Definition Of Competence Research Articles

Structural Competence in Social Work

ABSTRACT This article reviews the concept of structural competence as a powerful analytic tool to advance social work education and improve social work pedagogy, practice, and research. Structural competence offers a promising avenue for improving approaches to understanding and addressing the root causes of the social, economic, and health disparities affecting social work clients and historically marginalized communities. A tailored social work definition of structural competence is presented and related core competencies are discussed. Three case examples are provided to demonstrate how to apply a structural competence lens, even in clinical contexts.

Competence Modelling From the Perspective of Complex Systems Theories: A Systematic Literature Review

This article aims to investigate how the notion of competence is conceptualised and modelled from the point of view of complex systems theories. Although the importance of competences and competency-based education is widely acknowledged, the concept of competence keeps evolving and it remains difficult to define it in today's constantly changing and uncertain VUCA world. Therefore, this study explores how the approach of complex systems, which is increasingly more often applied in educational research, can contribute to the definition of competence. The article presents a systematic review of 21 articles published in various databases in 2000-2023, revealing that from the perspective of complex systems, competence can be conceptualised both at the individual level and at the level of the whole system or organisation; it can follow a functionalist or contextual approach. Based on the research findings, it is assumed that in certain cases competence can be treated as emergence or even as an entire complex system, characterised by such properties as non-linearity, chaos, emergence, feedback loops, etc. Finally, this article reviews the variety of complexity-informed mathematical/computational and theoretical models utilised in the reviewed studies, the application of which opens up new avenues in overall educational research.

Роль системно-ценностного мышления в социальном процессе

The relevance of the study of system-value thinking is due to the development of digital technology, globaliza-tion, which change the socio-cultural life and value orientation. Modern processes necessitate research atten-tion to the search for new directions in human social development and management of this process. The article analyzes the system-value thinking, considered not only as a form of cognitive activity, but also as an integra-tion process, which allows to take into account different connections between elements, to predict the mutual influence of factors, to identify existing patterns, within the system on an axiological basis. It is argued that sys-tem-value thinking is a person’s ability to typologize different processes, the skill of forming a holistic vision of a certain situation, the ability to use cognitive methods and evaluate the decisions made. In practical terms, the following functions of system-value thinking have been identified: worldview, socio-axiological, managerial, integrative. It is emphasized that it acts as an organizing, regulating and harmonizing factor of social processes. The practical significance of the work lies in the possibility of using the results of the study to draw up man-agement programs, in the definition of competencies and as a basis for the introduction of interdisciplinary approach in education.

МАТЕМАТИЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ: ТЕОРЕТИЧНИЙ АНАЛІЗ

In the context of modernization of contemporary education on the basis of a competence approach, the problem of professional training of future mathematics teachers, who are able to be actively implemented in the information society, have professional competences that would meet the needs of today, becomes especially relevant. It is emphasized that an important task of training future mathematics teachers is the formation of their mathematical competence. The hierarchy of competences is characterized (according to N. Bibik): key super subjective (basic) competences, which are based on cognitive processes and displayed in different contexts; general subject competences, which belong to a certain set of subjects or branches of knowledge; subject competences - partial to the above, which are acquired in the process of studying a particular subject. The article describes the various definitions of mathematical competence proposed in the State Standard of Basic and Complete General Education (2011), the Concept of the New Ukrainian School (2018), the European Reference Framework of Key Competences for Lifelong Learning (2018), and the PISA International Education Quality Assessment (2022). Based on the analysis, it is determined that mathematical competence is defined by modern scientists as an integrated characteristic of the qualities of a mathematics teacher’s personality, which is expressed in the ability and willingness to apply mathematical knowledge and skills in order to solve professional problems using mathematical methods, applying modern methods of design, mathematical and computer modelling if necessary. Mathematical competence as a result of mathematical training of a graduate of a pedagogical education institution implies a high level of knowledge and experience of independent activity based on this knowledge for the effective professional activity of a future mathematics teacher. The structural components of mathematical competence are allocated: motivational, cognitive, value, activity, and reflexive.

