Individual Competence Research Articles

Digital Divide as a Dynamic Challenge and a Leveraging Opportunity: A Phenomenological Study on Seasoned TLE/TVL Teachers' Adaptive Pedagogy

This study explores the perspectives and strategies of seasoned Teachers of Technology and Livelihood Education / Technical-Vocational Education and Training (TLE/TVL) in addressing the challenges posed by the Digital Divide in educational settings. The participants are four Master Teachers who have 10 or more teaching experience and currently teaching in the secondary school in the Province of Ilocos Sur. Two of them are from rural secondary schools while the other two are from secondary schools situated in urban areas. Through a phenomenology study and cool and warm analysis, the research investigates how these seasoned teachers view their teaching experience in using adaptive pedagogical approaches and perceive the impact of unequal access to technology and varying levels of digital literacy among learners on engagement and learning outcomes. Findings reveal that seasoned TLE/TVL teachers view the Digital Divide as both a dynamic challenge and a leveraging opportunity. They employ adaptive pedagogical approaches, including differentiated instruction, flexible grouping, and varied assessment methods, to cater to diverse learner needs. Continuous assessment of individual learner digital competencies and promotion of collaborative learning emerge as effective strategies to bridge digital gaps and enhance student engagement. The study underscores the importance of ongoing professional development in digital competencies and the need for institutions to prioritize access to technology and support flexibility in teaching practices. However, the study also identifies limitations, including potential sampling bias and the subjectivity of self-reported teacher experiences. Despite these constraints, the findings contribute valuable insights into effective strategies for fostering inclusive learning environments in vocational education amidst technological disparities.

The evolution of the project management competence concept – A systematic literature review

This research aims to get closer to the definition of project management (PM) competence and understand its models by conducting a systematic literature review (SLR). The focus of this study is on the individual level PM competence of the project manager and the project team members. The paper introduces the competence models of the most important project management standards, which provide a guideline for professionals and serve as a base for the different PM qualifications. The literature review reveals which PM competence groups and elements have become the focus of attention in certain periods, which new competences have been uncovered, how the concept models have changed (in their professional content and regarding their structure), and how these results could be built into the upcoming standards and how they could shape the concept of project management competence in the future and serve as a basis for new research.

Organizational contributions to emergency preparedness and response in Varanasi: A comprehensive analysis

India's unique geographical diversity and status as the world's most populous nation make it exceptionally susceptible to a wide array of hazards, both natural and human-induced. This vulnerability is further compounded by the intersection of diverse disasters and the dense population, leading to significant human and material losses. In response to these challenges, effective emergency preparedness plans are indispensable, requiring meticulous risk assessments, strategic resource allocation, capacity building initiatives, and active engagement of community-oriented organizations. Continuous monitoring and adaptation are essential for bolstering resilience and safeguarding socio-economic stability.Furthermore, the examination of developmental and disaster-specific organizations' roles in preparedness and response necessitates a systematic shift towards proactive paradigms, fostering an anticipatory culture rather than a reactive one. This study aims to dissect the intricate web of organizational efforts crucial for emergency preparedness in Varanasi, one of the world's oldest cities. By delving into these critical mechanisms, our goal is to enhance collective readiness against potential emergencies, safeguarding the city's rich heritage and its inhabitants.Through a mixed-method approach, this research illuminates the multifaceted involvement of organizations across various sectors, unraveling a complex tapestry of challenges that impede practical disaster preparedness. We scrutinize the coordination among governmental and non-governmental entities, funding dynamics, and grassroots alliances, revealing untapped resources for disaster resilience. Additionally, we analyze the strategies adopted by the national emergency preparedness and response force, highlighting both successes and shortcomings.Moreover, this study underscores the unique competencies of individuals involved in disaster preparedness, while identifying structural and functional gaps within organizational frameworks. Conversely, non-profit organizations face distinct challenges, including fundraising constraints and donor-imposed limitations, hindering their ability to develop comprehensive emergency preparedness and response capacities compared to public and private entities.In summary, this research serves as a comprehensive exploration of organizational dynamics in emergency preparedness within Varanasi, offering valuable insights into the complexities of disaster management efforts. By addressing these challenges, we aim to pave the way for more effective and inclusive disaster preparedness strategies, ultimately enhancing the resilience of Varanasi and similar communities globally.

