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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.


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Journal ArticleDOI
TL;DR: In this paper, a competence approach was taken as a first step to link the worlds of education for entrepreneurship and for sustainability because they postulate that both, apparently different, worlds can reinforce each other.

301 citations

Journal ArticleDOI
TL;DR: A review of the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K-12 educational uses of computers is summarized in terms of access, processes, and outcomes as discussed by the authors.
Abstract: In this review, the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K–12 educational uses of computers is summarized in terms of access, processes, and outcomes. First, gender, social class, and racial inequalities in access to computers are documented. Second, equity in four aspects of process is considered: type of use, teachers’ attitudes towards equity and equality, curriculum content, and interactions among students. Third, the literature on three outcome variables is considered: student attitudes, computer-related competence (literacy and programming), and traditional achievement measures using computer-aided instruction. Finally, implications from the decade of research are drawn. These include the conclusions that the use of computers maintained and exaggerated inequities, that equity issues are complex and future research should reflect this, that between-school differences in equality should be examined, and that much more research on poor and minor...

301 citations

Journal ArticleDOI
TL;DR: The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field of assessment.
Abstract: The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountability and “standards-based reform” context. This article briefly reviews the 1990 Standards and their influence, describes some other lists of assessment knowledge and skills that might be considered in updating them, and then proposes educational assessment knowledge and skills for teachers that reflect current teacher assessment needs. This set of competencies should help focus the work of teachers, teacher supervisors, professional developers, teacher educators, and others responsible for teachers’ assessment knowledge and skills.

300 citations

01 Dec 2008
TL;DR: In this paper, the authors reviewed the critical analyses brought forward by various authors in this field and pointed out the most important theories and critiques on the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands.
Abstract: This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above-mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de competences in France, and the implementation of competence-based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one-to-one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence-based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence-base education, and the many problems in the field of competence assessment.

300 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20237,039
202215,191
20213,301
20204,067
20193,818