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Purpose: This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach: A mixed methodological approach was used to analyse 162 FTs' ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings: FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students' lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value: This study applies a fully replicable rubric for the assessment of teachers' ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Journal of the Military University of Land Forces is the property of Gen. Tadeusz Kosciuszko Military Academy of Land Forces and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early Life Family Care (ELFC) has so far neglected the needs of migrant families, partly due to professionals' lack of transcultural knowledge required to address these specific needs. Simultaneously, migrants face employment barriers, including the non-recognition of qualifications and competences. The EU-funded project addressed both these issues by developing an ELFC mentoring training scheme for migrants, who can use their existing and acquired competences to co-operate with parents in challenging transition phases (e.g. becoming new parents). The article discusses one key pillar of the project: the development of a 'competence profile'. This involved identifying both, ELFC needs of families, which can be addressed by mentoring, as well as the corresponding competences required by mentors. For this purpose, 25 semi-structured interviews with ELFC professionals and migrant parents were conducted. The results show migrant families' need for skilled support in the management of administrative, interface, relationship, participation and boundary issues. [ABSTRACT FROM AUTHOR]

Current reforms in the Latvian general education system, which require switching to competence-based learning, have determined the topicality of the study. An interesting issue is the development of basic professional competences of working educators. Thus, the research aim is a comparative study of manifestations of professional competence in Latvian sports teachers and coaches. The research method used was Medvedeva’s Teacher General Education Competences Survey (TGECS), which contains 46 items combined into 5 professional competency scales: project development; organizational; student achievement and education problem monitoring; interaction in the education process, and professional selfimprovement. Based on the results obtained, professional competence profiles of sports teachers and coaches are suggested. High professional competence scores were established for coaches. Important profile features of professional competence are organizational and interaction competences. For both sports teachers and coaches, the monitoring competence shows lower scores. [ABSTRACT FROM AUTHOR]

Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of the process of major restructuring of the professionalization system for the teaching career, the school / university has four important missions: a scientific mission, developing and maintaining a wide knowledge base; a mission of citizens, to promote equal opportunities, to develop active citizens; an economic mission, enabling the development of a professional project and promoting integration into the labour market; a personal development mission, contributing to the development of the personality and full potential of each person. The present study aims to examine the relationship between school and society, as it is reflected in the conception of students-future teachers. More specifically, we were preoccupied with providing a relevant diagnosis of the competency profile outlined by students-future teachers. The data collected and analyzed as a result of the investigation led to the following findings: the emotionalaffective dimension determines, to a significant extent, the efficiency of the communication relationship; the investigated subjects especially appreciate the climate of communication, the emotional connection established between teachers and students. [ABSTRACT FROM AUTHOR]

In the past four decades, the higher education in social work has expanded greatly in Sweden, but analyses of what this development means for the field of social work are few. No scientific text pays specifically attention to the competence profile of the teaching staff. The aim of this article is to investigate the quality of the education with a focus on the competence profile among teaching staff in social work education programs. The competence profile is analysed by studying the competence on social work as academic discipline (Bachelor of Science in Social Work for non-PhD teaching staff and PhD in social work for staff with doctoral degree) and scientific level (PhD among the teaching staff) based on two quality criteria: two-thirds of the teaching staff with doctoral degree and two-thirds with social work as their main academic discipline. The article has a comparative approach by comparing both the competence profile between higher education institutions with social work programs 2020 and the development between 2008-2020. The article uses quantifiable data that has been collected through a survey with basic facts about the teaching stuff from all institutions with social work programs and statistical data from the Swedish Higher Education Authority. The analyses of the empirical material has led to two main conclusions regarding the competence profile of teaching staff: none of the higher education institution with social work program in Sweden meets both quality criteria and the differences between the institutions risk to develop an stratified higher education with a hierarchy between social work programs with negative consequences for the discipline as well as for the students’, labour market entry after graduation and for clients. [ABSTRACT FROM AUTHOR]

The ascension of e-business has significantly changed competence requirements of information technology (IT) professionals. In this paper, we derive a competence set that addresses these changes and investigate individual preferences for specific competence components within e-business teams. We connect these preferences and competence valuation with personal characteristics of team members that were found to influence the perception of competence requirements in previous research. To empirically address this issue, we apply a Web-based questionnaire with adaptive conjoint measurement. By cluster analysis, we identify four competence profiles preferred by team members. Data from 176 respondents suggest that experience is related to the preferred profile, whereas expertise is related to overall competence valuation. Our research suggests that immature teams should consider that preferences regarding IT professionals may change with venture maturation, whereas interdisciplinary teams should discuss each member's value contribution. Considering our results, these suggestions could optimize the process of team composition. [ABSTRACT FROM AUTHOR]

