General Competence Research Articles

School failure: the perception of the university student

The prelude to educational lag and school dropout in Mexico is school failure; conceptualized as the reflection of the student's potential in a parameter of insufficiency in relation to the minimum requirements established by an educational institution, making it impossible to continue, causing the perception of failure. The objective was to identify the causes of academic failure, from the perspective of the university student. The methodology presented a study with a quantitative-descriptive approach, with non-probabilistic sampling where 126 of a total population of 182 university students participated. A failure rate of 23.36% was determined, with generic competences being the learning units with the highest failure rate, the two main causes, from the student's perception, are related to the student himself, 49.5% and to the teacher, 26.6%. In conclusion, the detection of areas of opportunity and analysis must be addressed by establishing strategies that help reduce the failure rates and school failure

REFLECTION OF THE COMPETENCE MODEL OF A PEDAGOGICAL UNIVERSITY GRADUATE IN REGULATIVE DOCUMENTS

This article examines the competency model of a graduate, which is based on the individual`s personal qualities and their readiness to apply the acquired knowledge, skills, and abilities. This article examines the competency model of a graduate, which is based on the subject’s personal qualities, his adaptability and willingness to apply acquired knowledge, skills and abilities in changing sociocultural conditions. The aim of this work is to identify the competencies that a graduate of a pedagogical university should possess, based on a content analysis of the regulatory documents of the Republic of Kazakhstan. These are the “State Compulsory Standard of Higher Education” and the “Teacher” Professional Standard”. It has been found that the SCSHE defines a set of general cultural, research, and communicative competencies. Professional competencies are formulated in the most general form without reference to the specific professional activity of a university graduate. The detailed description of graduate`s professional competencies of pedagogical universities should be based on the “Teacher” Professional Standard. Thus, a comprehensive and effective competency model of a teacher can only be developed by taking into account both the SCSHE and the “Teacher” Professional Standard.

A guide for self-help guides: best practice implementation

ABSTRACT Guided self-help is an evidence-based intervention used globally. Self-help is a fundamental part of the stepped care model of mental health services that enables the efficient use of limited resources. Despite its importance, there is little information defining the role of the guide and the key competences required. In this context, the guide is defined as the person who facilitates and supports the use self-help materials. This article sets out the role of the guide in guided self-help. It considers practical issues such as the importance of engagement to motivate clients for early change, personalising the intervention, structuring sessions, how best to use routine outcome monitoring and supervision requirements. Key competences are proposed, including generic competences to build the relationship as well as specific competences such as being able to clearly convey the role of the guide to clients. Guides should be prepared for “self-help drift”, a concept akin to therapist drift in more traditional therapies. Knowing how to identify mental health problems, use supervision and manage risk and comorbidity are all key requirements for guides. The paper concludes by calling for increased recognition and value of the role of the guide within mental health services.

Comparative Analysis of Chinese PE Teachers’ “Foster Virtues Through Education” Competencies in Selected Schools in Guangzhou, China

The study comparatively analyzed the “foster virtue through education” competencies of PE teachers in Guangzhou, China. The “foster virtue through education” competencies were measured as a composite of general competencies, integration competencies, and behavioral competencies. The study showed that PE teachers have excellent "foster virtue through education" competencies. No significant difference was observed in the comparisons of assessments based on the level of school assignment.

Formation of the prestige of the teaching profession in the system of secondary vocational education

Secondary vocational education (SPE) occupies a significant position in the education system of the Russian Federation. In modern society, there is a need for multi-level education systems that can provide competent and competitive specialists in the labor market. As a result, getting a high-quality education becomes a clear and reasonable goal for both the younger generation and adults. The quality of education remains one of the key factors for the successful development of the country. Progress in various fields, such as technology, economics, informatization, education and society as a whole, directly depend on it. SPE plays an important role in the training of a skilled workforce that meets the needs of various sectors of the economy. It aims to provide students not only with professional knowledge and skills, but also with the formation of general cultural competencies. The importance of vocational education lies in the fact that it ensures the socio-economic mobility of the population, promotes the integration of graduates into society and increases their social status. However, the implementation of effective and high-quality vocational training for students of secondary vocational education is faced with a number of problems. Some of them include the need to update educational programs in accordance with modern requirements of the labor market, strengthening the practical component of training, improving the professional competence of the teaching staff, the introduction of information and educational technologies and the development of career guidance. Solving these problems requires the joint efforts of the State, the public, employers and professional educational institutions. Thus, the development of high-quality education in secondary education remains an urgent task affecting national development as a whole.

FORECASTING THE SUCCESS OF EDUCATION SEEKERS FROM A SEPARATE EDUCATIONAL COMPONENT BASED ON THE RESULTS OF THE PRELIMINARY MASTERY OF SUBJECT COMPETENCIES

The paper examines the main concepts related to the quality of education in general and the assimilation of educational material by higher education seekers. The task of predicting a seeker's grade in any discipline is formulated with data on his assimilation of program learning outcomes that also correspond to this discipline. The available specialized information system of own development is described which applies a number of methods (multivariate linear regression, artificial neural networks, k-nearest neighbors) and determines which method will be the most effective for the analysis of specific data. It is noted that during the further improvement of the quality system of knowledge assessment, it is important to determine at what level the student of education possesses the acquired competences, i.e. to calculate the success of seekers in terms of general and professional competences and program learning outcomes, determined by the standards of higher education and educational programs developed on their basis. The developed algorithm for calculating the success rate of higher education applicants in terms of program learning outcomes is presented; according to this algorithm, data were prepared on the acquisition of software creation competencies by 78 seekers of the first level of higher education of the educational and professional program Intelligent Decision Support Systems specialty 124, Systems analysis, of the DSEA. To solve the problem of forecasting by the method of artificial neural networks, the programming and data analysis language R is proposed. A script for finding the optimal neural network architecture is created. It was found that the best result (correlation is 0.9599, average absolute reduced error is 0.1132, percentage of correctly predicted points on the Ukrainian scale is 79.2) provides a perceptron with two hidden layers and five neurons in each one. This network was applied to predict the success of the new academic group: correlation is 0.923, the average absolute reduced error is 0.0654, the percentage of correctly predicted points on the Ukrainian scale is 82.4. The obtained results can be used to assess the quality of the structural and logical scheme of the EPP and in the work of the department during the analysis of seekers' success, etc.

[Translated article] Pharmaceutical care in respiratory diseases: Current situation and opportunities for hospital pharmacy in Spain

ObjectiveRespiratory diseases present a challenge for the healthcare system due to their prevalence and clinical impact. The aim of this study was to explore the current situation of hospital pharmacy in the field of respiratory diseases. MethodObservational, cross-sectional study, with a national scope, divided into 2 parts. In an initial phase, the activity and level of pharmaceutical care in respiratory diseases was evaluated through an online questionnaire using REDCap. The survey was addressed to department chiefs and consisted of 17 items, divided into 2 modules: general data and general activity. The second phase was open to hospital pharmacists, with the aim of exploring their opinion on care, training, and improvement needs. The number of items in this phase was 19, divided into 5 modules: general data, pharmaceutical care, competencies, training, and degree of satisfaction. ResultsIn the first phase, 23 hospitals were included. Most of them (n=20) had a pharmacist in charge of respiratory diseases. However, a large proportion of them dedicated less than 40% of their working day to this activity. The pharmacist's activity occurred at the level of external patients (n=21), hospitalised patients (n=16), and secondarily in management (n=8). Integration is greater in pathologies such as asthma, IPF, pulmonary hypertension, and bronchiectasis. Participation in committees was present in 15 hospitals, with variability in pathologies and degree of involvement. In the second phase, 164 pharmacists participated, who considered pharmaceutical care in cystic fibrosis, asthma, and lung transplant as a priority. 51% considered integration to be adequate and 91% considered it necessary to implement prioritisation criteria. Professional competencies ranged from 6.5 to 6.9 out of 10 points. Only 45% of participants had received specific training in the last 4 years, indicating greater priority for asthma, pulmonary hypertension, and IPF. ConclusionsMost centers have pharmacists specialised in respiratory diseases. However, there is room for improvement in terms of subspecialisation, participation in multidisciplinary committees, implementation of prioritisation criteria, diversification in pathologies treated, as well as greater specific training in this area.

