Requirements For Professional Competence Research Articles

Regulation and Organisation of Housing Management Activities in Germany, Poland and Latvia

Abstract Multi-dwelling buildings are one of the essential infrastructural elements of a residential area. Therefore, qualitative and professional management of such real estate is of importance. The insufficient investment into maintenance and improvement of housing is stated in Latvian policy planning documents as one of the most significant problems, causing risks for achieving the goal of compliance of the housing fund with energy efficiency, construction, safety and amenity standards. The article examines the main aspects of management of residential buildings, identifies the related risks and offers solutions for their prevention. The article aims at emphasising the significance of building maintenance and exploring management processes of residential buildings in Latvia, Poland and Germany, making a comparison that helps to understand the housing management regulation and organisational approach in each country and identify their common and differing features. In the course of the research, the authors of the article review the sources on management activities of residential buildings, identify and assess the management process risks and make a comparative analysis of housing management processes in Latvia, Poland and Germany. Information regarding the housing management field of the countries examined in the article has been obtained by summarising and analysing the policy documents and regulatory enactments, as well as by interviewing Latvian, Polish and German experts. When analysing the obtained results, conclusions have been made with regards to political responsibility, legal regulation and professional competence requirements in the field of housing management.

Requirements for professional competence and personal qualities of a visual arts teacher

This article analyzes the development and enhancement of personal qualities and professional competencies required of teachers in organizing modern educational processes. Key personal attributes of teachers, such as love for the homeland, loyalty to national values, preservation of historical heritage, interest in societal reforms, and attention to their outcomes, are highlighted. Additionally, the article emphasizes the importance of teachers' moral, managerial, and scientific-methodological preparation, their inclination toward innovative processes, and their ability to engage in continuous self-mprovement as fundamental criteria of the teaching profession. Challenges faced by young teachers in adapting to educational institutions, their relationships with colleagues, and the significance of supporting them are also addressed.

Assessing the impact of career competence on learning outcomes of accounting– auditing students in Hanoi, Vietnam

The Vietnamese economy is entering a period of increasingly rapid integration and profound development across all sectors. To adapt to these changes, the workforce in all industries, including the field of accounting and auditing, must meet professional competency requirements. Therefore, the development of competency – oriented training programs for accounting– auditing students during their university education is receiving growing attention and emphasis from society. This has led to the necessity of evaluating the impact of professional competencies on academic performance to identify solutions for improving learning outcomes and enhancing students’ ability to apply knowledge in their future careers. The study employs a quantitative method to survey and investigate 316 accounting and auditing students from 13 different universities in Hanoi. With 309 valid responses collected, data analysis reveals that the factor of Knowledge has the strongest influence on academic performance, followed by Attitude, Skills (Hard Skills and Soft Skills), as well as Information technology proficiency and English proficiency. Based on these findings, the paper assesses the degree of influence and provides relevant recommendations to improve the learning outcomes of university students.

Professional Competency Requirements for Maintenance and Operation of Power Battery Systems

The power battery system is one of the high-risk components for new energy vehicles, and standardized operation and maintenance is one of the effective measures to improve the safety of new energy vehicles. The operation and maintenance of the power battery system includes daily operation, first level maintenance, and second level maintenance. A combination of practical research and theoretical analysis is adopted to confirm different maintenance tasks, job contents, and technical requirements, in order to improve the standardization and safety of operations. Fault mode analysis is a continuation of fault maintenance and provides practical basis for the design and process improvement of power battery systems.

The Research on the Impact of the Integration of Cultural Tourism on the Professional Competence Requirements of Tourism Practitioners

With the deep integration and development of the cultural and tourism industries, the professional competence requirements for tourism practitioners have gradually shifted from a focus on technical skills to a broader emphasis on comprehensive qualities. The integration of cultural tourism demands that practitioners not only possess traditional skills, but also demonstrate strong cross-cultural understanding, communication and expression abilities, innovation and adaptability, service awareness, and professional competence. This paper begins by examining the professional competence requirements of tourism practitioners in the context of cultural tourism integration, discussing the adjustment of competence structures and the impact of cultural awareness enhancement on practitioners. It analyzes the new demands placed on practitioners in areas such as value guidance, strengthening of responsibility, and innovation-driven approaches. The paper also proposes specific pathways for improving the professional competence of tourism practitioners, including the establishment of cross-cultural training mechanisms, optimization of vocational education curricula, construction of innovation incentive systems, and strengthening practical learning. By systematically enhancing the professional competence of tourism practitioners, the paper aims to promote the high-quality development of cultural tourism, better meeting the increasingly diversified and personalized needs of tourists.