The role of social capital and individual competence on community resilience of the tourism industry against climate change

The role of social capital and individual competence on community resilience of the tourism industry against climate change

The Training for Soft Skills Development for Youth in Kadumaneuh Village, Pandeglang, Banten

Based on the Village Development Index figures released by the Ministry of Villages, Development of Disadvantaged Regions and Transmigration, Kadumaneuh Village in Pandeglang Regency is a village that is included in the developing village group. Relevant training is carried out in the village, one of which is soft skills training for the youth of Kadumaneuh Village, Pandeglang Regency, as energetic and innovative village drivers. Community development activities in Kadumaneuh Village aim to help the young find the best jobs to improve the welfare of the village community and provide training on soft skills that young people must have to become competent individuals in the future who can develop Kadumaneuh village. The method used in implementing this activity is training and is supported by a set of computer tools to access all information about work and increase their skills. The development of soft skills can have various positive implications. Young people who have these skills will more easily get jobs in both the formal and informal sectors, and they can be better at marketing village products and establishing collaboration with outside parties. Soft skills also include learning abilities; young people will find it easier to access information, and youth can participate actively in the village development decision-making process.

SISTEM MANAJEMEN KINERJA BERBASIS PADA INPUT (INDIVIDU GURU) PROSES DAN OUTPUT

An effective performance management system is key to improving the quality of education and student learning outcomes. This article discusses performance management systems based on input (individual teacher), processes, and outputs in three schools that have implemented this method. Data is collected through in-depth interviews, live observations, and analysis of school policy documents and teacher performance reports. Research results show that there is a strong relationship between individual teacher competence and skills (inputs), implementation and monitoring of teaching (processes), and results and impact on performance. (output). Teachers who received constructive feedback and followed a continuous training program showed significant performance improvements. In addition, appreciation and recognition of good performance increases the motivation and satisfaction of teachers. Recommendations included clear objectives, regular feedback, sustained training programmes, and a fair and transparent system of awards and recognitions. In conclusion, the implementation of a comprehensive and sustainable performance management system can improve the performance of individual teachers and schools as a whole, as well as help competitive advantage in the world of education.

Between Mathematics, Theology,And The City

These days, urban expansion and its associated social and ecological challenges are unavoidable. The clever yet morally upright people who create changes in this circumstance are one of the answers. I argued that a K–12 education can aid in the formation of morally upright and competent individuals. My argument is that, in order for students to eventually transform the city, a theological foundation for mathematics instruction can help them improve their character and cognitive abilities. Because of this, a theological perspective on mathematics education can help students grow as individuals and advance society by enhancing their knowledge. In line with the assertion, I think that the definition of mathematics and theology, their shared goal, and the ways in which they might help students become more morally upright constitute the intersection of these two fields. Trust, direction, and articulation are the end results. Trust is an invitation to consider and devise solutions for ecological and social issues. Direction is an invitation to map out the answer based on completed reflection. Finally, articulation is the attempt to carry out a decision in light of reflection.

INCLINATION TOWARDS ENTREPRENEURSHIP AMONG UNIVERSITY STUDENTS: REASONING ABOUT CAUSAL RELATIONSHIPS

Youth entrepreneurship has been growing in recent years, but only some studies investigate the influence of personality traits on youth entrepreneurship intention. In parallel, there is a call for more research investigating the role of cognitive structure, perceived university support, and the need for achievement towards entrepreneurship intention. Entrepreneurial cognition has become one of the essential components to hone students' entrepreneurial talents. Exposure to entrepreneurship knowledge in theory alone is only sufficient without putting it into practice. Therefore, higher learning institutions are responsible for producing more capable entrepreneurship students. Therefore, this article aims to understand how the need for achievement could mediate the relationship between cognitive structure, perceived university support, and entrepreneurship intention. This study is based on a cross‐sectional online survey design. The final data of 248 youths were analyzed using structural equation modeling (SEM). The present study proves that the need for achievement mediates the relationship between cognitive structure, perceived university support, and entrepreneurship intention. Thus, a high-achieving individual is more inclined to become an entrepreneur. As a theoretical contribution to the development of youth entrepreneurship, this article analyses the causal path relationship relationships between cognitive structure, perceived university support, need for achievement, and entrepreneurship intention, which have been explored little in the literature. On a practical level, it offers insights into potential strategies for improving training and programs to boost individual characteristics, confidence, competencies, and knowledge in entrepreneurship activities.

