School starters’ early structure sense

Low and high achieving children’s competences regarding pattern and structure at the beginning of formal schooling are comparatively analyzed in order to evaluate the range of school starters’ early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low achievers. Cognitive milestones for the development of a sound early structure sense are named

The role of competences on patenting activities of learning regions : an empirical study on French data

In a learning region interactions between agents strongly determine the territorial capacities to create, develop and diffuse knowledge, and finally to innovate.. More precisely, the interactive model of innovation suggests that several different pieces of knowledge have to be mixed and shared between actors in order to win the innovative race. Indeed, in our current knowledge based economies a maximum of research inputs is not a guarantee of a high level of innovation any more. On the contrary, the entities (whatever their size) which succeed to combine efficiently different and sometimes complementary or conflicting "small" pieces of knowledge inside their borders, might reach unexpected and higher level of invention and innovation. But, because of the multiple facets of knowledge (tacit, explicit, individual, collective..) and of the potential barriers generated by geographic and/or cognitive distances, these knowledge combinations or re-combinations require specific abilities or competences. First of all, firms have to develop abilities to organise internally and efficiently around innovation (we call theses competences organisational and technical ones). Besides, firms try to benefit from external innovative ideas by developing critical interfaces (Pavitt, 1998). In other words, they try and acquire competences in collaborating with customers, suppliers, but also competitors, financers and public institutions so as to reduce their mutual cognitive misunderstandings.. So, we assume that thanks to a large range of complementary competences, firms try to cope with knowledge transmission problems and to keep as innovative as possible (exploiting every external innovative ideas). Using an original (quantitative and qualitative) data base on competences for innovation (Sessi, 1997), we precisely aim at testing this hypothesis. Concretely we run an econometric model evaluating the impact of competences mastered by firms of a region, on the innovative activity (proxied by the ratio patents/GDP) of the same region. We purposely choose to run the analysis at the regional level so as to minimize the geographic distance impact. Indeed, lots of existing articles already analyse the impact of geographic proximity on innovation. We rather aim at analysing the influence of cognitive proximity. Our results allow us to highlight the core competences of innovative regions. We then build a typology of regions coupling the nature of competences a region has to master and its industrial specificities. Based on this typology we suggest some guidelines for policy makers: As regions differ in terms of industrial specificities, they also differ in the competences they have to develop and therefore differentiated innovative policies have to be run.

How Should Translation Competence Be Taught: a Quest for a Better Approach in Translation Class

It is widely agreed that the main aim of translation education is to develop students' translation competence, therefore most researches in translation education contexts focus on identifying the components of transla-tion competence and appropriate curriculum models that integrate these components with suitable teaching strategies. Since translation competence consists of many sub-competences, developing these sub-competences therefore should be the main consideration in translation education. This article is aimed at discussing translation competence in general and how this competence should be de-veloped in a translation class context. Understanding these sort of things is important in formulating the best approach in translation teaching and learning in order to avoid the possible overlap between ‘translation teaching' and ‘language teaching', due to the fact that in some cases what the students get in translation class is not ‘how to be a good translator' but ‘how to be a good language learner'. Further, understanding the nature of students' translation competence and how this should be developed can give an important conceptual framework in formulating a better translation curriculum which considers all aspects the students need to build their translation competence. Keywords: students, translation, competence, teaching

The politics of learning within Post-Yerevan EHEA: Some epistemological remarks on the role of university lecturers

XXI Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2016)The last 20 years have witnessed a gradual and constant shift in the way society and transnational education institutions, namely the European Higher Education Area (EHEA), conceptualise and address the education/learning activity. That shift in the dominant education paradigm, epistemologically rooted, affects among other stances the role of lecturers, displacing the teaching figure from the centre towards the periphery of the education process. The student-centred narratives in education have a direct impact on lecturers, their self-concept, and the expectations regarding their class contents and methodology. The following paper addresses that concern, advocating for a reconceptualisation of the role of lecturers under the current studentcentred epistemological approach

Stakeholder engagement as a facilitator of organizational learning

This paper examines the relationship between stakeholder engagement and competence building. Following the dual perspective of the firm, which indicated that managers deal with both transactions and competences concurrently, we argue that stakeholder interactions also concern both transaction cost reduction and value creation. Based on a review of the extant literature, we incorporated a micro-macro connection between organizational learning and competence building. Further to this, we developed a conceptual framework by linking stakeholder engagement and organizational learning. This framework demonstrates that stakeholder relations may have significant effects on organizational learning and thus stakeholder engagement can play the role of facilitator in building firm competences

Changes in work and competences

This introductory chapter is in three sections, and will discuss the main changes that have affected the world of work over the past 50 years, and their consequences on organisations, activities, and the competences of employees. (DIPF/Orig.

Identification of levels of sustainable consciousness of teachers in training through an e-portfolio

The contents of Education for Sustainable Development should be included in teachers’ initial and advanced training programs. A sustainable consciousness is one of the main foundations for determining the key competences for sustainability. However, there are not many empirical studies that deal with consciousness from education. In this context, the e-portfolio appears as a tool that promotes reflection and critical thinking, which are key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify the levels of consciousness of teachers in training. For this research work, which is of an eminently qualitative nature, we have selected 25 e-portfolios of students (teachers in pre-service training) in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure that was followed enabled deducing three bases that shape the consciousness of teachers in training: thinking, representation of reality, and type of consciousness. We concluded that the attainment of a sustainable consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality