Relevant Competencies Research Articles

Systematic review of the most relevant competencies for projects managers in the construction industry

Construction organisations are now focusing on ensuring that project managers acquire the core competencies they require to be successful in their assignments. An organisation can maximise its probabilities of consistent project success by recruiting, developing, nurturing and retaining skilled project managers. Working closely with a range of other professionals, project managers organise, plan, schedule and control work and are responsible for ensuring that the project is completed within established time and cost constraints. To manage the project professionally and successfully, a project manager must possess the necessary skills and knowledge. An extensive evaluation on the essential and relevant skills of project managers was carried out in order to analyse the most important skills. The past few decades have produced a number of investigations into the correlation between project managers’ competencies and project success. As a result, competencies lists have become too extensive, and the field is in constantchange; therefore, this study updates the discussion and downsizes the number of competencies to fewer, more relevant items. Communication capabilities are a necessity for a project manager to be as effective as possible. The ability to lead the team, solve problems and handle conflicts, while being result-oriented and team-oriented, are a must for project managers. To achieve project goals, a project manager needs a range of additional skills, including organisation, emotional intelligence, technical expertise and interpersonal relationship skills.

Measuring learning outcomes in cross-cultural relations courses: the case for experiential learning

Purpose Since accreditation bodies emphasize program-level learning goals, there is often less focus on measuring learning at the course level. This study aims to offer a method for using experiential learning exercises to measure student engagement and learning outcomes in cross-cultural relations courses by highlighting which learning outcomes to assess, how to measure the achievement of these learning outcomes, what students learn and the measurement process. Design/methodology/approach Data was collected from three sections of the (control group) and (experiment groups). Chi-square independence and analysis of variance (ANOVA) tests were employed to examine the significant association between these groups. Findings Students perform alike when exposed to various experiential learning methods. However, the lack of experiential learning might hinder students’ understanding of the course material. Consequently, the performance in both learning objectives from the control group was significantly lower than students in the experiment groups. Originality/value This study presents an approach for merging assurance of learning into integrated business courses, and how to use experiential learning exercises as instructional tools for improving and measuring learning. When course-level assessments focusing on developing relevant competencies are well-implemented, they can strengthen related program-level goals.

A competency framework for simulation facilitation in low-resource settings: a modified Delphi study.

Skilled facilitators are essential to drive effective simulation training in healthcare. Competency-based frameworks support the development of facilitation skills but, to our knowledge, there are no frameworks that specifically address context-sensitive priorities developed with practitioners working in low-resource settings. We aimed to develop a core competency framework for healthcare simulation facilitation in low-resource settings using a modified Delphi process. We drew on the domain expertise of members of the Vital Anaesthesia Simulation Training Community of Practice, with the study guided by a four-member steering group experienced in the conduct of simulation in low-resource settings. In survey round 1, participants (n = 54) were presented with an initial competency set derived from a previous qualitative study and co-created a set of 57 competencies for effective simulation facilitation in low-resource settings. In survey round 2, participants (n = 52) ranked competencies by relevance into three performance categories: techniques; artistry; and values. In survey round 3, participants (n = 50) ranked competencies on their importance. The steering group collated results and presented a draft core competency framework. In survey round 4, participants (n = 50) voted with 98% agreement that this framework represented the most relevant and important competencies for effective facilitation of simulation sessions in low-resource settings. The final 32-item framework encompasses core competencies found in existing standards and includes important new concepts such as demonstration of cultural sensitivity; humility; ability to recognise and respond to potential language barriers; facilitation team collaboration; awareness of logistics; and contingency planning. This competency-based framework highlights specific practices required for effective simulation facilitation in low-resource settings. Further work is required to refine and validate this tool to train simulation facilitators to deliver effective training to improve patient safety.

COMPETÊNCIAS SOCIOEMOCIONAIS NA EJA: IMPACTOS NA EMPREGABILIDADE E DESENVOLVIMENTO PROFISSIONAL

This study investigates the role of socio-emotional competencies in Youth and Adult Education (EJA), focusing on its impacts on students' employability and professional development. The research analyzes how the integration of socio-emotional skills into the EJA curriculum can enhance career prospects and adaptability in the job market. Innovative methodologies for the development of these skills are examined, considering the particularities of the adult public and their previous experiences. The study addresses the challenges inherent to the implementation of socio-emotional development programs in EJA, including issues of curricular adaptation and specialized teacher training. The ethical and practical implications of the emphasis on socio-emotional competencies are discussed, highlighting the importance of a holistic approach that balances personal development with the demands of the labor market. The research also explores the role of collaboration between educational institutions and employers in defining and promoting relevant socio-emotional competencies. The results indicate that, when implemented effectively, the focus on socio-emotional skills in EJA can contribute significantly to improving students' employability, job satisfaction, and adaptability in a constantly evolving labor market. It is concluded that the integration of socio-emotional skills into the EJA curriculum represents a promising strategy to face the challenges of insertion and professional progression often faced by this public.