Структура профессиональных компетенций социолога в области социологической диагностики

This paper examines a specific type of sociological research – sociological diagnostics. It is understood as a set of competences of a sociologist in the field of studying social systems and assessing their state through a system of sociological indicators. Particular attention is paid to the historical prerequisites for the development of sociological diagnostics in the system of social knowledge, the definition of its essence and place in the structure of the management cycle, as well as its functions and areas of application in modern management practice. The comparative analysis of fundamental documents in the field of training of qualified personnel in higher education is carried out. These are the federal state educational standard for training direction 39.03.01 Sociology and the standard of profession “Sociologist: specialist in fundamental and applied sociological research”. The analysis establishes general and specific qualification competences of sociological diagnostics as a special type of sociological research.

To fear or not to fear – Human resource development professionals’ positioning towards artificial intelligence with a focus on augmentation

Artificial intelligence (AI) has far-reaching implications for education. Within organizations, especially companies, human resource development (HRD) enables and supports learning processes among employees. In a similar way to teachers and lecturers, HRD professionals play an important role in implementing AI in HRD. However, there is a lack of quantitative empirical evidence about this process. The aim of this paper is to shed light on how HRD professionals position themselves with respect to AI. The concept of Davenport and Kirby's augmentation strategies, adapted to HRD, act as the theoretical background. The core idea of augmentation lies in human-AI collaboration. In our study, we empirically validate this concept of augmentation strategies and predict the extent to which HRD professionals pursue the five strategies: step in, step up, step forward, step aside, and step narrowly. The predictors are grouped into three areas: attitudes, competence beliefs, and goal orientation. HRD professionals (N = 330) from German-speaking countries act as the sample. Covariance based structural equation modeling (CB-SEM) and partial least squares structural equation modeling (PLS-SEM) act as the method for data analysis. The findings reveal the crucial impact of cognitive attitudes towards digitalization and AI anxiety when pursuing the augmentation strategies. AI competence beliefs are an important predictor for collaboration with AI. General digital competence beliefs can only indirectly predict the augmentation strategies. Implications for theory and practice are discussed.

DESIGNING THE MARKETING EDUCATIONAL PROGRAM

Introduction. The integration of Ukraine into the European spaces of higher education is designed to change national higher education and educational programs. Adequate design of educational programs in universities will contribute to the real implementation of the competence approach; transition from subject-centeredness to student-centeredness; ensuring comprehensibility and comparability of learning outcomes and creating a reliable basis for global and European integration. The purpose of the article. The purpose of the article is to clarify the requirements for the formation of competencies and learning outcomes as the main categories of the educational program in accordance with European standards. Metods. A systematic analysis of the concept of student-centered learning, the main categories of which are general and professional competences, made it possible to investigate the process of designing the Marketing educational program. With the help of analysis and synthesis, the program learning outcomes for the Marketing program are divided into elements, where each is analyzed separately with their subsequent combination into a single concrete integrity. Results The formation of a high-quality OP requires taking into account external and internal factors of ensuring its quality and developing a system for evaluating the quality of the educational program with the aim of improving it. First of all, the Standard of Higher Education of Ukraine in specialty 075 Marketing for the first level of higher education needs improvement. Also, it is important to check the OP's compliance with the basic conditions, the value of the program from an academic point of view, taking into account the university's resources.

Three-stage model of teaching combat surgical trauma to the extremities at the specialty 31.05.01 “General Medicine”

The experience of teaching combat surgical trauma to the extremities based on the “Flipped Learning” approach to students studying in the specialty 05.31.01 “General Medicine” is presented. The proposed teaching system promotes the conscious formation of the necessary professional and general professional competencies.

