Modern vocational education is considered as a mechanism for managing the development of a competitive personality, its individual capabilities, socio-cultural, socio-moral and professional qualities and abilities that the future specialist needs to advance to be professional. The purpose of the article is to review the key competencies which pursued in vocational educational institution students. The study used a set of methods: study and analysis of literary sources on the problem of research, analysis, generalization and systematization of theoretical data. The article summarizes the content of such concepts as «competence», «competency», «competence approach», «professional competence» and «professionalism». The peculiarities of forming and comparing the components of professional competence of future specialists of different specialties (teachers, managers) are analyzed. In the process of theoretical data of groups of skills, knowledge and individual competences systematization there are four types of professional competence – special, social, personal and individual, while the components of professional competence have a similar structure, but differ significantly. This is due to the fact that certain activities include different components. The way of formation of professional competence in students from choice of specialty and educational institution to professional skill is analyzed. The results of the study helped to clarify the essence of professional competence, which is an integrated concept that combines the most important professional competencies. The choice of a profession and the formation of professional abilities are only truly successful when they are connected with the social and moral choice of a young person, which is reflected in the text of the article. A deep reform of the national education system is underway in Ukraine and there is a constant modernization of technological production processes. Against this background, it is advisable to focus further research on the continuous updating and improvement of the components of professional competence. Formation of the list of professional competences is a prerequisite for the training of specialists at the present stage. Prospects for further scientific research of the authors are to find and update the economic and organizational mechanisms of competence management in vocational education.
Abstract Intercultural competence is an increasingly debated subject, at least in foreign specialized literature, not in the national one, especially in the context of university education where most exchanges of experience take place between universities from various European countries and not only. The purpose of this article is to identify and clarify from a theoretical point of view the concept of intercultural competence and the importance of its formation at the level of university education. The article analyzes aspects and opinions regarding the term intercultural competence and the components that make up this competence. It also presents some of the development models of competence, which have the role of strengthening the characteristics of intercultural competence. The theoretical aspects analyzed regarding intercultural competence demonstrate the importance of this competence and the necessity of its training at the university level, which should arouse the interest of actors in the university system towards a thorough training of intercultural competence for their students and giving it special importance.
Objective: The aim of the research was to construct a theoretical model of competences of managers employed in health care institutions in the Warmińsko-Mazurskie Voivodeship.
Methodology: The theoretical list of competences was based on the literature of the subject and the results developed during the workshop session with postgraduate students in the scope of management of healthcare entities. All respondents (266 persons) were health care workers and held managerial positions at various levels of organizations.
Findings: On the basis of the obtained results it can be stated that in the key competency model of the efficient manager dominates professional competence in the field of organization and management. These competences were also diagnosed with the greatest deficiencies that hinder effective work.
Value Added: Results of the research enable the introduction of appropriate curricular content into the educational model of potential healthcare managers, hence improving management quality of medical organizations.
Building&Learning Project is action-research focused on the environmental consequences of technology. The didactic design is structured on the classic program proposed for the scholar discipline Technology for the first grade of secondary school; it tries to answer to the requirements of the National Plan for a Digital School (PNSD). Our first aim is to overcome the diktat "teach how to use the media" and reach the capacity to "teach with the media", to avoid the danger of a "technocentric illusion" and to get the purpose to develop the competences proposed by Europe and Italy. Our teacher-researcher prepared every lesson to help the students to: a) get the disciplinary aim; b) understand the process and the consequences that every technology brings with itself; c) apply the theory in a practice activity. Every lesson is divided in two phases: the theoretical part is based on the method of Cooperative Learning, while the second part is a practice activity where students build with LEGO Education Kit a model that forecasts the application of the theory. After the first period, we introduced also a Story-telling part because the students showed great difficulty in expressing the theory explained.