A Fuzzy AHP and PCA Approach to the Role of Media in Improving Education and the Labor Market in the 21st Century

In a hyperproductive interactive environment, where speed and cost-effectiveness often overshadow accuracy, the media’s role is increasingly shifting towards an educational function, beyond its traditional informative and entertaining roles. This shift, particularly through the promotion of science and education, aims to bridge the gap between educational institutions and the labor market. In this context, the importance of 21st-century competencies—encompassing a broad range of knowledge and skills—becomes increasingly clear. Educational institutions are now expected to equip students with relevant, universally applicable, and market-competitive competencies. This paper proposes using a combination of principal component analysis (PCA) and fuzzy analytic hierarchy process (FAHP) to rank 21st-century competencies developed throughout the educational process to improve the system. The highest-ranked competency identified is the ability to manage information—specifically, gathering and analyzing information from diverse sources. It has been shown that respondents who developed “soft skills” and media literacy during their studies are better able to critically assess content on social networks and distinguish between credible and false information. The significance of this work lies in its focus on the damaged credibility of online media caused by user-generated content and the rapid spread of unverified and fake news. Denying such discourse or erasing digital traces is therefore futile. Developing a critical approach to information is essential for consistently identifying fake news, doctored images, and recordings taken out of context, as well as preventing their spread.

Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework

This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.

EXPERIENCE IN ORGANIZING STUDENT RESEARCH CLUB FOR UNDERGRADUATE STUDENTS IN HIGHER EDUCATIONAL INSTITUTION

The relevance of this article is underscored by recent legislative changes in Ukraine, including the “Higher Education Law” and the “Law on Scientific and Technical Activity”, which have increased focus on integrating research into the educational framework of higher education institutions. These laws emphasize the need for a symbiotic relationship between higher education and scientific research, particularly in the training of medical students. They mandate new standards for the structure and objectives of scientific research activities within these institutions, encouraging the development of clear research agendas, updated educational resources to foster relevant competencies, and environments that support effective research endeavors. Cultivating a research-oriented professional requires concerted effort starting from the very beginning of a student’s academic journey. Broadening the engagement of medical students in Student Research Club activities is essential. Through participation in Student Research Club, students gain proficiency in navigating scholarly sources, acquire fundamental research skills, learn to apply theoretical knowledge in clinical contexts, and develop the ability to bridge theory with practice. Encouraging medical students to participate in professional competitions, conferences, and symposia at various levels is of great importance as well. Such activities hone public speaking skills, teach students how to engage and retain an audience, and prepare future healthcare professionals to be confident and persuasive communicators. Professional mentorship is vital for Student Research Club members. Faculty involvement, the guidance of Student Research Club advisors, scientific mentors, and leadership from the Student Research Club team are all critical to cultivating the research skills of emerging medical scientists. This article outlines the strategies implemented by the Department of Human Anatomy, Clinical Anatomy, and Operative Surgery at Dnipro State Medical University to engage early undergraduate students in scientific research.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

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

DEVELOPMENT OF A SYSTEMATIC APPROACH TO ASSESSING THE COMPLIANCE OF UNIVERSITY EDUCATIONAL PROGRAMS WITH THE UN SUSTAINABLE DEVELOPMENT GOALS

The purpose of the article is to develop and test in practice a systematic approach to assessing the compliance of educational programs of universities with the goals of sustainable development of the United Nations. The systematic approach includes the development of a sequence of development and approval of a questionnaire to determine the degree of compliance of educational programs of universities with the goals of sustainable development. Methodology. The survey was based on a comparison of the data of three groups of respondents (developers of educational programs and their curators at three levels of higher education). Approbation of the approach took place on the basis of the National Transport University (Kyiv, Ukraine). In total, 64 curators and developers of educational programs took part in the survey (this is 60% of educational programs of NTU). The results of the survey showed that educational program developers understand the importance of including the tasks of the United Nations Development Program in separate educational components or modules of disciplines in order to form relevant competencies in students. However, respondents noted the need to review educational programs and their components, as well as the educational process in the context of compliance with the goals of sustainable development and its ecologization. Practical implications. The results of this research will be used during the regular review of educational programs and their components at the National Transport University, and will also serve as a basis for further improvement of the concept of sustainable development of the NTU. The research data can be distributed to other universities. Also, the research results will be used in the project the Transformational Learning Network for Resilience – Enabling Ukrainian higher education to ensure a sustainable and robust reconstruction of (post-war) Ukraine (TransLearnN). The results of this study will contribute to the development of the program of sustainable development of universities in Ukraine. Value / Originality. The obtained results will make it possible to determine prospective directions for improving the educational process and educational programs of universities, taking into account the goals of sustainable development and trends in the ecologization of education.

