exist from these. A maturity framework is developed to measure the le

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Hoque, Mohammed Ehsan. "Computers to help with conversations : affective framework to enhance human nonverbal skills." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91845.

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Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 179-199).<br>Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior can have detrimental consequences in personal as well as in professional life. Many people desire help, but due to limited resource

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Qi, Yini. "A sensor-based physical tool adaptation framework for facilitating motor skills learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120389.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 45-46).<br>Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical

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Awe, Ezekiel Mofoluwaso. "A framework for training and development of construction craft skills in Nigeria." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.

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The Nigerian construction sector presently accounts for about 1.4% of the nation's GDP, even though its contribution to total GDP seems to have remained, extremely low; the sector is yet to realise its full potential. The sector is expanding strongly with a growth of 10% per year and is supported by multiple real estate projects and by the modernisation and development of infrastructures which offer new opportunities for the construction sector. The nation's approach to the training and development of construction related craftspeople, however, has been general rather than specific; and the va

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Patel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.

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This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact tha

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van, den Berg Carolina Lucia. "A framework to teach digital innovation skills to South African Information Systems students." University of the Western Cape, 2017. http://hdl.handle.net/11394/6041.

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Philosophiae Doctor - PhD (Information Systems)<br>The diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS stu

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Książki na temat "Skills framework"

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Arizona. Arizona science essential skills framework. Arizona Dept. of Education, 1990.

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Northern Ireland Conference of Sport (14-15th October 1988 University of Ulster at Jordanstown, Newtownabbey, N.I.). A framework of knowledge and skills. NIIC, 1988.

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Ulster), Northern Ireland Conference of Sport (1988 University of. Effective coaching: Framework of knowledge and skills. University of Ulster, 1988.

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Canada. Dept. of Employment and Immigration. Employment Support Services Branch. Conceptual Framework For the Life Skills Program. s.n, 1985.

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Dr. Rakesh Goel. Senior Orthopaedic Surgeon, ed. Sports Massage.: Skills Development. Spa Therapies Framework. Createspace, 2016.

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Mullen, Dana. A conceptual framework for the life skills program. Guidance Centre, University of Toronto, in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission, and the Canadian Govt. Pub. Centre, Supply and Services Canada, 1985.

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Holzner, Steven. Struts: Essential skills. McGraw-Hill/Osborne, 2004.

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Peacock, Colin. Classroom skills in English teaching: A self-appraisal framework. Routledge, 1990.

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Therapists, College of Occupational. Core skills and a conceptual framework for practice: A position statement. The College, 1994.

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C, Montgomery Patricia, and Connolly Barbara C, eds. Motor control and physical therapy: Theoretical framework and practical applications. Chattanooga Group, 1991.

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Części książek na temat "Skills framework"

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Raina, Vineet, and Srinath Krishnamurthy. "The Skills Framework." In Building an Effective Data Science Practice. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7419-4_21.

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García, Bárbara Torres. "Green skills framework." In Employment, Training and Lifelong Learning. Routledge, 2025. https://doi.org/10.4324/9781003591948-10.

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Hamet Bagnou, Jennifer, Elise Prigent, Jean-Claude Martin, and Céline Clavel. "Social Skills Theoretical Framework." In Multimodal Interaction Technologies for Training Affective Social Skills. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-1313-7_2.

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Herbert, Ian, and Andrew Rothwell. "A framework for skills development." In Managing Your Placement. Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-07051-7_4.

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Matusiewicz, David, and Jochen A. Werner. "Future Skills Framework in Healthcare." In Novel Innovation Design for the Future of Health. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08191-0_30.

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Hamerstone, James, and Lindsay Musser Hough. "Build Your … Communication Skills." In A Woman’s Framework for a Successful Career and Life. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_4.

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Hamerstone, James, and Lindsay Musser Hough. "Build Your … Negotiation Skills." In A Woman’s Framework for a Successful Career and Life. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_5.

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McGarvey, Lynn, Lixin Luo, and Zachary Hawes. "Spatial Skills Framework for Young Engineers." In Early Mathematics Learning and Development. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_5.

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Bourn, Douglas. "A Conceptual Framework for Global Skills." In Understanding Global Skills for 21st Century Professions. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_6.

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Harkin, Brian. "The Human Element – Skills." In Evolving from Digital Transformation to Digital Acceleration Using The Galapagos Framework. Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781003404217-12.

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Streszczenia konferencji na temat "Skills framework"

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Sidorenko, Aleksandr, Achim Wagner, and Martin Ruskowski. "Skills Composition Framework for Reconfigurable Cyber-Physical Production Modules." In 2024 IEEE 29th International Conference on Emerging Technologies and Factory Automation (ETFA). IEEE, 2024. http://dx.doi.org/10.1109/etfa61755.2024.10710864.