Keywords: European key competences - Media Education – Cooperative Learning – Sustainability education – STEM
The aim of this study was to determine Spanish teachers' perceptions about the competence-based curriculum model (CBCM) introduced by LOE (2006) and maintained by later legislation, ten years after its deployment. Participants were 1408 Spanish Primary and Secondary School teachers (719 women and 689 men). Participants answered an ad hoc questionnaire consisting of a 23-item, fivefactor scale (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources, and professional development). The questionnaire was sent through an on-line application to all Spanish Primary and Secondary Schools. The results show that teachers perceive the importance of curricular change although their expectations are negative regarding its implementation in classrooms. They are committed to the application of the CBCM but there is still a great demand for training and contextual conditions need to be improved. Regarding the factors analyzed, women have a better consideration of the degree of application of teaching strategies or the uniformity in the implementation of CBCM, while men score significantly higher in available resources. Primary school teachers have a more favorable perception in most of the items than secondary school teachers. It is necessary to address all these difficulties observed by teachers if educational reforms are intended to have a real impact on the results of the educational process.
The objective of this research was to determine the perceptions of Spanish teachers about the competence-based curriculum model (CBCM) introduced by LOE (2006) and maintained by later legislation, ten years after its deployment. Participants were 1408 Spanish Primary and Secondary School teachers (719 women and 689 men). Participants answered an ad hoc questionnaire consisting of a 23-item, five-factor scale (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). The questionnaire was sent through an on-line application to all Spanish Primary and Secondary Schools. The results show that teachers perceive the importance of curricular change although their expectations are negative regarding its implementation in classrooms, they are committed to the application of the CBCM but there is still a great demand for training and contextual conditions need to be improved. Regarding the factors analyzed, women have a better consideration of the degree of application of teaching strategies or the uniformity in the implementation of CBCM, while men score significantly higher in available resources. Primary School teachers have a more favorable perception in the majority of the items than Secondary School teachers. It is necessary to address all these difficulties observed by teachers if educational reforms are intended to have a real impact on the results of the educational process.
This literature review outlines the key issues in relation to the definition and implementation of key competences in school education in Europe, at the classroom/school as well as systemic level. In order to focus the areas explored by our network's team of researchers, a matrix was formulated and agreed upon by all contributors to the literature review (see annex 1). As is evident from the matrix, the key focus is on analyzing implementation policies and practice, which constitutes the network's core remit. The review examines the various interrelated dimensions of innovative learning environments (formal and non-formal), curriculum design, teacher training, pedagogy and socio-economic issues, across a wide range of sources including scientific reviews and books, reports from EU and other international organizations, as well as national key reports about specific relevant initiatives.The literature review is divided into three sections, each with a specific focus. The first section written by the University of Helsinki examines the implementation of key competences across school education in Europe, from the point of view of practice. The classroom and non-formal learning environments are therefore considered in relation to technology enhanced as well as collaborative and multidisciplinary learning, and the key competences of teachers. The authors consider the approaches to implementation from the national, regional and school levels.The second section of the review is written by the European Institute of Education and Social Policy (EIESP) and analyzes approaches to the implementation of key competences in school education at systemic level, focusing on curriculum design and implementation and socio-economic aspects, as well as taking a closer look at some of the literature on transversal and cross-curricular key competences.The final section written by l'Institut Français de l'Éducation (IFE), belonging to l'Ecole Normale Supérieure de Lyon (ENS) provides a specific example of how key competence ...