Трансформация рынка труда и запрос на новый тип ИТ-специалистов в тренде цифровой экономики

The article presents the main trends of the labor market in terms of the demand for a new type of IT specialists in the digital economy. The article forms a comprehensive understanding of the trends in the IT specialists’ labor market development in the context of the digital economy transformation and trends’ interaction with educational institutions through the acquisition of new professional competencies. To determine the relevance of the topic and identify key objectives, the authors performed a multidimensional bibliometric analysis of publication activity using six basic terms and their combinations. The article presents a statistical review of the IT personnel number in the world and Russia, the changes in the employment forms and the requirements for professional competencies in accordance with the Industry 4.0 paradigm, and confirms the hypothesis of insufficient flexibility and adaptability of the higher education system in terms of requests for a new type of IT specialists. The authors confirm the necessity for transforming the labor market and adapting to new realities on the part of both IT companies and specialists in the field. The study serves as a prerequisite for forecasting personnel needs and identifying structural changes in the digital skills of information and computer technology workers.

Мобильное обучение как тренд коммуникационой среды дополнительного профессионального образования

In modern society, Internet communication has changed the scenarios of education. Every day, the requirements for professional competencies in various fields of activity are changing, and the need for advanced training and professional retraining is growing. Mobile learning, which has become a trend of additional professional education, allows you to quickly form new professional competencies.
 
 The purpose of the article is to consider mobile learning as an actual trend of additional professional education. The issues related to the relevance of the use of mobile devices and technologies in the educational process are considered.
 
 Methodology, methods and techniques. The study was conducted using the method of formalized questionnaire (mass survey) to study the effectiveness of mobile learning in the process of obtaining additional professional education. The survey involved 16 graduates of the Higher School of Media, Communications and Design Faculty of Journalism of Chelyabinsk State University, training program "Advertising and public relations". To conduct the research, a questionnaire was developed, distributed using Google Forms. Students of Chelyabinsk universities took part in the study. The sample type is spontaneous. The sample outline is formed by registered users who have expressed interest in this online survey. The mechanism for selecting respondents is self-selection.
 
 Results. The results of a study of the effectiveness of mobile learning in the process of obtaining additional professional education are presented. The scientific novelty lies in the introduction into scientific circulation of the concept of mobile learning in the process of additional professional education.
 
 Practical significance. The identified trends will help the educational environment to prepare adequate responses to the identified challenges.

PROFESSIONAL REQUIREMENTS FOR A FOREIGN LANGUAGETEACHER’S COMPETENCE IN THE CONTEXT OFINTERNATIONALISATION OF HIGHER EDUCATION

In the context of internationalisation of higher education institutions the components of professional skills and requirements for professional competence of a foreign language teacher have been characterized in the article. The professional competence of a foreign language teacher is an integral quality of the personality. It is manifested in a set of competencies such as: professional (didactic, psychological, methodological), linguistic (philological), communicative, informational, socio-cultural, project, reflective. These competencies ensure the efficiency of the professional activity of a foreign language teacher and meet the requirements for the foreign language teacher’s professional competence in the context ofinternationalisation of higher education institutions.

ГОТОВНОСТЬ К ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ БУДУЩЕГО ОФИЦЕРА: СУЩНОСТЬ, СТРУКТУРА, ПОДХОДЫ К ФОРМИРОВАНИЮ

The processes of modernization of Russian military education are due to increased requirements for professional competencies and personal qualities of officers, which indicates the need to develop theoretical foundations and methodological approaches to organizing an integral process of formation of professional mobility of cadets in the educational process of a military university. Currently, there is no holistic understanding of the phenomenon of readiness for professional mobility of future officers, the theoretical foundations of its formation in a military university and methodological aspects of this process. The readiness of a future officer for professional mobility is an integrative personality quality of a predictive nature, focused on the advanced development of a future officer, providing the ability to adapt to a professional situation in order to perform optimal actions by means of official activity in accordance with the content of the military-professional situation, to show mobility in difficult military-professional conditions and realize oneself as a military specialist. The structure of the future officer’s readiness for professional mobility is represented by the following components: cognitive (knowledge and skills in the field of military professional activity; the ability to carry out analytical activities, the ability to master and evaluate new information; communication techniques, professional speech, self-control skills); motivational and value (motivation of achievements; acceptance of professional values and culture of the Armed Forces Russian Federation; acceptance and recognition of norms and values of colleagues and subordinates; patriotic values, beliefs, national traditions); activity-based (professional and educational activity; the ability to organize independent activities; flexibility in performing military professional functions and tasks; efficiency; the ability to navigate new types of activities, quickly assimilate patterns of behavior, patterns of performance of service and combat tasks; the ability to make adjustments to activities when conditions change).