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.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

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

DESCRIMINALIZAÇÃO DE DROGAS: UMA ANÁLISE ENTRE AS COMPETÊNCIAS DO LEGISLATIVO E JUDICIÁRIO

Drug use is proven to be harmful, both physically and intellectually. Currently, drugs are the main social evil, linked to all types of crime. The methodology used was the literature reference, and the STF decisions of 2023 and 2024 on the issue. In this sense, the objective of this research/article is to develop a study on the decriminalization of marijuana possession and its legal, economic, moral, and public health consequences. To do this, initially a definition of competences is made from the perspective of doctrine and jurisprudence regarding the limits of powers to legislate. It also addresses the main aspects related to drug use and its consequences; And, finally, the positive and negative points within the legal, moral, social, economic and public health sphere of this decision. It is concluded that this is a matter that should be entirely up to congress to decide, and that the STF usurps the functions of the Legislative and Executive branches by giving its opinion on topics that would be the responsibility of the technical body ANVISA. Even because they are decisions with broad repercussions, which could have major consequences for society, including in the field of public security, crime, society in general and public health.

9.L. Round table: “What” and “How” for building competencies for effective policy making in and for public health

Abstract Policymakers operating within the field of public health must regularly draw on their skills or competencies to facilitate engagement in and between policy sectors and with the public, to navigate the larger landscape of public health institutions and governance levels across the policy cycle, to generate, understand, and apply evidence for decision making, as well as to negotiate the demands of diverse stakeholders. What exactly are the competencies needed and how can they be cultivated to enhance the collective capacity of policymaking institutions? The increasing strain placed on public health systems worldwide, owing specially to challenges in population ageing, the burden of non-communicable diseases, and the exigencies introduced by pandemics, environmental disasters, and geo-political instabilities push us to expand the scope of public health. A look to the policy environs and outcomes seen within and across countries demonstrates that the quality of policy is both highly variable and exceedingly subject to the quality of public health leadership itself. These developments shed light on the need for greater investment in the development of competencies needed by policymakers to engage in effective decision making on key issues impacting population health and the resilience of public health systems. This includes efforts to strengthen the abilities of policymakers to identify problems, recognize opportunities, and put forth solutions in line with robust data and evidence, principles of public health ethics, gaps and priorities in public health needs, and in accordance with financial and political realities. The proposed roundtable will examine the state-of-the-art on policymaking competencies in public health, and how to build them by examining the barriers and opportunities. The panel will convene leading experts in the field of public health research and practice to explore: 1) the conceptual definition of competencies for policymaking at different levels of governance and across the policy cycle; 2) the strengths and limits of competency frameworks and their utility in guiding assessment and training tools, as well as policy practice; 3) the challenges associated with developing, maintaining and transferring competencies in fast-changing, multi-level policy making environments; 4) the challenges for public health experts and institutions to be trusted advisors both by policy makers and other stakeholders and the population; and 5) the opportunities to harness the unexploited power of professional networks in some countries of Europe. Key messages • An enhanced research agenda and investment are needed for the development of competencies - individual and collective - for effective public health policy-making and stronger governance. • Innovative approaches to policy-making are needed, and this requires building competencies, including leadership, for addressing the complex nature of public health.

SUBSTANTIATION OF THE PROFESSIONAL STANDARD OF "PERSONAL FITNESS TRAINER" IN UKRAINE

Professional staff is needed for the effective functioning of health fitness. There are no professional standards for fitness staff in Ukraine, so there is no single standardized approach to determining the list of job functions, general and special competencies, the required knowledge, skills and practical abilities. The purpose of the study is to substantiate and develop a professional standard of "Personal Fitness Trainer" taking into account international experience. Methods: analysis and generalization of scientific and methodical literature, pedagogical observation, functional analysis, documentary method, method of expert evaluations, methods of mathematical statistics. Results. The development of a professional standard for "Personal Fitness Trainer" was based on regulatory acts and the algorithm formed for the health fitness system. There have been identified 60 necessary labor actions which ensure the performance of 9 labor functions of a fitness trainer. The professional standard takes into account the needs of employers, consumer requirements and will be the basis for the industry standard of higher education in the relevant specialty. Conclusions. The developed professional standard for "Personal fitness trainer" is relevant, complies with regulatory acts and established algorithm, adapted to the system of fitness. The expediency of developing a professional standard "Personal fitness trainer" was based on the study of the actual state and prospects of application of fitness staff. The professional standard provides requirements for the content and quality of professional activity; list of general competencies; requirements for the level of qualification, medical contraindications to work, work experience, level of education of a fitness trainer; a list of labor functions and labor actions and the necessary knowledge, skills and abilities; list of subjects and means of work and definition of professional competencies, etc. The professional standard "Personal fitness trainer" should be the basis for the industry standard of higher education in the relevant specialty.