This literature review outlines the key issues in relation to the definition and implementation of key competences in school education in Europe, at the classroom/school as well as systemic level. In order to focus the areas explored by our network's team of researchers, a matrix was formulated and agreed upon by all contributors to the literature review (see annex 1). As is evident from the matrix, the key focus is on analyzing implementation policies and practice, which constitutes the network's core remit. The review examines the various interrelated dimensions of innovative learning environments (formal and non-formal), curriculum design, teacher training, pedagogy and socio-economic issues, across a wide range of sources including scientific reviews and books, reports from EU and other international organizations, as well as national key reports about specific relevant initiatives.The literature review is divided into three sections, each with a specific focus. The first section written by the University of Helsinki examines the implementation of key competences across school education in Europe, from the point of view of practice. The classroom and non-formal learning environments are therefore considered in relation to technology enhanced as well as collaborative and multidisciplinary learning, and the key competences of teachers. The authors consider the approaches to implementation from the national, regional and school levels.The second section of the review is written by the European Institute of Education and Social Policy (EIESP) and analyzes approaches to the implementation of key competences in school education at systemic level, focusing on curriculum design and implementation and socio-economic aspects, as well as taking a closer look at some of the literature on transversal and cross-curricular key competences.The final section written by l'Institut Français de l'Éducation (IFE), belonging to l'Ecole Normale Supérieure de Lyon (ENS) provides a specific example of how key competence development has been framed in French-speaking countries, considering particularly the definition and integration of competences in schools in France, and the assessment approaches used.
The ever escalating pace of civilizational changes in the social and economic fields, as well as in science and technology triggers a change of employers' expectations with respect to employees' competences. Thus, a need has arisen for enterprising and creative employees with the ability of critical and at the same time, creative thinking, with high interpersonal competence, who can obtain and effectively process information and based on that make decisions, and who are real team players, understanding the need for lifelong learning. Such competences have a significant impact on an independent, responsible and auspicious life. The changes led the European Parliament and the Council to adopt a key competence framework to which entrepreneurship and initiative have been, among other competences, classified.The aim of the article is to define conditions related to creation of entrepreneurship as a key competence in the process of education in Poland, both among students of upper-secondary schools and tertiary education students. The article uses the findings of research conducted in Poland regarding evaluation of acquired key competences and identification of competences and qualifications sought by employers.
Se pretende que los niños y niñas al finalizar la etapa de Educación Primaria hayan adquirido las 7 competencias clave, desarrolladas en la Orden ECD/65/2015, así como en la legislación vigente de la Comunidad Autónoma de la Región de Murcia. Estas son: competencia en comunicación lingüística, competencia matemática, competencia digital, aprender a aprender, competencias sociales y cívicas, sentido de iniciativa y espíritu emprendedor y conciencia y expresiones culturales. Cabe destacar que, desde los museos, se contribuye también al desarrollo de estas competencias, por lo que es una institución que debe trabajar con la escuela, creando proyectos comunes para conseguir objetivos. ; It expects than when children finish the Primary School, they achieved the 7 key competences, they are explained in the Order ECD/65/2015, even in the current legislation in the Autonomous Community of the Region of Murcia. They are: competence in linguistic comunication, mathematical competence, digital competence, learn to learn, social and civic competences, sense of iniciative and entrepreneurial spirit and awareness and cultural expressions. It is really important to say that museums help to children to achieve these competences, so schools and museums should work together, with commons projects to get objectives.
