Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education

The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence

Impact of Personality and Emotional Intelligence on Successful Training in Competences

Many modern management theories and researches deriving therefrom seek those personality features and traits that ought to ensure the efficient development of an individual’s competences. In my research we found out that managers are able to develop top quality management and top quality competences irrespective of their personality traits. Since there is no uniform method that would offer an explanation as to how individuals should develop their competences, we presented how an individual training programme and the development of competences should proceed.However,we can only attain optimum success in training needed competences if we take into consideration individual features of a person, his/her emotional intelligence and the requirements of his/her working environment.What the dynamic and variable working environment expects from a modern leader is a wide range of good or even perfect competences. The article at hand presents the importance of a long-term basis training that has a systematic influence on the improvement of management techniques.competences, training, personality traits, management, behaviour

Endogenous competences and linkages development

In this paper we analyze empirically the influence of firms’ endogenous competences in the existence, quality and results of the linkages between firms and different types of agents. Using survey data from 170 firms belonging to the steel making and automotive production networks in Argentina, we show that the level of endogenous competences influences the linkages’ quality, objectives and results. Higher level of competences generates more virtuous linkages and influences the objectives that firms are after when interacting. Without certain minimum competences, firms only relate commercially and do not form links aimed to exchange knowledge or innovate. Better standing in terms of competences positively affects the probability of being involved in technological transfer agreements and cooperation agreements aimed at innovation. Being involved in useful interations requires previous competences, defining a vicious circle that calls for public intervention and policy implementation.Linkages; Networks; Endogenous Capacities

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.

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

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative learning in order to acquire and develop competences, following adaptive learning paths in two structured levels

An investigation into the role of human capital competences and their pay-off

Learning is possible both in school and later on when working. The learning process is thereby dependent on the context wherein it takes place. This implies that in particular three groups of competences can be distinguished. First of all, competences acquired in school, which are of direct use in later work, secondly, competences acquired in school, which facilitate acquiring new competences after graduation from school and finally, competences acquired mainly in a working context. Using a unique dataset on Italian university graduates, the target of this paper is to show that these three competences can indeed be distinguished and to discuss their different roles and pay-offs in the labour market.We will show that, firstly, the level of field-specific skills obtained in higher education offers graduates a comparative advantage when working inside the own field-specific domain and therefore has a pay-off for those graduates who are able to find a job in their own field-specific domain; secondly, that management skills are valued in the labour market but seem to be more effectively acquired in a working context than in higher education and thirdly, that general academic competences acquired in higher education do not pay off directly but have a significant supportive role when learning skills that have a direct pay-off in the labour market but are more effectively acquired outside education.labour market entry and occupational careers;

The Framework Catalogue of Digital Competences

The Framework Catalogue of Digital Competences Justyna Jasiewicz, Mirosław Filiciak, Anna Mierzecka, Kamil Śliwowski, Andrzej Klimczuk, Małgorzata Kisilowska, Alek Tarkowski & Jacek Zadrożny Centrum Cyfrowe Projekt: Polska (2015

Supporting Higher Education—Hospital Transition through Blended Learning

The purpose of this paper is to present two exploratory studies that have a potential for identifying research-based blended learning tools for CBME. The studies focus on the development of a group of medical students’ professional image (in Genova and Rome) during their hospital internship. The paper addresses three related questions: 1. How does their professional representation change in the transition from university to hospital? 2. Which competences emerge from the students’ reports? 3. Which competences are still under represented

Already at a disadvantage? ICT in the home and children's preparation for primary school. (ICT Research Bursaries 2004 - Final Report)

The aim of this study is to investigate the impact of socio-economic disadvantage on pre-school children's development of competences in information and communications technologies (ICT). The study focuses on children's experiences of ICT in the home and in pre-school settings in the year before they begin formal education, and seeks to investigate concepts of advantage and disadvantage in this context. The study also aims to investigate teachers' perceptions of children's ICT competences on entry to school