Research on Integration of the Sustainable Development Goals and Teaching Practices in a Future Teacher Science Education Course

This study aims to investigate the levels of pedagogical competencies and ESD competencies in a group of future primary school teachers when integrating teaching practices and the Sustainable Development Goals (SDGs) into a science education course. Both quantitative and qualitative research approaches were used. Eighty-eight of the student teachers demonstrated pedagogical and ESD competencies, as evidenced by the self-rated scores and course instructor-rated scores of their teaching practices which were collected and analyzed. In addition, the lesson plans designed by the student teachers were coded and scrutinized to identify their ESD-specific competencies related to designing primary science instruction. Furthermore, the student teachers responded to the questionnaires about their views and attitudes towards the integration of the SDGs and teaching practices. The findings reveal a difference between the participants’ self-rated scores and the instructor-rated scores for pedagogical competencies during the teaching practices, whereas the scores for general ESD competencies were closely aligned. Content knowledge, pedagogical content knowledge, and motivation and value related to sustainable development and science education were well represented in the lesson plans, and the student teachers generally held a positive attitude towards the integration of the SDGs and teaching practices. This study offers practical insights into the effective integration of pertinent topics and knowledge regarding sustainable development into teacher education and science education curricula.

Generic competences for end-of-degree projects in teacher education: students’ and university teachers’ perceptions

The aim of this study is to analyse the perception of students and university teachers on the level of importance of generic competences when devising the End-of-Degree Project in Teacher Education, as well as on the amount of training the students receive regarding these competences. It also looks for possible differences between both groups and both ratings. An online survey was applied to a sample of 52 university teachers and 199 fourth year and graduate students of Primary/Preschool Teacher Degree courses. Participants were asked to rate 33 generic competences of an instrumental, interpersonal and systemic nature. It was found that the students thought they had received less training regarding many of the competences, as compared to the perception of university teachers. In addition, importance score was significantly higher than those related to training for both students and university teachers. These results highlight the need to explicitly address and assess the development of generic competences across all subjects in ways that meet the students’ needs.

FORMATİON OF STUDENTS' COMPETENCİES İN THE FİELD OF REGİONAL STUDİES

The training of specialists in regional studies with professional knowledge is one of the urgent issues. The formation of general cultural and professional competencies for successful working life among graduates of the specialty of regional studies is considered one of the main directions of the educational process. The use of various teaching methods contributes to a more effective achievement of goals and objectives, the formation of necessary competencies.

Library Professionology in Masters of Library and Information Science Training: Methodological Approaches to the Development of the Thematic Structure

The article deals with current issues of theory and methodology of library and information education. Its purpose is to substantiate the expediency of forming the thematic structure of the course “Library Professionology”, based on generalization of scientific ideas about the subject of library professionology as the library science discipline. The publication analyzes the methodological approaches of specialists from the leading universities of culture (Moscow State Institute of Culture, Belarusian State University of Culture and Arts, East-Siberian State Institute of Culture) to the construction of the content of one of the special academic disciplines – “Library Professionology”, – which is included in the curriculum for training Masters of Library and Information Activity.The author proposes one of the variants of the structural and logical model of the course “Library Professionology” – the complex theoretical and applied discipline that covers a wide range of problems related to the place and role of the library profession in the society. Mastering the essence and content of the library professionology by the Master students necessitates the acquisition of various professional competencies, with the general pedagogical competencies being the most significant among them. For this reason, the central place in the course should belong to the study of issues related to professional education – from history to current problems of organizing the library professionals training, content, methods and forms of training at the present stage.