The professionalization of English medium instruction lecturer: content and certification

As there is no unified standard for EMI teacher professional certification, this paper surveys the professional competence requirements and professional certification of English medium instruction (EMI) lecturers worldwide in order to inform decisions by researchers and administrators tasked with the design and delivery of the certification activity. The study uses a semi-systematic review method to tease 46 articles which include information about EMI lecturer ability, professional development, and certification. The paper analyzed the content of them about competence components and delivery methods. The analysis reveals five main dimensions: language competence, communicate competence, pedagogical competence, multicultural competence and EMI awareness. The certification in current can be divided into two categories depending on whether they include a training program. Certification that consists only of tests usually focuses more on the teacher’s English proficiency in teaching. Another certification usually has the essential English requirement for the participants and pays more attention to the pedagogical methodology. The paper concludes with recommendations for the development of the EMI lecturer competence framework and certification program.

Разработка моделей для автоматизированного формирования компетентностей специалиста по кибербезопасности на основе сценарного подхода

The work is devoted to the development of models for the automated formation of competencies of a cybersecurity specialist based on a scenario approach. The relevance of the work is determined by the need to timely update the requirements for professional competencies of a cybersecurity specialist in the context of the development of methods and tools for information warfare and the lack of a theoretical apparatus that allows automating this process. The purpose of this work is to develop models for the automated formation of competencies of a cybersecurity specialist based on a scenario approach, which allow analyzing information about the actions of a cybersecurity violator and, based on this information, determining the current set of professional competencies of a cybersecurity specialist. The task of developing models for the automated formation of competencies of a cybersecurity specialist based on a scenario approach is to develop a model of actions of a cybersecurity violator and an associated model of a countermeasure system that determines the actual set of competencies of a cybersecurity specialist. In contrast to existing expert approaches to determining the professional competence model of a cybersecurity specialist, this paper uses a scenario approach that allows describing scenarios of actions of a cybersecurity violator at a formalized level, integrating the data obtained into the appropriate graph model and forming an activity professional model of a cybersecurity specialist based on optimizing the structure of the system counteraction. The set of developed models for the automated formation of competencies of a cybersecurity specialist based on a scenario approach takes into account many factors of information confrontation, such as: techniques and tactics of cybersecurity offenders, their corresponding methods and tools of counteraction. The proposed approach of structuring the countermeasure system in the form of a set of interrelated modules based on the results of the analysis of attack scenarios, techniques and corresponding tactics used by the violator of cybersecurity allows taking into account the features of attacks that are most often implemented, forming a set of professional actions of a cybersecurity specialist based on the use of appropriate methods and tools to counter these techniques grouped by functional modules. Analysis of the results of the conducted computer experiment showed the operability of the proposed models for the automated formation of competencies of a cybersecurity specialist based on the scenario approach.

The Role of Digital Technologies in Foreign Language Learning in the Context of Life-Long Learning Paradigm

Introduction. The article explores the importance of digitalization in foreign language studying within the concept of life-long learning. The authors underscore the need to create integrated educational space, based on building efficient educational tracks, embracing various forms of e-learning and applying distant educational technologies. The high degree of relevance of life-long learning is attributed to rapid updating of information and knowledge as well as rising competition on the labour market and increasing requirements for professional competence.It is underlined that digital technologies can only be efficient once they are employed within a particular educational framework, designed to achieve specific goals and meet students’ needs and requirements. The paradigm of life-long learning and creation of unitary educational space with regard to foreign language learning suggest that higher educational institutions, which possess the necessary scientific and teaching capacities, should take the leading role in designing, applying and spreading educational digital technologies. The accomplishments and experience of universities and institutes in that sphere should be employed in all the stages of education. Such institutions enjoy sufficient resources and competencies to create online and distant learning courses, which provide access to high quality further education to various categories of students. The authors come to the conclusion that ensuring human right to lifelong learning, including foreign language learning, requires timely meeting changing labour market requirements, building individual educational tracks, and applying modern digital technologies.Materials and methods. The methodical approach of the research refers to the specified and known empirical and theoretical methods in digital linguodidactics. The analysis of mapping out foreign language learning in the framework of the digital educational system is extensively used in the article. Other general and specific research methods – dialectical, comparative, modeling, ect.-have also been applied in this study.Results. The high degree of relevance of creating digital educational environment and life-long learning is attributed to rapid updating of information and knowledge, which stimulates motivation for their acquisition, specification and application. Moreover, rising competition on the labour market and increasing requirements for professional competence, including excellent command of a foreign language, create a powerful incentive for continuous learning, achieved within integrated digital educational system.Discussion and conclusion. The research, that has been carried out in the article makes it possible to conclude that creation of the integrated digital educational environment based on modern learning techniques encourages life-long education, particularly in the context of foreign language learning.