Endocrine surgery fellowship is necessary for competent endocrine surgical practice: perspectives from Australia and New Zealand.

Currently pathways to practice in endocrine surgery vary based on location and surgical training programme. International data highlights the impact of surgeon volume on outcomes, and the importance of understanding the learning curve in developing minimum training competencies. This study aims to explore how surgeons obtain competence in endocrine surgery in Australia and New Zealand, and perceptions around competence and scope of practice. A web-based survey was distributed to fellows practicing endocrine surgery. Participants were invited to complete a semi-structured interview to explore key themes around competence. Thematic analysis was performed. Responses from 87 surgeons, with 30% practicing primarily in a regional or rural area, showed 94% emphasized post-fellowship training to be competent in endocrine surgery. Median primary operator procedural volume learning curves were 50 thyroid, 30 parathyroid and 20 laparoscopic adrenalectomy procedures. Semi-structured interviews with 12 participants identified four major themes: (1) learning opportunities during general surgical education and training programmes alone are insufficient for consultant-level competence; (2) the importance of sufficient training to develop clinical decision-making, insight and judgement to appropriately select patients in the management of endocrine disease; (3) expected standards of clinical and technical performance are independent of practice location or context; (4) the importance of multi-disciplinary teams for complex cases including advanced cancers. Practicing endocrine surgeons acknowledge formal fellowship training is required to achieve competence across technical and non-technical domains. The definition of competence and expectations regarding technical outcomes are independent of practice location or context.

행동기준 평정척도(BARS)를 적용한 대학생 핵심역량 측정도구 개발 및 타당화 연구: D대학의 의사소통역량을 중심으로

Objectives This study attempted to develop the core competency’s measurement tool and secure its validity by focusing on the D University’s communication capabilities and applying the behaviorally anchored rating scale based on experiences or behaviors closely related to students’ university education and life. Methods This study applied appropriate research methods according to a six-step’s systematic research procedure, including core competency analysis and competency modeling, analysis of behavioral characteristics of excellent students through FGI for professors and BEI for students, development of core competency’s measurement tool through expert council, validation through expert delphi survey, pilot test and analysis, and finalizations stage of system, definition, and measurement tool. Results The research results are as follows. First, the core competency’s system and definition with a high consistent were derived through a systematic competency modeling process. Second, the behavioral characteristics of hyperformers(high-performing students) were analyzed through interview with professors and students and reflected in the behaviorally anchored rating scale. Third, the core competency’s measurement tool(draft) with a high consistent were confirmed. Fourth, a core competency measurement tool(revised version) was tentatively derived by verifying its validity through two expert delphi surveys. Fifth, a pilot test was conducted to improve effectiveness of the core competency’s measurement tool, and reliability and validity were secured. Sixth, the finalizations stage was completed, and the system, definition, and measurement tool of core competencies were confirmed. Conclusions By developing a core competency’s measurement tool based on the behaviorally anchored rating scale focusing on D University’s communication capabilities and then revealing the process of securing reliability and validity, It could play a significant role in suggesting alternative methods to objectively measure the core competencies of each university.

