Concept Of Competence Research Articles

A Review of Research on the Concept of Global Competence

Abstract: With the acceleration of globalization, cultivating talents with cross-cultural communication skills, a global perspective, and problem-solving abilities has become a critical issue in the field of education. This paper aims to critically summarize and organize the academic discussions on the concept of global competence, offering an in-depth analysis of the controversies, debates, and emerging consensus surrounding this complex concept. The research finds that although there are broad disagreements regarding the definition, usage, and research paradigms of global competence, there is a basic consensus: global competence emphasizes an individual's ability to effectively communicate, collaborate, and solve global challenges in a globalized environment. This review hopes to provide a clear framework for further research in this field and to advance academic understanding and application of the concept of global competence.

Cross-cultural competencies in public management, the concept of training and competencies in the public sector, the role of national schools in Balkans

Cross-cultural competencies in public management, the concept of training and competencies in the public sector, the role of national schools in Balkans

Conceptualizing healthcare professionals’ relational competence in mental healthcare: An integrative review

IntroductionThe relationship between patients and mental health professionals is the cornerstone of all mental health treatment, and good patient-professional relationships are associated with several positive therapeutic outcomes for patients with mental health challenges. Mental health professionals’ relational competence is essential for high-quality services in mental healthcare. There is currently no unified understanding of the concept of relational competence. This study seeks to address this gap by exploring how relational competence is conceptualized within the context of mental healthcare. The research question was: How is relational competence described in the research literature within the context of mental healthcare? MethodsAn integrative review was conducted with systematic searches in the databases PsycInfo, Ovid Medline, Embase, CINAHL, ERIC, Academic Search Elite, IDUN, and Svemed+, spanning from January 2012 to October 2023, as well as hand searches in the reference lists of the included studies. A thematic synthesis was carried out based on the results in the included studies. ResultsOut of 2476 scientific studies screened, 30 were included, employing a variety of research methodologies to explore relational competence within mental healthcare. Four themes were found to describe relational competence in mental healthcare: having the ability to self-reflect and self-regulate, having a genuine interest in understanding the patient, engaging in reciprocal interaction with the patient, and meeting the patient so that they feel acknowledged. Each theme describes a central and important part of relational competence, but fully developed relational competence must be understood as a whole in which all the themes are present. ConclusionRelational competence in mental healthcare incorporates all the identified components. Each theme complements the others and contributes to the construction of a strong therapeutic relationship between patients and mental health professionals. To provide the best possible care for mentally ill patients, healthcare professionals must embrace and integrate these elements into their practice.

Incorporating Graphic Humor and Comic Vignettes in Second Lang

Abstract: This article explores the integration of graphic humor, specifically comic vignettes, into a foreign language teaching (FLT) context and its impact on enhancing communicative competencies. It addresses the paradox of how simple humorous sketches can convey complex meanings and discusses their relevance in a globalized world with approximately 7 billion inhabitants. By examining Alon¬so Abad’s (2010) insights on the intersection of psychology and language pedagogy, the article highlights the advantages of using comic strips over more traditional or conventional verbalist approaches. The current discussion, includes theoretical frameworks such as Krashen’s Affective Filter Theory and the CEFR’s concept of existential competence, emphasizing the role of emotional and personal factors in language learning. The article defines graphic novels and humor graph¬ics, illustrating their ability to engage students with a variety of alternative topics and create meaningful learning experiences in the learning field. It also delves, into the semiotic models of humor and cartoons, noting the cognitive effects of combining verbal and visual elements. Practical aspects of incorporating graphic materials into language teaching are discussed, including the need for specific teacher training and the development of an alternative set of discourses connected with visual competencies. The article concludes with some recommendations based on Littlewood’s (1981) procedures for designing didactic materials, aiming to foster a positive classroom environment and enhance language acquisition through humor. Overall, the integration of comic-based learning materials is pre¬sented as a necessary approach, which intends to fulfil the lack of intuitive and criti¬cal thinking in the second language teaching (SLT) field. Keywords: graphic humor, images, cartoons, vignettes, communication, creativity, critical thinking, innovation.