Systematic Review of the Effect of Financial Management Practices on Service Delivery in Secondary Schools

In this systematic review analysis design, we explore the available peer-reviewed literature on the effect of financial management practices on service delivery in African secondary schools. Specifically, we reviewed the effect of budgeting, auditing and financial internal control on the service delivery in secondary schools. Study findings reveal that budgeting ensures effective implementation of education programs. In addition, the activities in the secondary school system are adequately planned and allocate resources apportioned to ensure effective execution and implementation. Besides, audits of school accounts result in good financial management and effective control mechanism that ensures overall operational efficiency. From the results of this review, we hereby suggest that Head teachers need to manage financial resources more responsively for effective performance and fulfilling of institutional needs, those of the teachers, students and other stakeholders of respective secondary schools. It is very crucial for school administrators and support staff in charge of finances and resource mobilization to regularly attend professional development course in order to acquire relevant financial skills and competencies required for effective management of resources in the school so as to tremendously improve on the quality of secondary schools’ service delivery.

Innovative ways of dealing with unforeseen events

Innovative ways of dealing with unforeseen events Dorothy Sutherland Olsen and Lisa Scordato from the Nordic Institute for Studies of innovation, research and education, explore innovative ways of dealing with unforeseen events. Increasing interest in the challenges experienced by public and private organisations when unforeseen events occur, has prompted a research project looking into potential ways of developing relevant competence to deal with such events. The project has been inspired by earlier studies on innovation where change is seen, not only as a challenge, but also as an opportunity. Unforeseen events have always been around, ready to disrupt everyday routines in organisations. These events are not always completely unforeseen, but the scale is often unknown, and we can rarely predict exactly when these events might occur. These events can be pandemics, terror incidents or natural catastrophes; they can also be new technologies, new green ways of working or perhaps more local events like an employee leaving confidential documents on the bus or a construction team dropping a six-tonne oil installation. All these events require a rapid response; speed is of the essence, and errors and delays must be avoided.

Young Gamers Outside Education, Employment or Training: Translating Computer Gaming Skills to Job Relevant Competencies

9.5 per cent of people aged between 15 and 29 in Norway are ‘not in education, employment or training’ (NEET) (Statistisk sentralbyrå, 2022). NEET status is generally associated with several negative factors, such as lack of social mobility, poverty, negative socioeconomic status and persistent exclusion from education and work life (Wrigley, 2017). Work exclusion represents a significant challenge on both a macroeconomic level and for the individuals who experience work exclusion. The perspective of computer games as learning tools has resulted in an increased interest in how games can generate positive changes in the player (Gee, 2007; McGonigal, 2012). From the perspective of career guidance, it is central to look at whether the positive changes and the learning such change implies can be used to develop career competencies and skills that are attractive for the world of work. This paper reports on a project to develop, conduct, study and evaluate an occupational training program for 15 young gamers between the ages of 18 and 30 classified as NEET. The research question for the project is how participants in a work preparation course experience computer gaming as an arena for developing career competencies and skills and how these skills and competencies may contribute to the participants’ employability

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

Enhancing teaching competence of prospective physical education teachers with integrated learning model

Learning continuously evolves, propelled by advancements in science and technology as well as the shifting needs and preferences of students. A critical question arises: Are prospective teachers adequately prepared to adapt to these evolving demands with the necessary competencies? This study addresses this question by investigating the effectiveness of an Integrated Learning Model (ILM) in enhancing key teaching competencies. The research focuses on teaching skills, analytical thinking abilities, academic integrity, and transformational leadership qualities among prospective teachers. The study employs an experimental research design, utilizing a one-group pre-test-post-test methodology to assess the impact of the ILM on 35 students selected through cluster sampling. Data collection instruments included the TPOG for evaluating teaching skills, the ATSI for assessing analytical thinking, the PAAIS-24 for measuring academic integrity, and the GTLS for gauging transformational leadership abilities. The data analysis involved descriptive statistics, paired samples t-tests, and N-gain score analysis. The results indicate a significant positive effect of the ILM on all measured competencies: teaching skills, analytical thinking skills, academic integrity, and transformational leadership. These findings underscore the ILM's potential as a robust framework for developing the competencies necessary for prospective teachers to meet the challenges of modern education. The study suggests that future research should explore the application of ILM in various social contexts, examine its effectiveness in fostering additional relevant competencies, and compare its outcomes with those of other instructional models. Such investigations will contribute to a deeper understanding of ILM's role in preparing teachers for the demands of 21st-century education.