Measuring the instrumental aspects of religious literacy of Estonian Basic School graduates

This paper presents findings from a 2022 survey that assessed the religious literacy of Estonian basic school graduates. The goal was to explore their attitudes toward various religious phenomena and their ability to navigate situations related to religious matters. The study involved 392 participants from large urban and small rural schools across Estonia. To conduct the survey, an original instrument was developed, taking into account the Estonian religious landscape, the National Curriculum for Basic Schools, the educational model of religious literacy by Matthew Francis and Adam Dinham, the characterization of religious literacy by Diane Moore, Francis, and Dinham, and Robert Jackson’s definition of religious competence. The results highlight the state of religious literacy in Estonia, one of the world’s least religious countries, with minimal public education on religions and worldviews. The survey indicates that part of Estonian basic school graduates lack the competencies to operate in situations requiring religious literacy.

The Economic Competence of the Labour Party in Historical Perspective

AbstractThe theme of the relationship between Labour Party and economic competence resurfaced in February 2024 when Keir Starmer decided to scale down its £28 billion green investment pledge. This work explores the historical and structural reasons why the economic competence issue has tended to be ‘owned’ by the Tories. It highlights that the definition of economic competence has often coincided with an emphasis on monetary stability and balancing government budgets with relatively low levels of taxation from the late 1970s onwards. The Exchange Rate Mechanism (ERM) crisis in the 1990s led to a partial redefinition of economic competence, now built around a political economy of ‘constrained discretion’ and ‘credible Keynesianism’. The 2007–8 global financial crisis gave the Conservative Party the opportunity to regain its reputation for competence by arguing that the crisis had been the consequence of excessive public spending. The Labour Party's decision to sacrifice its biggest single policy pledge on the altar of financial probity heralds the difficulties that the new Labour government will face when attempting to reconcile the need for an active and strategic state with its stance on fiscal rectitude.

사고 역량 계발을 위한 국가 교육과정 구성 방안 탐색

Objectives The purpose of this study is to identify problems by reviewing the contents of the 2022 revised curriculum general guidelines and subject curriculum on student thinking, and to explore organization of the National curriculum to develop students’ thinking competency. Methods By exploring the definitions and characteristics of the ability of creative thinking and problem-solving, which are higher-order thinking processes, to establish the foundation for understanding and improving creative thinking competency and knowledge information processing competency, and identified problems by analyzing the content dealing with students’ thinking in general guidelines and subject curriculum. Additionally, the definitions and characteristics of thinking competency in the curriculum documents of Australia and British Columbia, Canada, were examined, and the thinking competency presented in the subject curriculum was analyzed. Results In the general guidelines, the definition and elements of creative thinking competency and knowledge information processing competency are not clear, and the thinking process and the relationship between higher-order thinking processes are not considered. In addition, in the subject curriculum, it fails to demonstrate how procedural knowledge can lead to the development of higher-order thinking processes or competencies. In contrast, Australian and British Columbia have established thinking competencies and elements based on research on higher-order thinking processes, presented the development levels of thinking competencies, and provided subject curriculum contents that reflected the elements of thinking competencies. Conclusions Thinking competency needs to be established considering the relationship between higher-order thinking processes, and the elements and sub-elements of thinking competency must reflect the thinking process, not just the characteristics of thinking, so that they can be specified and applied to teaching, learning, and assessment. And, presenting the development of thinking competency can be used to deepen knowledge and skills in the curriculum content system and confirm the performance of students' competency in assessment.

Promoting social competence and social inclusion in the preschool: a peer-based relational intervention

ABSTRACT Reviews concerning the enhancement of preschool children’s social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children’s communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.

Simplified Chinese Trauma Advanced Practice Nurses' Core Competency Scale: A development and psychometric validation study