Integration of Education in Human Resource Development: Transformation of the Human Resource Management Paradigm

Education integration in human resource development (HRD) has become a central issue in the modern context. This study aims to examine the role of education integration in human resource development and its impact on the transformation of the HRD management paradigm. The method used is a literature study. The results show that educational integration, through curriculum adjustment to industry needs and implementation of competency-based training programs, is able to improve the quality and competitiveness of human resources. In addition, collaboration between educational institutions and the industrial sector has proven effective in bridging the skills gap that exists in the labor market. The research revealed that innovations in teaching and learning methods, as well as the development of soft skills such as leadership, teamwork and problem-solving, contribute significantly to improving the quality of human resources. The paradigm shift in HRD management is also characterized by increased investment in continuing education and vocational training relevant to global market demands. The implications of this research emphasize the importance of a strategic approach to HR management that prioritizes education as the main foundation for creating an innovative, adaptive, and highly competitive workforce in the era of globalization and digitalization. Thus, education policies that are responsive to industrial dynamics and active participation from the private sector in the education and training process are key factors in creating a sustainable HR development ecosystem. This shows that the synergy between education and industry not only improves individual competencies but also drives overall economic growth.

Transfer of tacit knowledge: review of the dimensions of analysis on the construct

Tacit Knowledge Transfer (TKT) is the process of sharing and disseminating Tacit Knowledge (TK) among organization members. This article aims to identify the dimensions of analysis regarding the TTK construct through a mixed-methods approach, employing bibliometric and descriptive analyses of TTK studies. The comparative analysis between the most cited and the most recent studies may reveal an evolution of the technical, cognitive, and social dimensions within the field of TTK. While earlier studies emphasize trust and diverse contexts influencing TTK, recent works direct attention toward individual competencies, mutual trust, and social interaction as crucial elements for a more comprehensive understanding of this phenomenon, deepening seminal discussions on the construct.

Deregulation of oxidative phosphorylation pathways in embryos derived in vitro from prepubertal and pubertal heifers based on whole-transcriptome sequencing

BackgroundAlthough, oocytes from prepubertal donors are known to be less developmentally competent than those from adult donors it does not restrain their ability to produce full-term pregnancies. The transcriptomic profile of embryos could be used as a predictor for embryo’s individual developmental competence. The aim of the study was to compare transcriptomic profile of blastocysts derived from prepubertal and pubertal heifers oocytes. Bovine cumulus-oocyte complexes (COCs) were obtained by ovum pick- up method from prepubertal and pubertal heifers. After in vitro maturation COCs were fertilized and cultured to the blastocyst stage. Total RNA was isolated from both groups of blastocysts and RNA-seq was performed. Gene ontology analysis was performed by DAVID (Database for Annotation, Visualization and Integrated Discovery).ResultsA higher average blastocyst rate was obtained in the pubertal than in the pre-pubertal group. There were no differences in the quality of blastocysts between the examined groups. We identified 436 differentially expressed genes (DEGs) between blastocysts derived from researched groups, of which 247 DEGs were downregulated in blastocysts derived from pubertal compared to prepubertal heifers oocytes, and 189 DEGs were upregulated. The genes involved in mitochondrial function, including oxidative phosphorylation (OXPHOS) were found to be different in studied groups using Kyoto Encyclopedia of Genes (KEGG) pathway analysis and 8 of those DEGs were upregulated and 1 was downregulated in blastocysts derived from pubertal compared to prepubertal heifers oocytes. DEGs associated with mitochondrial function were found: ATP synthases (ATP5MF-ATP synthase membrane subunit f, ATP5PD- ATP synthase peripheral stalk subunit d, ATP12A- ATPase H+/K + transporting non-gastric alpha2 subunit), NADH dehydrogenases (NDUFS3- NADH: ubiquinone oxidoreductase subunit core subunit S3, NDUFA13- NADH: ubiquinone oxidoreductase subunit A13, NDUFA3- NADH: ubiquinone oxidoreductase subunit A3), cytochrome c oxidase (COX17), cytochrome c somatic (CYCS) and ubiquinol cytochrome c reductase core protein 1 (UQCRC1). We found lower number of apoptotic cells in blastocysts derived from oocytes collected from prepubertal than those obtained from pubertal donors.ConclusionsDespite decreased expression of genes associated with OXPHOS pathway in blastocysts from prepubertal heifers oocytes, the increased level of ATP12A together with the lower number of apoptotic cells in these blastocysts might support their survival after transfer.