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Resource Management / Zarzadzanie Zasobami Ludzkimi is the property of Institute of Labour & Social / Instytut Pracy i Spraw Socjalnych and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The competence concept comes almost as an obsession within the context of nowadays scientific world. Scrutinizing the competence concept is proposed by this paper, in terms of its implying into syntagma: „professional competence profile". The meaning of this phrase:" professional competence profile" is explained; a structure under a clear matrix form of this profile is presented, as an original contribution of the author, firstly existing in her Ph.D. thesis. The processes of recruitment, selection, and continuing training in the professional field are explained as the beneficiary of the professional competence profile built as a clear matrix. This is the focus of the second part of the paper. The final part of the paper analyses the topic of the competence profile in the teacher/professor status case, according to the multiple hypostases in a multicultural world. The managerial hypostasis of a teacher, including the leadership one, is put together with the hypostasis of curriculum designer and the actor of the basic implementation of the curriculum are presented within the context of specific requests of a multicultural world. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The intercultural dimension of the human of the third millennium is determined by multiculturalism and has become a necessity in terms of a new attitude towards the others belonging to the worldwide and coming closer and closer to each individual. This dimension is most necessary in the case of teachers of nowadays who have the responsible mission to form personalities for the future. This paper work presents a synthesis of the theoretical fundaments of a complex research centered on intercultural education (IE) on academic level, followed by a brief presentation of an ameliorative research as one of the sequences of the investigative approach. Based on a previously ascertaining research done, this sequence involved the design and the implementation of a curriculum explicitly aiming to develop the components of the intercultural competence (IC). It represents the independent variable that is assumed as being a possible responsible of an obvious development of the intercultural competence for the selected experimental group, compared to a control group. The research design follows the necessary steps and the results are processed statistically and interpreted in the light of the fundamental theory and of a direct observation in the educational field. [ABSTRACT FROM AUTHOR]

Good requirements are commonly viewed as a key success factor for IT (and non-IT) projects, but still there seems to be insufficient insight into which competences requirements engineers need to have these days. Digitalization is likely to pose new challenges to requirements engineering. Chances are that digitalization will change the competences that are necessary for successful requirements engineering. This paper proposes a research design that will be used for clarifying which competences requirements engineers need nowadays and how these competences change due to digitalization. To that end, qualitative and quantitative research methods will be combined for developing a comprehensive competence profile for requirements engineering on a scientific basis. The resulting competence profile constitutes a starting point for devising competence-oriented learning settings. Thus, our research contributes to a better understanding of competences for requirements engineering and improves education of future requirements engineers, in particular for coping with challenges posed by digitalization. [ABSTRACT FROM AUTHOR]

Copyright of Management Sciences / Nauki o Zarzadzaniu is the property of Uniwersytet Ekonomiczny we Wroclawiu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers' skills to perceive and interpret classroom situations were assessed via video-vignettes. Data from a follow-up study of TEDS-M Germany in 2012 were used, including a sample of 278 early career middle school teachers of mathematics. While teachers' declarative knowledge can be predicted by teacher education grades, teachers' skill to interpret classroom situations presented by videos can be predicted by their amount of time spent on teaching relative to their overall working time, which is interpreted as a form of deliberate practice. Different competence profiles of pedagogical knowledge and skills are identified via latent-class analysis. Besides teaching experience, profiles are associated with generic teaching challenges (motivating students, disruptive student behaviour) perceived by the teachers. Implications of findings for professional development of early career teachers are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Education of Economists & Managers / Edukacja Ekonomistow i Menedzerow is the property of Warsaw School of Economics, Department of Human Capital Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this paper was to develop a graphical presentation of a measure of an employee's competence (ECVM) for a job position. In this context, the essence and formula for measuring the value of an employee's competences have been presented. This formula makes it possible to provide a definition of the method for determining the total value of all the competences in the competence profile and the value of an employee's competences. With regard to the graphical presentation of the measure, it was assumed that the most appropriate form will be a pie chart. The key assumption was such that each competence in the profile would be a segment (slice) of the pie chart. An example of the graphical presentation of the measure of the employee competencies has been presented. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned.Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one’s acts.Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed.Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations’ needs.Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions’ social responsibility.Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare. [ABSTRACT FROM PUBLISHER]

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. [ABSTRACT FROM AUTHOR]

Modern global companies have to build a supply chain network strategy that provides maximum flexibility and can optimally respond to changes in their environment. The emergence of automotive build-to-order production networks is one of the consequences of these changes in the automotive industry. Production networks can be seen as a step beyond the linear supply chain topography. However, when dealing with multiple organizations and multiple processes within a complicated production network, identifying and locating a member that has responsibility and/or competence in a particular part of the network can be a laborious, time-consuming process. Developing and maintaining a competence directory of all the relevant parties associated with troubleshooting and potential problem solving can significantly reduce the production lead time. Moreover, linking this directory to key decision points and frequent problems can further enhance its effectiveness. Consequently, the problem of semantic interoperability between members of such organizations is of major importance. This paper proposes an approach to developing a knowledge management platform for a build-to-order production network to solve the above problem. The approach is based on application of such technologies as ontology management, context management and profiling. [ABSTRACT FROM AUTHOR]