Взаимосвязь инновационных и классических методик профессиональной направленности обучения физике в техническом вузе

The introduction of two forms of conducting a laboratory workshop in physics for students for engineering and technology studies in the sphere of marine heat and power engineering, electrical equipment and automation means is considered to the process of studying at the Federal State Budget Educational Institution of Higher Education “Astrakhan State Technical University”. The possibility of developing students' working skills in natural conditions with industrial devices and an engineering approach taking into account the multifactorial conditions of the experiment as an independent work in the framework of the workshop of technical creativity Applied Physics organized at the Department of General Engineering Disciplines and Ground Transport is shown. The formation of the professional orientation of interdisciplinary connections of students of the specialty Thermal Power Engineering and Heat Engineering is illustrated by the example of the development of the laboratory work Determination of the specific heat capacity of metals. The advantages of virtual laboratory work and the possibility of their use on the educational portal of the “Astrakhan State Technical University”, built on the Moodle virtual learning environment, are examined. An example of creating a virtual laboratory work Studying the law of conservation of momentum is considered. It is theoretically proved that the introduction of these types of work into the educational process in physics contributes to the optimally effective formation of general professional competencies and the professional orientation of students' education. The importance of introducing these types of laboratory work into the educational process of physics at the university for the development of students' analytical abilities, creativity and innovation, which is a prerequisite for studying of modern engineers in demand in the labor market in a rapidly changing world, is shown.

МОВЛЕННЄВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

Relevance: The prioritization of developing speech competence in future teachers of vocational education is necessitated by the need to equip learners with competencies for lifelong learning, aligning with the qualification requirements of higher education graduates amidst the reforms in the national higher education system and its integration into the European space. Objective: To substantiate the importance of speech competence as a component of professional training for future teachers of vocational education in higher education institutions. Methods: Analysis, synthesis, and generalization of scientific works and legislative and regulatory documents were used for the theoretical analysis of key concepts of the study, defining the term "speech competence as a component of professional training for future vocational education teachers"; comparison was employed to identify approaches to solving the researched problem; generalization and systematization were used to formulate conclusions and prospects for further research. Results: Analysis of scientific works revealed that the speech competence of future vocational education teachers develops through the integration of the main tenets of linguistic sciences, psychology, and pedagogy. It is hierarchically subordinated to the principles of implementing a competence-based approach in the education system and integrates into the system of key (general) competencies as a distinct component. Speech competence, as defined in the Standard of Higher Education at the Bachelor's level, field of study 01 – "Education / Pedagogy", specialty 015 – "Professional Education (by specializations)" and in educational-professional programs, is determined by specific learning outcomes, mastery of which provides the ability to obtain an educational qualification. The level of speech competence within the system of general competencies for lifelong learning is a guarantee for the systemic further personal and professional development of a vocational education teacher according to the standards and socio-cultural trends. Conclusions: Innovative and European integration development of educational systems, current scientific research in pedagogy and psychology, technological changes, and the digitalization of society require a systemic update of educational content components to effectively develop the speech competence of future vocational education teachers and to ensure their ability to organize and conduct pedagogical activities effectively.

LINGUODIDACTIC PRINCIPLES OF DEVELOPING PROFESSIONAL COMPETENCE FOR SIMULTANEOUS INTERPRETATION TEACHERS

This article identifies and describes the language teaching principles for the formation of professional competence in simultaneous interpretation teachers. An analysis of domestic and foreign theoretical and practical research reveals that the problem of developing professional competence for simultaneous interpretation teachers, despite its undeniable significance, is still in the early stages of study. In the scientific, pedagogical, and translation discourses, the search for effective solutions has only just begun. Determining the linguodidactic principles of preparing translation teachers in general and forming their professional competence provides the basis for a comprehensive study of this complex issue. It is established that the professional competence of a translation teacher is an integrative characteristic of personality, which presupposes the formation of a complex of necessary competencies for effective pedagogical and translation activities, including various components of pedagogy and translation, and pedagogical communication within the framework of intercultural communication. The professional competence of a simultaneous interpreter is a complex formation that includes both general translation competencies, reflecting the main functions of translation activities, and specific competencies necessary for oral interpretation, including the simultaneous one (as readiness and ability to perceive and understand the oral speech of communicators from different cultures, to transmit it by the communication situation, genre, style, and register; ability to immerse oneself in situations of interlingual and intercultural interaction; ability to activate necessary competencies for translation and teaching activities; readiness for enriching communicative experience while mobilizing already developed skills and abilities; capacity for reflection and self-reflection). Linguodidactic principles of developing professional competence for simultaneous interpretation teachers are defined, taking into account the interdisciplinary nature of this process, namely: pedagogical, translation studies, linguistic, and psychological principles, without which it is impossible to organize the training process for future specialists qualitatively.