Role of additional professional education in the development of the national agrosphere in the context of external challenges

Successful development of agriculture, increase of the country’s own-produced food adequacy, reduction of commodity-based and, most importantly, technological dependence on foreign countries largely relies on the highly qualified staffing levels of organizations of the agro-industrial complex capable of ensuring eff ective and dynamic functioning of agroindustrial production in conditions of rapid import substitution. A signifi cant role in meeting this challenge is played by the system of additional vocational education, aimed at ensuring rapid professionalization of personnel, taking into account the requirements for professional competencies of modern workplaces. The article also brings to light a number of limitations that do not allow the present system of agricultural additional professional education to fully function.

On the role of additional professional education in the development of the domestic agricultural sphere in the context of external challenges

The successful development of agriculture, increasing the country’s provision with food of its own production, reducing commodity and, most importantly, technological dependence on foreign countries largely depends on the level of staffi ng of organizations of the agro-industrial complex with highly qualified personnel capable of ensuring eff ective and dynamic functioning of agro-industrial production in conditions of accelerated import substitution. A signifi cant role in solving this problem belongs to the system of additional vocational education, designed to ensure rapid professionalization of personnel, taking into account the requirements for professional competencies of modern workplaces. The article also identifi es a number of limitations that do not allow the present system of agricultural additional professional education to fully function.

Culturally and linguistically diverse nurses’ experiences of how competence facilitates integration into the working environment: A qualitative study

AimThis study aims to describe culturally and linguistically diverse nurses’ experiences of how they transferred their competence to meet professional competence requirements in non-English speaking environment. BackgroundCompetence is one factor that affects culturally and linguistically diverse nurses’ integration into the working environment. In this study, knowledge, skills, values and personal traits are included in the holistic competence concept. DesignQualitative. MethodsA total of 24 culturally and linguistically diverse nurses involved in Finnish health care participated in this qualitative study. Data were collected through snowball sampling during the summer of 2021 using semi-structured interviews. The collected data were analysed using inductive content analysis. ResultsThe data analysis revealed a total of five main categories describing culturally and linguistically diverse nurses’ experiences: 1) before immigration; 2) competence requirements in the country of immigration; 3) assessment of competencies; 4) support factors; and 5) hardships. ConclusionDegree recognition, colleagues’ tolerance towards culturally and linguistically diverse nurses at the workplace and continuous education focusing on local language could improve culturally and linguistically diverse nurses’ integration into the working environment.

FEATURES OF DISTANCE EDUCATION AT THE OTOLARYNGOLOGY, HEAD AND NECK SURGERY DEPARTMENT

Quality education is the key to the country's future, essential to its national identity and welfare. In the modern labor market, the requirements for professional competencies of graduates are growing. This situation led to new forms and higher education methods aimed at creating a comprehensive continuing education system and expanding the scope of independent student work that will form self-organization skills and self-education [1,2].
 Distance learning is a purposeful process of interaction between teacher and student, based on the use of modern information and telecommunication technologies that allow distance learning, which is relevant in today's conditions. [3,4,5,6]. The widespread of distance learning is not accidental. It is a natural development stage and education adaptation to current conditions [7,8]. The introduction of distance learning at the Department of Otorhinolaryngology, Head and Neck Surgery is an important part of education in higher medical schools in current conditions.
 Otorhinolaryngology is a clinical discipline, so the learning process cannot be carried out in distance learning based only on test control and oral answer. Thus, teachers should use quality illustrative material and modern resources such as the School of Evidence-Based Medicine, the Academy of Otorhinolaryngology "Eurolor", Ivano-Frankivsk School of Otolaryngology, to motivate students to study and think logically using clinical information and medical knowledge to solve complex clinical problems. Those resources have many videos of clinical cases with real patients, comments during the process of clinical examination and chosen treatment strategy, and in the case of surgical treatment, demonstration of all stages of the surgical procedure from the operating room.
 Our work aimed to improve the quality of distance learning by systematizing the acquired knowledge and professional skills based on the principles of evidence-based medicine.