Challenges and Problems of Rural Entrepreneurship in India

Rural entrepreneurship is now a significant possibility for those who relocate from rural or semi-urban areas to urban settings. On the contrary, it is also true that the majority of rural businesses face numerous challenges due to a lack of essential amenities in rural parts of developing countries such as India. Lack of education, financial constraints, limited technical and conceptual competence, and other factors make it difficult for rural entrepreneurs to create industries in remote areas. This paper makes an attempt to find out the Problems and Challenges for the of Rural Entrepreneurship. It also focuses on the major problems faced by rural entrepreneurs especially in the fields of Marketing of products, financial amenities and other primary amenities, i.e. availability of electricity, water supply, transport facilities and required energy etc

Exploring the state-of-the-art on competencies for policymaking in public health

Abstract Against the complex backdrop characterizing both the nature of public health challenges and the corresponding skills required to face them, this presentation will introduce the state-of-the-art on scholarship concerned with the definition and/or development of competencies for effective policy making in public health. The presentation will focus especially on presenting findings of a scoping review of the state-of the-art involving: 1) research that develops competency frameworks explicitly designed for policymakers operating in public health; and 2) case studies that explore the application of specific competencies (whether explicitly or implicitly) in different public health contexts. By exploring both bodies of literature, the scoping review will take stock of how each study defines the concept of competencies, enumerates areas of knowledge and demonstrable skills pertaining thereto, and uses evidence to establish their significance in the field of public health leadership. The findings of the scoping review will also be brought into comparative perspective, examining whether and how the categories of existing competency frameworks correspond with one another, as well as reflect the insights of single case studies. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. Speakers/Panelists Anne-Catherine Viso Santé publique France, Saint Maurice, France Charlotte Marchandise EUPHA Kasia Czabanowska Maastricht University, Maastricht, Netherlands

THE PROBLEM OF DEVELOPING THE RESEARCH COMPETENCE OF SPECIAL EDUCATORS

The article deals with the problem of developing the research competence of special educators. The article analyzes foreign and domestic experiences in the development of research competence. The essence of the concept of research competence is revealed, and its features and capabilities are defined and disclosed. The characteristics of the concepts of competence, competence approach, and research competence are given. Research competence is the formation of skills necessary for carrying out research activities, and the presence of motivation for scientific activity It is characterized by achieving the result necessary to achieve the set goals, planning, designing, conducting research, discussing and demonstrating their results. Research objectives: to identify the theoretical and methodological foundations of the problem of developing the research competence of special teachers; to systematize the methodological foundations of the problem of developing the research competence of special teachers. The purpose of the study: theoretical methodological substantiation of the problem of developing the research competence of special teachers, the development of a methodology and experimental verification of its effectiveness. In order to identify the effectiveness of the problem of developing the research competence of special teachers, an ascertaining experiment and a questionnaire survey of students were conducted. Based on the results of the survey, the levels and content of the problem of developing the research competence of special teachers were determined. The results have been verified and displayed on the chart.

Literature Review on Creative Leadership in Chinese Culture and Arts Industry Managers

With the rapid development of the economy and culture, the creative industry has become the pillar of urban economic growth, and the supply of creative industry personnel has been in short supply. The bottleneck in the development of China’s creative industry is the extreme shortage of creative talent, and the education and training of a large number of creative talents is a great success for China’s creative industry in the future. This study investigated the model of Creative Leadership in China. Xiang (2009) documented that the dual quality superimposing model of cultural industry’s competence can be divided into five dimensions: (1) integrity, responsibility, integrity, fairness, self-control, team spirit, (2) management and management: initiative, public relations, negotiation, marketing, service consciousness. Wang (2016) commented on the status of creative talent competence, judged on the competence of creative talent, conducted empirical research on the competence of creative talent through the design of the research path, and analyzed the data. Li (2007) defines the connotation of the creative industry and the skills of the creative industry, analyses the talents’ ability and quality. At the same time, the concept of competence is introduced, and the competence characteristic model of creative advertising person is established with the example of a creative advertising person. This paper analyzes the strategies for cultivating the competence of creative industrial talents from three levels: society, enterprise, and talent itself.

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

NATURE AND BASIC CONCEPTS OF PROFESSIONAL COMPETENCES OF PUBLIC CIVIL SERVANTS

In this article, the concept of professional competencies of state civil servants and its essence are analyzed in detail. The importance of the system of competences aimed at improving the qualifications of civil servants, professional development and service efficiency is studied. The main types of competences, including professional knowledge, skills, personal qualities and basic concepts formed through ethical standards are identified. Based on the analysis of modern approaches and international experiences in the field of public administration, recommendations are given to improve the efficiency of employees.