Modern societies of the 21st century are immersed in a growing complexity that implies great development and opportunities, but also certain costs and difficulties. Different studies that evaluate and compare the quality of life of both adults and children in different dimensions indicate that economic development, wealth and GDP are not always accompanied by similar levels of well-being and happiness. For example, a country like the United States with impressive levels of wealth and technological development has one of the lowest wellbeing rates in developed countries. Europe is not exempt from these contradictions and the population suffers serious physical and mental health problems, as well as psychological and social maladjustment such as suicide, violence, or addictions that have a very negative impact on the well-being of our society. From this perspective, some countries have reacted by realizing that education in the 21st century must assume a double mission and educate both the head and the heart, the academic and intellectual side, but also the emotional and social side. In the United States, for example, one of the most active movements in this line of action is the CASEL organization that promotes Emotional and Social Learning in society ("Social and Emotional Learning" SEL; see www.CASEL.org). The SEL principles are proposed as an integrative framework to coordinate all the specific programmes that are applied under the assumption that most of the problems that affect people are caused by the same emotional and social risk factors. Therefore, the best way to prevent these specific problems would be through the practical development of emotional and social skills at the earliest age possible. That is, starting from childhood in school and continuing throughout the life cycle in both our personal and professional lives. SEL programmes are based on the concept of Emotional Intelligence developed by scientists Peter Salovey (Yale University) and John Mayer (University of New Hampshire) in 1990 and disseminated with great success by the popularizer Daniel Goleman in 1995. Specifically, influenced by the works of professors Peter Salovey and John Mayer, we have the scientific explanation to a fact that we all witness on a daily basis: being brilliant academically does not always imply that professional and personal success is achieved. The academic training of an engineer, for example, develops his intellectual, spatial and abstract capacity, but not his emotional and social skills. However, usually, this professional will have to work with other people as a team and for this he will need to master these skills in an effective way. For us, following the EI Model of Mayer and Salovey (1997), emotional intelligence is defined as: «Emotional intelligence involves the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth». In short, EI is specified in four basic skills: • Perception and emotional expression: ability to perceive emotions, as well as the ability to express them properly. • Emotional facilitation: ability to generate feelings and emotions that facilitate decision making and problem solving. • Emotional comprehension: ability to integrate what we feel into our emotional knowledge. 7 • Emotional regulation: capacity for acceptance and emotional regulation, that is, being open to positive and negative emotional states, to reflect on the information that accompanies them, as well as being able to modify both one's own emotions and those of other people. These abilities are linked to each other in such a way that for an adequate emotional regulation a good emotional understanding is necessary and, in turn, for an effective understanding we require an appropriate emotional perception. Research on EI worldwide has focused on three main lines of interest: • Construction of tools for the evaluation of Emotional Intelligence for adults, children and teenagers. • Analysis of the impact of Emotional Intelligence in different areas such as: physical and psychological health, drug use, adaptation to stressful situations, interpersonal functioning, behaviors of aggression and violence, or well-being and happiness. • Development of Emotional Intelligence improvement programmes for children, teenagers, and adults in different personal and professional contexts. However, one of the main priorities is that the education of emotions be rigorously included in the education system as a priority in Europe. Recent international studies show that EI improvement programmes in schools have long-term positive effects on psychological adjustment, social relationships, disruptive and violent behaviors, as well as on people's academic performance. In this process, emotional education also has to inevitably consider the improvement of the EI of adults who did not have the opportunity to receive it during their initial or professional training. 21st century scientific knowledge provides us with the necessary and most effective arguments and tools to educate the emotional and social skills, both in childhood and in adult life. Therefore, educating emotions in Europe is not a utopia for the future, but a reality that is already happening in many schools that needs to be extended to the adult and professional world through political and social will. Therefore, we are convinced that an explicit and rigorous development of the education of emotional and social aspects is the only way to create a developed and rich society, but above all a society with healthy and happy adults.
Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a "PISA-shock" in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing five cross-curricular "key competencies" to be taught by all teachers: writing, reading, mathematics, ICT and oracy. To accommodate teachers other than language arts teachers, the curriculum was amended to include subject-specific writing characteristics. This purpose of this chapter is twofold. First, an overview description of writing instruction in Norwegian schools using official documents as the main source is provided. Second, aided by a newly developed writing competency model, a fine-grained review of the language arts subject syllabi, the chapter presents an analysis of how writing and writing development is framed in the language arts subject syllabi. ; publishedVersion
This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 654101. ; This article tackles the issue of enterprising teachers and how they can educate for the key competence of the sense of initiative and entrepreneurship as a cross curricular subject. It analyses the literature on entrepreneurship and enterprise education, didactics, competence and key competences. The article defines five aspects critical to teaching the sense of initiative and entrepreneurship. These are expanded upon a questionnaire and administered as structured interviews with a group of Italian secondary teachers and workshop assistants. Results show how the interviewees make sense of and teach enterprise education according to their role and the subject they teach. ; Peer reviewed
