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Upper Tiers of Competency Models for specific-occupations include Management Competencies and Occupation-Specific Requirements (TAG, 13).
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To fully prepare college graduates to function competently and productively in their career, it is important to examine employers’ views of technology competency and graduates’ readiness. Using a qualitative approach by interviewing employers in South-eastern United States across a range of fields, the authors describe the major functions and dimen...
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Introduction
Learning health systems require a workforce of researchers trained in the methods of identifying and overcoming barriers to effective, evidence‐based care. Most existing postdoctoral training programs, such as NIH‐funded postdoctoral T32 awards, support basic and epidemiological science with very limited focus on rigorous delivery scie...
Citations
... Thus, competency analysis in the world of construction work has focused on one skill, such as management skills [5], critical and mathematical thinking skills [6], communication [7], and leadership [8]. Additionally, the identification of skill attributes has also been developed and researched in several countries, such as Indonesia [9], Malaysia [10], India [11], dan USA [12], with different measurement standards. This research uses two different research approaches and will answer 1) What are the competencies that prospective civil engineers do not yet master at this time? ...
This study aims to explore the competency mastery of prospective civil engineers based on the 3rd edition of the Civil Engineering Body of Knowledge and predict the future skills needed for prospective civil engineers in the next 10-20 years. A quantitative approach with a survey method was carried out to answer the first research objective. The questionnaire is filled out by prospective civil engineers who are final-year students of bachelor’s in civil engineering. Next, a descriptive analysis was conducted to provide an overview of the mastery of competencies. Finally, the Systematic Literature Review (SLR) method was carried out to answer the second research objective. The analyzed literature uses the Scopus Database with keywords that describe future work skills and competencies. Then the articles were then filtered using the PRISMA Diagram and analyzed with the help of the R program to produce a word cloud that describes the types of future skills needed. The research results show that 1) civil engineer candidates must increase competence in the application of natural sciences, humanities aspects for Civil Engineering, mechanics and fluids problems, formulation of solutions to problems relevant to Civil Engineering, engineering economics, probability concepts, and statistics. 2) They must develop future skills needed for prospective civil engineers: critical thinking, communication, professionalism, problem-solving, leadership, teamwork, collaboration, and the principle of sustainability. The findings of this study serve as evaluation material and recommendations for civil engineering education providers to prepare prospective civil engineers with a global outlook.
... Besides, a word document was opened to facilitate the caption of emerging themes, their categorization, and organization by related tags/codes. Specific direct quotes were selected from interview responses and directly used in the interviewee's term to discuss discrepancies to ensure that a consensus was reached or to support the explanation and demonstrate the robustness of each theme (Bouzo et al., 2022;Maghiar & Brown, 2022). The author's first coding was given to the second author and an external researcher to evaluate the coding method concerning the meaning of codes concerning interview responses. ...
This study aimed to explore primary school teachers’ perception of using Interactive Mathematics (IM) software in teaching and learning activities using qualitative interpretive phenomenology. It involved seven teachers non-randomly selected from the lower and upper primary with different gender and teaching experiences who participated in a semi-structured interview which took around 30 minutes on average for each interviewed teacher after the experimentation period. Data were collected by recording and writing in a notebook some key information using both English and Kinyarwanda languages to capture the maximum perception of teachers. Translation of Kinyarwanda answers to English and transcription followed by respecting the main interview questions. Three themes emerged: (1) the disadvantages of traditional teaching and learning of mathematics, (2) the benefits of aspects of ICT and interactive mathematics software, and (3) the challenges of using ICT and interactive mathematics software. Based on the findings, suggestions, and recommendations about the effective utilization of IM in classroom activities, as well as its integration into the curriculum, were discussed.
Teachers’ digital competence is key to preparing students for the digital age. It is not only computer skills, but also the creation of interactive learning, assessment and collaboration. The aim of the study was to assess the level of information and communication competence of vocational teachers. A comparative analysis of tools for assessing teachers’ media literacy is made. An overview of global and national trends in the development of digital competence of teachers, as well as the development and implementation of digital literacy programmes, is provided. Attention is paid to the role of the teacher as a facilitator, the problems of network security and the use of artificial intelligence (AI) in education. According to the results, the level of digital competence among teachers varied: 43.3% have a high level, 50% have an average level, and 6.7% have a low level. The main problems identified were insufficient knowledge of specialized software, lack of systematic training and technical support, and low motivation due to workload and stress. As part of the development of a programme to improve digital competence, the need to introduce compulsory courses in digital literacy, provide the necessary equipment and technical support, reduce the workload of teachers, and monitor successful international experience, such as regular courses and trainings, online courses, practical classes, project work, technical support and mentoring programmes; create communities for sharing experiences and a reward system to motivate teachers; organize effective feedback; and develop a system of teacher training and mentoring. The implementation of these recommendations is intended to help improve digital literacy and enhance the quality of education. The findings of the study can be used by the management of educational institutions to develop and implement programmes to improve the digital competence of teachers, which will improve the quality of the educational process and prepare students for the requirements of the modern digital society. These results may also be useful for state educational authorities in developing national standards and policies on digital literacy of teachers