Innovation in Planning and Development of Religious Education Based on Local Wisdom: Mambangkik Batang Tarandam Efforts

Since the founding of the Unitary State of the Republic of Indonesia, the Minang people have played a significant role and contributed to building and fulfilling the independence of the Unitary State. However, in the last few decades, the position of the Minang people has faded in the national arena, both in the fields of education, religion, politics, economics, and other fields. Therefore, these roles and contributions need to be realized again, but producing figures with strengths in specific fields is challenging. Based on several existing theories, education is a strategic step in building competent individuals. In line with that, this article will analyze how innovative planning and development of religious education is based on local wisdom as an effort to mambangkik Batang Tarandam. The research was carried out using library research. Namely, data was collected from various books and articles published by multiple publishers. The data was analyzed using comparative techniques. For example, the researcher conducted a study by comparing several opinions to find the researcher's statement. The results of the analysis conclude that religious education based on local wisdom can potentially help develop Batang Tarandam. This finding is based on the history of Minangkabau figures who have made history in developing the Unitary State of the Republic of Indonesia based on surau-based education.

Enhancing the Central Venous Catheterization Competency of Medical Students through a Specialized Team and an Interactive Response System: A pre-post study.

Central venous catheterization (CVC) is a critical clinical procedure. To avoid complications, possessing good knowledge regarding the CVC care bundle and skills for the proper insertion and maintenance of CVC are important. To evaluate the effectiveness of an educational intervention and the use of an interactive response system in enhancing the CVC bundle care and insertion skills of medical students undergoing critical care medicine training. Sixth-year medical students (equivalent to fourth-year students in the United States) engaged in didactic lessons, interactive demonstrations, and simulator training facilitated by a CVC team comprising three thoracic and two vascular surgeons (all with a minimum 5 years of experience in central venous access) during their intensive care unit (ICU) rotation. Self-reported knowledge and confidence levels were assessed using pre-and posttests administered through the Zuvio App, an interactive response system. A total of 60 students underwent the educational intervention, of which 54 completed the pretest and 40 completed the posttest. In the posttest, significant improvement was found in the CVC bundle care competency and understanding (P = 0.002), preprocedural preparation (P = 0.002), insertion procedures (P = 0.004), complications (P = 0.003), and insertion depth decisions (P = 0.001). Staff and students reported that assessment and interaction via the Zuvio App were valuable, practical, and feasible in a clinical setting, providing trainees with an individual competency portfolio of receiving precise medical education. Integrating the training provided by a specialized team with an interactive response system enhanced the knowledge and competency level in CVC insertion among medical students in this study.

Identifying competencies in advanced healthcare practice: an umbrella review.

The four pillars of advanced healthcare practice (AHCP) are clinical practice, leadership and management, education, and research. It is unclear, however; how competencies of AHCP as defined by individual health professions relate to these pillars. Addressing this knowledge gap will help to facilitate the operationalization of AHCP as a concept and help inform educational curricula. To identify existing competencies across AHCP literature and examine how they relate to the four pillars of a multi-professional AHCP framework. An umbrella review was conducted in accordance with JBI methodology. The electronic search for published and grey literature was completed using CINAHL, Scopus, Medline (OVID), Embase (OVID), ERIC (OVID) and Google. Secondary reviews and research syntheses of master level AHCP programs published after 1990 in either English or French were considered for inclusion and results were analyzed using a directed content analysis. Seventeen publications detailing 620 individual competencies were included. AHCP competencies were described across four professions and 22 countries, with many publications related to nursing and AHCP in the United Kingdom, Canada, and Australia. Many retrieved competencies were found to map to the four pillars of AHCP, although clinical practice and leadership and management pillars were addressed more often. Competencies of AHCP are generally consistent with the four pillars. However, the distribution of competencies is unequal across pillars, professions, and geographical regions, which may provide direction for further research. Doi: 10.17605/OSF.IO/KV2FD Published on March 07, 2023.

Music Education Within the Concept of Integrated Arts Education and Its Impact on Social and Emotional Skills of Students

The purpose of the study is to determine how communicative skills and emotional intelligence are cultivated in students under the impact of arts on the example of music education. The research involves comparing social and emotional competences of undergraduates and postgraduates with the help of standardized psychological tests and interviews. The article proves that integrated arts education transforms students into emotionally and socially competent individuals.