Разнообразие образовательных коммуникативных ситуаций виртуального урбанизма как эффективный инструмент формирования коммуникативной компетентности учащихся при изучении иностранных языков в России, Казахстане и Китае

The formation of foreign languages communicative competence in modern electronic and digital society is directly conditioned by the achievements of computer psycholinguistics, neurolinguistics, starting from digital neuropedagogy using the natural landscape to construct a virtual environment with a change in the speech and behavioral standard in urbanism and the priority of digital reality. The purpose of the study is to define and substantiate the methodology of digital educational resources, which gradually forms communicative competencies by immersing students in the virtual environment of urban society.The hypothesis is based on students' understanding of the process of learning foreign languages with an emphasis on the specifics of neurocognitive connections in the formation of communicative competencies using didactic computer-mediated digital technologies of various electronic educational resources by comparing real and virtual urban space. The research material is a variety of educational communicative situations of virtual urbanism. The object of this research is the process of learning a foreign language, including analog situations of the real city environment and simulation modeling of a virtual urban space. The study clarifies the concepts of communicative competence, virtual urbanism, digital technologies, indicating the parameters of the main classifications.

Linguistic Basics of the Formation of Students’ Pragmatic Competence

This article discusses the linguistic foundations of the formation of pragmatic competence of students. A review of the history of the formation and study of the term “pragmatic competence” is provided. Similar and related terms with this term are also analyzed, as well as the views and conclusions of domestic and foreign linguists, methodologists, and scholars. To develop a methodology for the formation of pragmatic competence of students, it is crucial to find out its theoretical and methodological foundations; therefore the purpose of this article is to identify the linguistic features of this issue. It is known that the indicator of the personal quality of schoolchildren is equivalent to the indicator of their socialization. The totality of the knowledge, skills, and abilities formed in a child will have a significant influence on their correct and appropriate socialization within their environment in the future. The existence of a close relationship between linguistic, communicative, and pragmatic competencies requires the use of complex methods in solving their common tasks. The study found that the concept of competence has been studied from different perspectives. The main characteristics and indicators of pragmatic competence are established, as well as the concepts of their manifestations in the language environment are presented. The influence of new trends in the field of linguistics on the formation of pragmatic competence is also considered. Several methods that can be used when teaching the Kazakh language are examined. An attempt has been made to find language solutions that contribute to the development of pragmatic competence.

School Heads Leadership Competencies: A Comparative Analysis between the Perceptions of Male and Female Secondary School Teachers

This study seeks to investigate the insights of teachers about leadership competencies of secondary school heads in Malakand division. The study population consisted of 8481 teachers working in three districts i.e. Swat, Malakand and Dir lower. By using cluster sampling probability sampling method, 635 teachers were randomly selected as sample of the study. A highly valid and reliable questionnaire gathered data from secondary school teachers, revealing that heads exhibit strong competencies. Technical competency was highly observed, while conceptual competency was less so. No significant difference was found between male and female teachers' perceptions of school heads' leadership competencies. The study recommended that both pre and in-service trainings and leadership development programs may be arranged for heads to enhance their leadership competencies to effectively manage school activities. Senior teachers may also be involved in different school activities.

이주배경 중등학습자를 위한 한국어 교재 《표준 한국어 의사소통》 분석 -상호문화 의사소통 역량을 중심으로-

This study aims to analyze whether the "Standard Korean Communication" textbooks (Volumes 1-4) for secondary school students with migration backgrounds adequately reflect educational values that respect and facilitate communication across diverse cultural backgrounds, in line with the principles of intercultural competence. To achieve this, the study evaluated the textbooks based on Byram's (2021) concept of intercultural communicative competence, focusing on the diversity of illustrations (external composition) and the appropriateness of the cultural content presented (internal composition). The results showed that while the diversity in terms of nationality and gender among the characters was well reflected, the illustrations did not sufficiently convey this diversity. In terms of internal composition, the cultural sections primarily focused on the initial stage of intercultural competence, which is 'knowledge,' and lacked elements necessary for developing 'skills' and 'attitudes.' Consequently, the study suggests that future textbook development should more clearly incorporate cultural diversity in both illustrations and educational content, and enhance the elements that foster 'skills' and 'attitudes' for deepening intercultural understanding.