BackgroundThe core competency of trauma advanced practice nurses (APNs) is directly related to the quality of trauma nursing work. ObjectivesTo develop an instrument to measure trauma APNs' core competency and examine its psychometric properties. DesignA cross-sectional psychometric validation study. ParticipantsA total of 762 trauma nurses recruited from several tertiary hospitals in 14 different provinces of China between June 2023 and May 2024 provided valid data for analysis. MethodsThe Simplified Chinese Trauma Advanced Practice Nurses' Core Competency Scale (TAPNCCS-SC) was developed through five steps. Step 1) Creation of the operational definition: Based on the onion model, an operational definition of core competencies for trauma nurses is proposed. Step 2) Item generation: Based on the theoretical model, literature review, semi-structured interviews, and Delphi consultation, a preliminary scale was developed. Step 3) Item content validation: 6 experts reviewed items for content validity; Step 4) Pilot study: 21 nurses were selected to test the readability of the preliminary scale; and Step 5) Psychometric evaluation: Item analysis, content validity, exploratory and confirmatory factor analyses, convergent validity, internal consistency reliability, and half-reliability were conducted. ResultsThe TAPNCCS-SC consists of 34 items and three dimensions (knowledge and skills, professional competencies, and occupational qualities). The explained variance of the 3-factor was 81.86 %. The CFA showed an acceptable-fitting 3-factor model (χ2/df = 3.653, RMSEA = 0.088, SRMR = 0.402, CFI = 0.920, IFI = 0.920, and TLI = 0.914). For convergent validity, AVE was 0.784–0.804 and CR was 0.974–0.980. The internal consistency and split-half reliability for the total scale were 0.991 and 0.945, respectively. The I-CVI ranged from 0.83 to 1. ConclusionsThe proposed scale exhibits high reliability and validity and is suitable for assessing the core competency of trauma APNs, which can help nursing managers plan relevant training and enhance trauma care competency.

Hotspots and Trends in Key Competencies on SDG: A Visualized Analysis Based on Citespace

Objective: Key competencies, regarded as essential elements in the development of curricula, have attracted considerable attentions in educational theory. To enhance comprehension of recent advancements, trending subjects, and research frontiers in the field of key competencies, this study collected related research and to provide a more distinct overview of the developmental patterns in key competencies. Methods: This study reviewed key competencies research from 2000 to 2022 using Scopus and CiteSpace for visualization and analysis. Annual publishing volume and country (region) distributions were analyzed. Key competencies fields, basic contents, and research hotspots were analyzed using keyword co-occurrence. Research frontiers and development trends were analyzed using high-frequency keywords. Results: The number of articles has steadily increased since 2005. The USA published the most, collaborating with Indonesia, the Netherlands, Russia, and India. Key competencies development and focus areas include “student”, “21st century skill”, “education”, “curriculum”, “learning”. Developmental trends in key competencies include “education”, “article”, “professional competence”, “problem solving”. Conclusion: The definition of key competencies and the content of curriculum reforms are attributed to variations in environments, cultures, and values among different international organizations and countries. Key competencies such as “communication”, “information technology”, “collaboration”, and “mother tongue” are prioritized in educational environments.

Redefining Intercultural Competence Using the Delphi Method

This study employs the Delphi method to ascertain intercultural scholars’ current consensus on a definition, specific components, and key evaluation criteria of intercultural competence. Sixty-eight leading intercultural scholars from Euro-American and East-Asian countries participated in this study. The results are largely congruent with the previous study, nonetheless some new elements emerge from this study. Based on the findings, intercultural competence is redefined and a multicultural model is proposed.

Research on Enhancing Students’ Intercultural Awareness and Competence in English Teaching

With the deepening of globalization, intercultural communication has become an important part of people’s daily lives and work. English, as an international language, plays a vital role in intercultural communication. However, simple language knowledge can no longer meet the needs of modern society. Students need to have intercultural awareness and competence to better adapt to the development of globalization. Therefore, it is particularly important to improve students’ intercultural awareness and competence in English teaching. This paper will discuss how to improve students’ intercultural awareness and competence in English teaching, which includes three parts. The first part introduces the definition of intercultural awareness and competence. The second part explores the importance of intercultural awareness and competence to students, which can help students better understand and respect different cultures, stimulate students’ innovative thinking and creativity, and cultivate critical thinking skills, and is also of great significance to students’ professional development, personal growth, and social responsibility. The third part discusses the effective methods and strategies to improve students’ intercultural awareness and competence in teaching, including carrying out cultural discussion and debate, introducing diverse materials, creating intercultural experience teaching activities, and using virtual learning tools. To a certain extent, this study can enrich the theoretical research in the field of intercultural awareness and competence, help to improve students’ intercultural awareness and competence, and provide certain practical guidance for educators to teach intercultural courses.