Cohen-Scali, Valérie · 2012
What are today's main concepts and theories - and the main stakes - associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators and trainers, as well as European policies regarding competence needs and development. From the Contents: Changes in Work and Competences Professionalisation and the Development of Competences in Education and Training The Role of Professional Didactics in Skills Development for Training and Education Professionals Competence Evaluation Processes in Adult Education Competence Management and Adult Education Changes in Vocational Training and New Models of Competences for Individuals
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2012
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2002
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Kristina Mariager-Anderson · 2015
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Rob Koper · DSpace (Open University in the Netherlands) · 2007
Koper, E.J.R. (2007). Personal Competence Management in Learning Networks. Keynote Online Conference for the Masters in Active Learning, 7-11 May, Heerlen: Open University.
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2016
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Gerrit Meyer, Bianca Brünig · 2014
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Poel, van der, Marcel H. · Data Archiving and Networked Services (DANS) · 2014
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Kutlymuradov Karamaddin Allabaevich · ACADEMICIA An International Multidisciplinary Research Journal · 2021
AbstractMethods of using innovations and technologies of competent development in the development of modern pedagogical skill; Acquaintance with the content of theoretical sources showed that there are a number of contradictions in the development of professional competence of teachers in the education system, in particular: among the traditional and innovative methods used in the process of developing the professional competence of the pedagogical specialist; between the mechanism and the laws of development of the process of professional development of the pedagogical specialist with the activity of educational institutions aimed at pedagogical support in the development of the teacher's personality and his professional competence.
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Katja Lehmann · Zenodo (CERN European Organization for Nuclear Research) · 2026
This publication provides the structural model of the Competence Development Architecture within the Lehmann Systems curricular framework. It defines the institutional components, progression logic, and longitudinal development pathways that support competence growth across learning phases. The document contains the architectural structure only and excludes operational methods, tools, or implementation materials.
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Bert Vercamer, Linda Stuart, Hazar Yildirim · 2023
The Global Competence Certificate is a solution to offering students online cultural orientation to allow participation from any location and at any time. Initial assessment of student use of the completed modules shows that hybrid online modules can be an effective way to introduce cultural training, but educators need to attend to issues like ease of use and accessibility to maximize the potential for all learners. American Field Service (AFS) is a not-for-profit organization with 60 member organizations in as many countries. For decades, AFS has been organizing in-person, large-group orientations to meet this standard. Because of an annual volume of 12,000 participants, and because nearly all programs follow school calendars enabling common departure and arrival dates, these operations have been logistically and financially viable.
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Katja Lehmann · Zenodo (CERN European Organization for Nuclear Research) · 2026
This publication provides the structural model of the Competence Development Architecture within the Lehmann Systems curricular framework. It defines the institutional components, progression logic, and longitudinal development pathways that support competence growth across learning phases. The document contains the architectural structure only and excludes operational methods, tools, or implementation materials.
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Christian M. Stracke · DuEPublico (University of Duisburg-Essen) · 2013
This paper will summarize the potential use cases and impacts of competences and skills in the new area, often called "Digital Age": It will highlight the roles and benefits of standards and metadata for HR development and points out the special support that competence models can provide for the quality development in learning, education, and training. In this regard, the main characteristics of this innovative approach called competence modelling and its relevance in vocational education and training (VET) can only be summarized. A general competence model with a standardized competence structure and taxonomy of levels is introduced and discussed for the general application scenarios and for the specific use cases in vocational education and training. It can be shown that competence modelling and the presented competence model lead to an improvement of the working places, of the organizational and individual development, to an increase of the mobility worldwide as well as to a higher transparency and recognition of competences and skills. Finally leading European initiatives on competence modelling are introduced and the current standardization activities are highlighted.
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Hans Joenje · Data Archiving and Networked Services (DANS) · 1975
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Lahti, Johanna · Theseus (Ammattikorkeakoulujen) · 2021
This paper discusses competence-based education development. Competences are a dynamic combination of knowledge, understanding, skills and abilities and they form a whole which represent what students have gained from their university degrees. The paper aims to describe and discuss how education and a curriculum could be developed so that they would be able to impart a sufficiently broad-scoped knowledge-base to the student for employment in the field as well as develop their general knowledge of work life.
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G. Hussein Rassool · 2017
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Fabio Ernesto Martínez Navas · SHILAP Revista de lepidopterología · 2011
Es necesario buscar nuevos caminos para motivar a los profesores y a los estudiantes para que el entrenamiento auditivo se convierta en juegos de audición e improvisación, de este modo se desarrolla la competencia auditiva. Se establece la diferencia entre el oír y el escuchar y se presentan unos pasos indispensables para este propósito. Primero se hace un calentamiento, luego un entrenamiento y por último, se llega a la competencia auditiva. El pensamiento, la inteligencia y la memoria musical son indispensables para la formación del oído musical. Se debe pasar de la improvisación al dictado oral, luego al reconocimiento audiovisual para finalmente proceder a tomar dictados escritos. La escritura desarrolla la audiación cuando el sonido físico no está presente, de este modo se afina la escucha consciente representado por el pensamiento musical, es decir las imágenes sonoras, ¿cómo suena un acorde mayor?, ¿cuál es la sonoridad de una quinta justa melódica o armónica?; la audición convierte el oír en escuchar. La metodología FABERMANA[1] es la nueva propuesta, gracias al trabajo de aula en los espacios académicos de Formación Teórico Auditiva y Entrenamiento Auditivo. Actualmente hay algunos centros educativos de Educación Musical que están probando la metodología con un significativo éxito. [1] FABERMANA: Desarrollo de la competencia auditiva, propuesta metodológica de Fabio E. Martínez N.
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Horst Treiblmaier, Bernd Simon · WU Research · 2010
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Børsen, Tom; id_orcid 0000-0003-0881-8942 · VBN Forskningsportal (Aalborg Universitet) · 2022
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Marinković, Sanja · 2023
In turbulent business surrounding, when products, services and processes quickly appear and disappear from the market, and retreat before the new ones, recognition of developed organization competences as a sustainable competitive advantage grows. Though, competences must be constantly developed, in order not to become obstacle for further development of the organization. In this paper joining alliances is considered to be a successful way for the development of organization competences, first of all of the innovating competences that are becoming necessary for the survival in competitive environment.
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