Promotion of basic motor competencies through pupils’ ability, knowledge, and willingness. Effects of an 8-week PE program in 2nd and 4th grade.

As soon as children want to participate in movement and sports culture, they need basic motor competencies (BMC). Hence, the acquisition of BMC in primary school physical education is a core objective in primary school curricula. However, a considerable part of European pupils do not develop sufficient BMC during primary school years (Wälti et al., 2022). At the same time, Ruin and Stibbe (2014) highlight a lack of concrete methods for implementing competence-oriented curricula. Therefore, methodological considerations and interventions that allow conclusions about the design of PE programs to promote BMC are needed. This study examined the immediate and long-term effects of an 8-week competence-oriented PE program on 2nd, and 4th graders’ BMC. In the German paradigm of competence (Klieme et al., 2008) promoting competence, understood as ability, knowledge, and willingness is one of the main goals of physical education (Amesberger & Stadler 2014). Aligned with competence paradigm, the PE program targeted motor-activity (ability) through movement-games. It also enhanced self-regulation (willingness) and cognitive engagement (knowledge) by offering movement-tasks of varying difficulty, which student could choose and evaluate using self-assessment forms. In a quasi-experimental study, 116 2nd, and 110 4th graders were assigned to an intervention and control group and BMC were tested with MOBAK-1-2 respectively MOBAK-3-4 (Herrmann, 2018) pre, post, and follow-up in overall-competence, self-movement and object-movement. Repeated measured ANCOVAs (sex and BMI as covariates) revealed strong time effects (e.g. η2 = .31, p < .001 for overall-competence in 2nd grade), small to moderate time*group interaction effects (e.g. η2 = .08, p < .01 for object-movement in 2nd grade) and medium group effects (e.g. η2 = .11, p < .001 for self-movement in 2nd grade) for overall-competence, self-movement, and object movement. Merely for object-movement in 4th grade, only a strong time effect (η2 = .24, p < .001) was observed, with no interaction or group effects, indicating that all 4th graders developed object-movement during study period independent of the study group. The results suggest that a competence-based PE program can promote BMC in primary school. Nevertheless, the lack of the interaction effect on object-movement in 4th grade shows that these effects are not general. Future studies should continue to investigate the effects of competency-oriented PE programs on pupil’s competence development. References Amesberger, G., & Stadler, R. (2014). Bildungsstandard für Bewegung und Sport. Handreichung für kompetenzorientiertes Lernen und Lehren [Educational standard for physical activity and sport. Handout for competence-orientated learning and teaching]. Bundesministerium für Unterricht, Kunst und Kultur (BMUKK). Herrmann, C. (2018). MOBAK 1-4. Test zur Erfassung Motorischer Basiskompetenzen für die Klassen 1-4 [MOBAK 1-4. Test to assess basic motor skills for grades 1-4]. Hogrefe. Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Ed.), Assessment of competencies in educational contexts. (pp. 3-22). Hogrefe & Huber. Ruin, S., & Stibbe, G. (2014). Zum Bildungs- und Erziehungsverständnis in kompetenzorientierten Lehrplänen [On the understanding of education and upbringing in competence-orientated curricula]. Sportunterricht, 63(6), 168-173. Wälti, M., Sallen, J., Adamakis, M., Ennigkeit, F., Gerlach, E., Heim, C., Jidovtseff, B., Kossyva, I., Labudová, J., Masaryková, D., Mombarg, R., De Sousa Morgado, L., Niederkofler, B., Niehues, M., Onofre, M., Pühse, U., Quitério, A., Scheuer, C., Seelig, H., Vlček, P., … Herrmann, C. (2022). Basic motor competencies of 6- to 8-year-old primary school children in 10 European countries: A cross-sectional study on associations with age, sex, body mass index, and physical activity. Frontiers in Psychology, 13, Article 804753. https://doi.org/10.3389/fpsyg.2022.804753

Social Competencies of Students of Science and Social Majors for Volunteer Work

The article discusses the recognition of social competencies of students of science and social majors to do voluntary work. The theoretical concept on which the research is based is the concept of social competencies by J. Skrzypczak, who sees them as “the ability to do something, depending on the familiarity of knowledge, skills and abilities included in it, as well as on the degree of conviction about the need of using that ability.” The main purpose of the research is to diagnose the social competencies of students of science and social majors to do voluntary work and to identify the differences between groups in this respect. The method of diagnostic survey was chosen for the purposes of the study. Research has shown slight differences between the students of science and social majors. They only concern the assessment of one's own level of motivation to help.