Collective sustainability competences of universities as a nested institutional space

AbstractSustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this paper explores the concept of collective sustainability competences as enablers and constraints of sustainability action at universities. Drawing from institutional theory and nestedness in organisations, the article poses the following research question: How can the collective sustainability competences of universities be conceptualised? The article develops a conceptual understanding of regulative, normative and cultural‐cognitive elements of collective sustainability competences as a nested institutional space. In so doing, the article contributes to the discussion on the capacity of universities to act as key organisations in sustainability transitions.

Shifting paradigms: A collective and structural strategy for addressing healthcare inequity.

Healthcare inequity is a persistent systemic problem, yet many solutions have historically focused on "debiasing" individuals. Individualistic strategies fit within a competency-based medical education and assessment paradigm, whereby professional values of social accountability, patient safety, and healthcare equity are linked to an individual clinician's competence. Unfortunately, efforts to realise the conceptual linkages between medical education curricula and goals to improve healthcare equity fail to address the institutional values, policies, and practices that enable structural racism. In this article, we explore alternative approaches that target collective and structural causes of health inequity. We first describe the structural basis of healthcare inequity by identifying the ways in which institutional culture, power and privilege erode patient-centred care and contribute to epistemic injustice. We then outline some reasons that stereotypes, which are a culturally supported foundation for discrimination, bias and racism in healthcare, cannot be modified effectively through individualistic strategies or education curricula. Finally, we propose a model that centres shared values for leadership by individuals and institutions with consistency in goal setting, knowledge translation, and talent development. Figure 1 summarises the key recommendations. We have provided cases to supplement this work and facilitate discussion about the model's application to practice.

L2 communication apprehension and communicative competence of pre-service English teachers

Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.

Strategi Pembelajaran Everyone Is Teacher Here Untuk Membentuk Berpikir Kritis Pada Pembelajaran Pendidikan Agama Islam Siswa SMK Negeri 1 Wonosobo

The education sector requires innovation to prepare students to become competent individuals and to produce high-quality individuals in society by equipping them with various 21st-century skills to meet the demands of changing times. Through the everyone is teacher here learning strategy, it is hoped that students can develop critical thinking skills, which are highly essential in the current era of globalization.This research aims to explore how the everyone is teacher here learning strategy is implemented in SMKN 1 Wonosobo, its impact on fostering critical thinking, the factors influencing its implementation, and the outcomes after its execution. This study employs a descriptive qualitative research method. Data collection techniques include observation, interviews, and documentation, while data analysis involves triangulation.The findings reveal that the Islamic Education teachers at SMKN 1 Wonosobo have effectively implemented the everyone is teacher here learning strategy. The cultivation of students' critical thinking skills has started to progress well, although there are indicators that need reinforcement due to some students' lack of concentration in receiving new material. Supportive factors for the "everyone is teacher here" strategy are easily planned and implemented, encouraging students to actively engage in developing their thinking skills. Inhibiting factors include lack of concentration, reading interest, and self-confidence among some students. The implementation of the "everyone is teacher here" strategy has led to students' progress in critical thinking, increased self-confidence, self-expression, and greater responsibility.

FEATURES OF THE FORMATION FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF MASTER'S STUDENTS OF A LANGUAGE UNIVERSITY

This article discusses the methodology for developing foreign language professional competence of under-graduates in the educational program ―Training of teachers in a foreign language.‖ At the present stage, with the entry of the Republic of Kazakhstan into the global educational space, there is a need for highly trained personnel and specialists of the 21st century. The formation of foreign language professional competence contributes to the development of intercultural communicative competence among undergraduates, adapting them to different cultural contexts. The implementation of the competency-based approach, as one of the relevant approaches in education of the 21st century, and the cognitive approach, as the leading one in foreign language education, lead tohigh-quality final results and the formation of foreign language professional competence of future foreign language teachers. This article describes the results of applying the course ―Modern methodology of foreign language education in higher institutions‖.The aim of the course is to provide the necessary qualitative training of future foreign language teachers so that they can successfully realize in their pedagogical practice the main goal of foreign language teaching -the development of interculturalcommunicative competence of individuals. This is based on the principles and methods of foreign language education, which contribute to the formation of graduate students' ability to effectively communicate and interact with representatives of other cultures.