ACTUALIZATION OF THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES AND PERSONAL QUALITIES OF THE PRESCHOOL EDUCATIONAL INSTITUTION METHODOLOGIST

The article explores one of the important aspects of the problem of forming the managerial competence of the head of an educational institution. The aim of the work was to update the professional and personal characteristics of one of the heads of a preschool education institution as an educator-methodologist.The author describes the basic requirements for professional competencies and specific personal qualities of an educator-methodologist. The specifics of professional competence of an educator-methodologist are substantiated as a dynamic combination of general and special personal-professional characteristics that reflect gnostic, correctional-gnostic, constructive, communicative, organizational, and research skills necessary for effective implementation of methodological tasks of preschool education in modern challenges. In addition, the author clarifies and characterizes the personal mobility of the educator-methodologist as one of the key professional characteristics and defines its criteria. An analysis of the personal qualities and abilities of the educator-methodologist, which are not purely professional, but are necessary for the successful management of the educational process in the preschool institution. The conclusions note that the combination of high professionalism and development of relevant personal qualities and abilities of the educator-methodologist, in general, represents a modern, dynamic, creative, and competitive manager of the new generation of educational process in preschool education. The presented study is incomplete. In the future, it is planned to develop modern forms, methods, and technologies for preparing the future manager to perform the duties and functions of an educator-methodologist in a preschool institution.
 Keywords: methodologist; preschool education; professional competence; conditions; tasks; innovations; reforms; mobility; modernization; functions of a preschool education methodologist.

ПРОФЕССИОНАЛЬНЫЕ ДЕФИЦИТЫ УЧИТЕЛЯ МАТЕМАТИКИ И ИХ ПРИЧИНЫ

Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.

ПІДГОТОВКА ФАХІВЦІВ ТУРИЗМУ: ВИКЛИКИ СЬОГОДЕННЯ

Goal of research: determination of key guidelines in the educational, methodological, scientific and organizational work of a university teacher. Research methods. Taking into consideration that the training of tourism specialists is a complex dynamic deterministic regulated system, the research was performed on the basis of a system principle within a structural-functional approach using methods of analysis and synthesis, forecasting, analogy, deduction, systematization and generalization. The results of the research: it is determined that the requirements for the training of specialists in the field of tourism are determined by the situation on the world tourist market, the state of the domestic system of vocational education and the principles of functioning of the professional space. The current situation in tourism, education and in the tourism professional space requires a radical restructuring of the education system. In accordance with the basic principles of didactics, the main questions that need to be answered in the formation of updated educational programs: "Why teach?" (learning purpose, expected result), "Why teach?" (learning content), "How to teach?" (methods, tools, rules and organizational forms of learning), "Where to teach?" (venue), "When to teach?" (determination of time regime and duration), "Who to teach?" and "Who teaches" (system of requirements for students and teachers). It is proved that upon completion of the automation of tourism activities will change the requirements for professional competence of the future specialist in the direction of strengthening emotional intelligence, it involves changing the content of education, the transition from information-rich learning to reflective and transformative. As a result of informatization, the role of the teacher in the educational process changes, which requires the use of other techniques and methods. A pandemic dictates new requirements for the location of classes, etc. A detailed analysis of the situation allowed to establish a list of key elements of the tourism education system that are subject to reform, to determine the essence of these transformations.. Scientific novelty: for the first time the current situation with the training of tourism specialists has been studied on the basis of a systematic approach, and recommendations for its reorganization are developed in accordance with today's challenges. Practical significance: key elements of the tourism education system to be reformed have been identified; the list of questions which need to be answered at the organization of future specialist preparation is offered; guidelines have been set according to which tourism education will develop further. The submitted proposals can be taken into account in the development of educational programs for the training of specialists in other sectors of the economy.

Establishment and Equipment of the First in Bulgaria Laboratory of Marinе Medicine

The intensive development of society towards the use of marine resources for industry, transport, leisure, etc., raises the requirements for professional competencies and responsibilities of medical professionals working on board a marine facility or on shore. The Medical University in Varna is the first and only medical university in Bulgaria, which has developed interdisciplinary in nature Marine Medicine program. Working as a partner in “Infrastructure for Sustainable Development of Marine Research Including the Participation of Bulgaria in the European Infrastructure EURO-ARGO” - MASRI for the first time provides an opportunity to develop a laboratory of marine medicine. The purpose of this study is to assess the needs for appropriate equipment of such a specialized laboratory. In it with the capabilities of modern equipment and methods, the problems of marine physiology, hyperbaric medicine, urgency in marine environment and efficiency in the training of marine professionals will be explored. Providing a laboratory of marine medicine with appropriate equipment gives us the material basis for the implementation of numerous studies for the development and improvement of methods for functional assessment of marine specialists. It provides an opportunity to assess, monitor, improve, and control the training, coaching and qualification of marine professionals. The data from the measurements will be useful for optimizing the training of seafarers and especially those with increased occupational risk - lifeguards, members of volunteer teams, and athletes in water sports.