What it takes to develop self-confidence and competence in midwifery students for midwifery practice

BackgroundMidwifery practice is multidimensional and complex in supporting women's reproductive health. Midwives provide care through pregnancy, birth, and the puerperium and may extend to sexual and reproductive health. Midwifery education must develop self-confidence and competence within each midwifery student. This must be learned before registering as a midwife and entering midwifery practice. Little is known about how educational experiences influence midwifery students' confidence. AimThe aim of this study was to understand the educational experiences that influence self-confidence and competence development among midwifery students. Design and methodsA qualitative descriptive design was used in this study. Data were collected through seven focus group discussions with 37 midwifery students. The discussions were recorded and professionally transcribed. Data were analysed using thematic analysis. ResultsThe analysis resulted in four themes: (1) Understanding the concept of competence, (2) developing competence in midwifery practice, (3) obstacles to developing competence, and (4) the importance of self-confidence to be competent. The development of self-confidence and competence is gained through acquiring knowledge and skills, participating in research, undertaking clinical and simulated practice, attending seminars, and engaging in independent learning. ConclusionMidwifery students described how the increase in self-confidence can lead to an increase in competence, enabling the provision of high-quality midwifery services.

Analisis Implementasi Sistem Merit dalam Proses Promosi Jabatan ASN di Indonesia Studi Kasus : Implementasi Sistem Merit dalam Proses Promosi Jabatan di Kementerian Keuangan.

The implementation of the Merit System in the promotion process of Civil Servants (ASN) in Indonesia, with a focus on a case study at the Ministry of Finance. The concepts of qualification, competence, and performance are the main foundations in the management of employees in the public sector. Through a literature review research method, this study highlights the challenges and progress in the implementation of the Merit System, as well as the importance of transparency, accountability, and professionalism in the promotion process. By emphasizing the values of merit, it is hoped that this system can reduce the culture of patrimonialism, improve the effectiveness of the career system, and strengthen transparency in decision-making for promotions. Although there are still challenges such as resistance to change, consistent efforts and strong political support are needed to realize an effective Merit System in the management of ASN in Indonesia.

Mini-Courses for Open Digital Competences for Educators

The concept of Digital Competences for Educators is very important within European educational policies. Recent definitions of DigCompEdu are provided in a scientifically sound framework describing what it means for educators to be digitally competent DigCompEdu: European Framework for the Digital Competence of Educators and in the EU DEAP (Digital Education Action Plan 2021-2027 Resetting Education and Training for the Digital Age) defined in Sep 2020. This paper presents the results of the OpenDigCompEdu Erasmus+ project to accelerate the digital competences of educators in school education from Spain, Romania, Croatia, Greece and Norway towards the sustainable adoption of more online and blended approaches in education through the use of open educational technologies and open education principles. The paper presents the development of 5 micro-courses, all related to the development of digital education competences and to be offered online and in a blended format in Moodle Academy.

Re-thinking the Concept of Cultural Competency in Nursing Care of Older Adults.

The influx of migrants to Canada has resulted in a shift in the country's demographic landscape. Individuals often interpret and approach health and wellness through the lens of their cultural heritage, which has led to stereotyping behaviors and discriminatory practices, exacerbating the notion of "Othering". Immigrant older adults are likely to experience discrimination in a more dreadful way in the form of societal isolation and marginalization due to the collective systems of power such as ageism, ableism, and racism. This paper results from continuous thought-provoking discussions initiated by the first author (AM) in her doctoral program at the University of Western Ontario for the Philosophy of Nursing Science course, taught and facilitated by the second author (SM). After studying the course materials on "revolutionary science" and reflection on the process of paradigm shift introduced by Thomas Khun and engaging in critical discussions on a range of relevant philosophical concepts such as bio-power, othering, silencing and ignorance, marginalization, oppression, neoliberalism, health equity, and social justice, we have been prompted to rethink the concept of cultural competence in nursing education and healthcare practices, particularly in the context of nursing care of older adults. Therefore, in this paper, we will critique the concept of cultural competency in the context of an anti-racist and anti-oppressive lens and suggest a pivotal response to move towards an inquiry-driven approach based on cultural humility and respect in the nursing care of older adults.