Development of a training program prototype to enhance implementation leadership competencies and behaviours of Chinese unit nurse managers: a qualitative descriptive study

BackgroundUnit nurse managers hold essential positions that can facilitate implementation of evidence-based practice. Studies showed that nurse managers in China lacked competencies and behaviours necessary to lead evidence-based practice implementation. The aim of the current study was to develop a context-fit training program prototype to enhance leadership competencies and behaviours regarding evidence-based practice implementation of Chinese unit nurse managers.MethodWe used a descriptive qualitative study design and followed the integrated knowledge translation approach to co-develop the prototype in a tertiary hospital in Changsha, China. Seven nurse managers from the participated hospital and a researcher co-developed the prototype based on the Ottawa Model of Implementation Leadership (O-MILe). The development process encompassed four phases from November 2021 to March 2022 that involved group discussions (n = 4) and individual interviews (n = 21). All data were analysed by two independent researchers using the thematic analysis method.ResultsManagers agreed that all O-MILe behaviours were important to evidence-based practice implementation, and only minor modifications were needed for clarification and adaptation. The actions managers identified that could operationalize the leadership behaviours were related to current clinical practices, evidence-based practice, nurses, patients, interprofessional staff members, incentives and resources, organization and external entities. Three types of general competencies related to evidence-based practice, professional nursing, and implementation leadership were identified. Multimodal activities such as lectures, experience sharing, group discussions, plan development and coaching were suggested to deliver the training program.ConclusionsAll O-MILe leadership behaviours were perceived as essential for unit nurse managers to lead EBP implementation in the hospital context in China. We identified the leadership actions and the competencies required for nursing managers to implement EBP in China. Further studies are required to evaluate the acceptability and impact of this prototype. Further studies with large sample sizes across various clinical settings are needed to facilitate the generalization of the findings and gain an in-depth understanding of the program.

Developing a competency model for Chinese general practitioners: a mixed-methods study.

The Chinese government has formulated a series of policies and strengthened training of general practitioners (GPs) to support their role as "gatekeepers" of residents' health. This study aimed to explore the core competencies of Chinese GPs and develop a competency framework in line with China's actual conditions, which can provide a more scientific basis for the education, training, and evaluation of GPs. Literature analysis and behaviour event interviews were conducted to build the competency dictionary and the initial version of the competency model. Two rounds of Delphi were performed to gain consensus on the final model. The questionnaire survey was carried out in 10 provinces (municipalities, autonomous regions) of China, and GPs were invited to score the importance of each competency item. The total sample was randomly divided into two groups. One group was for exploratory factor analysis (EFA), and the other was for confirmatory factor analysis (CFA) to examine the scale's reliability and validity. The dictionary of general practitioners' competency including 107 competency items was constructed. After two rounds of Delphi, a consensus was reached on 60 competencies in 6 domains. A total of 1917 valid questionnaires were obtained in the nationwide survey. The average importance score of all second-level indicators is 4.53 ± 0.45. The Cronbach's α coefficient is 0.984. The results of the five factors extracted by EFA showing the 68.16% cumulative explained variance variation is considered to be consistent with the six dimensions obtained by Delphi after thorough discussion. The model fitness indexes obtained by CFA were acceptable (χ2/df = 4.909, CFI = 0.869, NFI = 0.841, RMSEA = 0.065). The values of the composite reliability (CR) of the six dimensions were all greater than 0.7 (0.943, 0.927, 0.937, 0.927, 0.943, 0.950), and the average of variance extracted (AVE) were all greater than 0.5 (0.562, 0.613, 0.649, 0.563, 0.626, 0.635). The results showed that the model has good reliability and validity. A competency model for GPs suited to China has been developed, which may offer guidance for future training and medical licensing examinations of GPs.