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Singh, Jayant, Jing Zhou, Baltasar Beferull-Lozano, Shijun Yan, and Shalman Khan. "Haptic Teleoperation Framework for Learning Task Space Fine Manipulation Skills." In 2024 IEEE 19th Conference on Industrial Electronics and Applications (ICIEA). IEEE, 2024. http://dx.doi.org/10.1109/iciea61579.2024.10665270.

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Koliskina, Valentina, and Andrei Kolyshkin. "DEVELOPMENT OF STUDENTS’ DIGITAL SKILLS IN ACCORDANCE WITH DIGCOMP FRAMEWORK." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0946.

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Michel, Fady, Hania Hindy, and Dina El Dahish. "UNLOCKING FUTURE SKILLS: A FRAMEWORK FOR ADAPTIVE 21ST CENTURY LEARNING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.2031.

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Wang, Qi, and Xiucai Huang. "A Learning Framework for Dexterous Manipulation Skills in Multi-Finger Robot Hands." In 2024 China Automation Congress (CAC). IEEE, 2024. https://doi.org/10.1109/cac63892.2024.10865799.

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Nascimento, Nicolas, Rafael Chanin, and Afonso Sales. "WIP: A Preliminary Framework for Fostering Leadership Skills in Software Engineering Students." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893103.

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Siroros, Maytiya, Pitipong Yodmongkol, Suepphong Chernbumroong, Tippawan Pratumta, and Sudarat Suksao. "Developing a Social Skills-Based Framework to Foster Workforce Resilience and Adaptability." In 2025 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2025. https://doi.org/10.1109/ectidamtncon64748.2025.10962058.

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Michel, Fady, Dina El Dahish, and Hania Hindy. "DECODING FUTURE SKILLS: A COMPETENCY FRAMEWORK FOR FUTURE OF WORK AND GLOBAL CITIZENSHIP." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1523.

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Vansweevelt, Fréderique, and Jolien Notermans. "UNIVERSITY-WIDE SKILLS FRAMEWORK." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1919.

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Shankararaman, Venky, and Swapna Gottipati. "Mapping information systems student skills to industry skills framework." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474561.

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Raporty organizacyjne na temat "Skills framework"

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Aurbach, Elyse L., Katherine E. Prater, Emily T. Cloyd, and Laura Lindenfeld. Foundational Skills for Science Communication: A Preliminary Framework. Office of Academic Innovation, University of Michigan Ann Arbor, 2019. http://dx.doi.org/10.3998/2027.42/150489.

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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes

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McMeekin, Sharon, and Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, 2022. http://dx.doi.org/10.7207/dpccf22-01.

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McMeekin, Sharon, and Amy Currie. Digital Preservation Competency Framework 2nd Edition. Digital Preservation Coalition, 2025. https://doi.org/10.7207/dpccf25_02.

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Bayudan-Dacuycuy, Connie, Ma Christina Epetia, Anna Rita Vargas, and John Joseph Ocbina. Inputs to the Philippine Labor Market Information System and TESDA’s Skills Anticipation and Prioritization of Skills Requirements Framework. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.06.

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Galiani, Sebastian, Guillermo Cruces, Pablo Acosta, and Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America: Evidence from a Supply-Demand Framework. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24015.

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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T

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Pilege, Evita. Improvement of Career Management Skills of Adults in Information Technology through Non-Formal Education. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.10.

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This study aims to identify effective models and methodologies for improving the career management skills of adults transitioning into IT roles through non-formal education. Through a literature review, expert interviews and evaluation of data from the Riga TechGirls non-formal education programme 'DiscoverTech', the study highlights the critical need for tailored career guidance in the context of digital transformation and human rights. Key findings show that the models developed for digital transformation, career guidance and management skills, together with the career counselling programme

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Goodwin, Sarah, and Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, 2023. http://dx.doi.org/10.46999/corj9896.

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In this paper we describe how the language skill of listening is operationalized and measured on the Duolingo English Test (DET). This work is situated in the DET’s theoretical assessment ecosystem (Burstein et al., 2022), a set of evidence-based frameworks that reflect the iterative processes for assessment design, computational psychometrics, and test security. In this ecosystem, the Language Assessment Design Framework stipulates that the domain for tested constructs be described. To achieve this goal, the present paper is one in an ongoing series of skills construct whitepapers that descri

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Karam, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat, and Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41026.

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The emergence of modern complex systems is often exacerbated by a proliferation of information and complication of technologies. Because current complex systems challenges can limit an organization's ability to efficiently handle socio-technical systems, it is essential to provide methods and techniques that count on individuals' systems skills. When selecting future employees, companies must constantly refresh their recruitment methods in order to find capable candidates with the required level of systemic skills who are better fit for their organization's requirements and objectives. The pur

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