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

Portfolio Assessment in Enhancing the Grammatical Competencies in Writing

This study determined the role of the portfolio assessment as a learner-centered assessment in enhancing learners’ grammatical competencies of students in writing during the third quarter of School Year 2023-2024. The researcher used descriptive rubrics to determine the gain scores in writing through portfolio assessment. This study utilized quantitative research design that draws statistical conclusion from quantitative data. The students' performances in writing have been described in terms of portfolio assessment highlighting the grammatical competencies of the students in terms of Lexis and Spelling, Grammar and Punctuation, Cohesion and Coherence. As a result from the statistical analysis, there is a significant difference in the mean pre-writing and post-writing test scores of the students in the portfolio-assessed reflective learning activities across all three grammatical competencies although the study concludes Grade 8 students need to further enhance their level of grammatical competence in cohesion and coherence compared to lexis and spelling and grammar and vocabulary. The merits and essentials of the findings were drawn and treated as inputs in the development of portfolio assessment in enhancing the grammatical competencies in writing. Recommendations are offered to improve strategies and techniques in instruction and in the development of this strategy will complement the goal to develop the relevant competencies of students in the field of English language learning.

Entrepreneurial Competences Development of University Students in the Czech Republic

Entrepreneurship and entrepreneurial activities represent driving force of developed economies from national economic point of view. From individual point of view of each entrepreneur, it mainly represents possibilities of applying and developing potential innovative business ideas and ensuring independent and freer future existence of individuals. Small and medium-sized enterprises form a significant part of the economy in developed economies and are characterized by many positives in the current turbulent world. Also, for these reasons, European Union support the development of entrepreneurial activities and the development of entrepreneurship appears as an important topic in the educational environment as well. Today, there are already identified approaches to the development of entrepreneurship at the European level, which enable the effective development of relevant entrepreneurship competence, especially in primary and secondary education level. Entrepreneurship Competence Framework - EntreComp, is interconnected with other frameworks for the development of wide range of competences among pupils. From theoretical point of view, pull and push factors can be identified to support entrepreneurship among future entrepreneurs, which motivate future entrepreneurs to enter business. In our paper, we focus on identification of the situation in implementation of entrepreneurship support in the Czech Republic in the broader concept of education policy, with subsequent focus on possibilities of developing entrepreneurship among university students in Brno. We analyse the motivation of students for entering a university course focused on the development of practical competences leading to the possibility of active action in the role of entrepreneur. We connect the results of the analysis with the theoretical approach to the development of entrepreneurship and with the approaches of the official education policy in the Czech Republic. We hope that this will confirm the correctness of our approach to the development of entrepreneurship competence and support the development of other activities in this area.

Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education

Curriculum reform is essential to address the current needs of the community, nation, and global demands. By doing this, community members are equipped with relevant skills and competencies that are timely and relevant in modern times. Thus, this study was conducted to determine the nature of the newly implemented K to 10 or MATATAG curriculum under basic education-science in the Philippines. Discussion of the topic revolves around understanding the reasons for curriculum reform and determining the new features and competencies of the new basic education-science curriculum. Moreover, document analysis was carried out to address the objectives of the study. Results revealed that there are four main reasons why curriculum reform is needed in basic education in the country. Reasons include poor performance of learners in national and international assessments, congested curriculum, insufficient time to teach, and mismatch of prerequisite skills and knowledge assumed by the learning competencies. In terms of new features of the basic education science curriculum, the addition of technology and engineering literacy is highlighted, along with an addition of theoretical foundations and approaches to teaching. The analysis further revealed that the highlighted competencies are aligned with the relevant skills and competencies needed in the 21st century, Industry 4.0 and Industry 5.0. Thus, it can be concluded that the newly implemented basic education science curriculum is responsive to global demand, thus making the country more resilient and adaptive to change.

Enhancing the Functionality of Management Internship and Community Service Through Maintenance Of Web Application

Universities play a crucial role in developing high-quality human resources through Internship and Community Service Programs, which prepare students with professional skills and relevant competencies. However, implementing these programs often faces issues such as inefficiencies in registration, documentation, and progress reporting. To address these challenges, a university department developed and implemented a comprehensive web-based application system. This research aims to improve and refine the application through software maintenance processes, employing an iterative incremental method with phases including planning, requirements, analysis and design, implementation, testing, and evaluation, conducted repeatedly according to the prioritized order of feature improvements. After being maintained, the application is tested through functional testing using black box techniques and automation tools. Results indicate that the maintenance process successfully ensured the application functions according to established scenarios and requirements, thereby enhancing support for administrative processes of internships and community service programs and overcomes previous management challenges.

Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning

Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.