Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

Strategies for Improving the Social Integration of Children with Asperger Syndrome

Abstract: There is general agreement that children with Asperger syndrome have difficulties in social integration with their peers. Our current understanding of the nature of these difficulties is explained and specific strategies are described that are designed to encourage greater competence in the skills that are necessary to achieve effective social integration. While we do not have any clear scientific evidence of whether and how these strategies are successful, they provide a source of ideas for future examination by academic research and provisional remedial programmes for practitioners.

Developing Conceptual and Procedural Knowledge of Mathematics

Abstract: Mathematical competence rests on developing knowledge of concepts and of procedures (i.e. conceptual and procedural knowledge). Although there is some variability in how these constructs are defined and measured, there is general consensus that the relations between conceptual and procedural knowledge are often bi-directional and iterative. The chapter reviews recent studies on the relations between conceptual and procedural knowledge in mathematics and highlights examples of instructional methods for supporting both types of knowledge. It concludes with important issues to address in future research, including gathering evidence for the validity of measures of conceptual and procedural knowledge and specifying more comprehensive models for how conceptual and procedural knowledge develop over time.

Competences for Sustainable Development and Sustainability: Significance and Challenges for ESD.

Abstract: Purpose – The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence‐based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue.Design/methodology/approach – The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD).Findings – The paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational prog...

Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion

Abstract: During the last decade, information and communication technology has been given an increasingly large importance in our society. There seems to be a consensus regarding the necessity of supporting and developing school-based digital competence. In order to sustain digital inclusion, schools need to identify digital deficiencies and digital achievements. The concept of digital competence is scrutinized and discussed. This paper presents a research study including 4087 students from 24 upper secondary schools. The aim of the study was to scrutinize factors predicting students' digital competence, here operationalised as Digital judgements, To acquire and process digital information and To produce digital information. Analysis revealed substantial variation in digital competence between schools and within schools. The conditions at home, i.e. language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence, and explained a substantial share of the total variation in digital competence. There are differences in what students mastered with ICT, and therefore, the students have various requirements. Further, the students attend heterogenic schools facing different kinds of challenges. Hopefully, the schools and teachers are willing to use the results from the test, and moreover, the test results can contribute to needs-based interventions and follow-ups.