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In modern healthcare, the middle manager closest to clinical practice is expected to innovate. The middle manager develops their capacity and ability to lead through personal development processes that are supported by the environment. When middle managers in healthcare are able to develop new capacity and skills, it is because there is a personal development process that is supported by the environment. By organising learning processes that support the manager's confidence in leadership, the manager's capacity to interact in the complex healthcare system can also increase. This requires an empowering approach from the organisation's top leadership. Change management, based on organisational values, networks, trust, respect, clear structures and frameworks, as well as support and feedback, must be present. Middle managers' journeys towards excellent nursing care, through which they actively contribute to the employees' competence development and demand the development of nursing care in close collaboration with the self-managing clinical nursing specialists, is a process well underway at Lillebælt Hospital, and this is exemplified in this article. [ABSTRACT FROM AUTHOR]

Home care supports clients in living at home. Among home care professionals, nurses are the largest group. The aim of this integrative review was to examine literature results of competencies that were required of nurses when working in home care. The review process followed the method by Whittemore and Knafl. A database search was conducted using CINAHL, PubMed and Cochrane. The PRISMA search strategy was used in the process. Nine selected articles were evaluated using the Joanna Briggs Institute criteria. The content analysis was used in analysing data. Eight competencies were defined: nursing practice at home; managing in changing situations; technological competence; communication and interpersonal skills; teamworking; continuous development; leadership and management skills; and personality factors in home care. The review suggested that nurses experienced a need for several competence requirements when working alone. Looking after patients with multiple health problems and having changing situations at work need continuous competence development. Situations to update and develop competence in daily work are needed. Further research is needed to confirm competence requirements for both registered and licensed practical nurses. The PRISMA checklist was used to guideline manuscript reporting. [ABSTRACT FROM AUTHOR]

Various industry sectors of many developing countries have been facing various challenges associated with low performance of labour due to poor work-based training practices. This study aims to assess the performance of labour in construction by applying systematic work-based training components. A comprehensive study methodology was adopted through literature reviews and experts' interviews/discussions, with problemfocused and action-oriented communication approaches to develop effective tools, systems and practices related to labour training elements and performance assessments within a framework. Through a new construction supervisory training programme, the developed practices were applied to 200-300 labourers working on 23 construction projects in Sri Lanka. The results show the detailed patterns of the significant changes in labour performance with the quantified values. Overall quantitative values indicate a nearly 60% increase in the performance of labour within six months of the training period compared to the starting point. A considerable level of performance improvement was reported in the soft skills (90%) and material handling abilities (70%) of labourers. A moderate level of performance improvement was identified in other competency elements related to the application of basic science/technology-related practices (55%), simple engineering/technologyrelated practices (44%), construction methods and technology (56%), green practices (36%) and fundamental management aspects (34%). The overall performance values of labourers employed in road/bridge projects were found to be noticeably lower compared to the labourers who worked on other types of projects. The results further describe the well-improved theoretical knowledge and operational skills of the trained labourers, which has uplifted their job standards from working under close supervision to working under general supervision with some autonomy. Moreover, the study findings contribute to controlling the excessive inclination of local firms toward foreign labour by unlocking the potential barriers to expanding the local labour supply with lifelong learning and career benefits/opportunities for labourers. The findings will have a significant impact on how other developing nations and industries must manage their labour to obtain higher work efficiency in the foreseeable future. [ABSTRACT FROM AUTHOR]

The purpose of this research is to evaluate the attitudes and competencies of biology teacher candidates regarding virtual reality applications based on scientific and methodological developments for the improvement of the visualization system in biology. In this study, the survey model, which is one of the quantitative research methods, was used. The sample group of the research consists of 244 biology teacher candidates studying at various universities in Kazakhstan in the 2022-2023 academic year. Research data were collected with a virtual reality attitude and competence scale developed by the researchers. After exploratory and confirmatory factor analyses and construct validity studies were carried out, reliability analyses of the scale were made to get the final form of the scale, and Cronbach's alpha reliability coefficient was calculated. As a result of the research, it was determined that the attitudes of pre-service biology teachers towards virtual reality were high and their competencies related to virtual reality were low. This suggests that biology teacher candidates have a medium level of attitude and competence in the virtual reality attitude and competence scale. In line with the findings obtained from the research, suggestions were made to improve the virtual reality attitudes and competencies of teacher candidates. [ABSTRACT FROM AUTHOR]

Teacher's training has become a multifaceted process comprising key competencies of which cognitive and educational competence holds paramount importance. The primary aim of teacher's training is linked to determining the essence along with differentiating the key elements of the formation of the future teacher's cognitive and educational competence. This study focuses on the development of a model of future teachers' educational and cognitive competence in independent work. In pursuit of this objective, the researcher has incorporated a review-based design guided by the interpretivism paradigm involving the metasynthesis of extant academic literature. The researcher conducted a comprehensive review of the extant literature and seminal work to delineate the essential educational and cognitive competencies that must be demonstrated by the teachers to effectively perform their job roles. The article presents five educational and three cognitive competencies that must be mastered by the teachers for their educational and cognitive competence and to enhance their ability to work independently. The model is proposed to be used by the teaching and educational professionals as a competence-based criterion for the training and assessment of the teacher's performance in Indonesia. The key limitations and strengths of the study were added together with important recommendations for relevant academics and practitioners. [ABSTRACT FROM AUTHOR]

Changing modes of production and emerging technologies and economies require capable employees equipped with a set of diverse competences. These competences are no longer limited to specific disciplines but include broader emphasis on generic competences applicable across various contexts involving a variety of professions. Consequently, collaboration and teamwork are also two central generic competences in engineering practice and pivotal elements in engineering education. However, collaboration and teamwork competences are often only superficially addressed and moreover, not based on students' experience. This study address engineering students' experience of the constituent parts of teamwork competences in a systematic integrated problem-based learning (PBL) environment and how these can contribute to curriculum development. Conducting a thematic analysis of students' written competence profiles (n = 130) results in the construction of five themes concerning students' teamwork competences: finding complementary competences, establishing teamwork culture, preventing and managing conflicts, awareness of selfand others and shared situational awareness. Each theme is illustrated by several components emphasised by students and exemplified by excerpts useful for curriculum development or learning activities supporting development of specific competences. The thematic analysis furthermore exemplifies how generic competences are perceived as enablers of disciplinary problem-solving in teams, and how systematically integrated PBL supports the development of a wide variety of teamwork competences. The article concludes that students are acutely aware of team members and their position in a team while maintaining flexibility enabling potential responses to anticipated or unknown challenges found in the internal or external environment of the team. [ABSTRACT FROM AUTHOR]

A major element of a production system is the workforce, which can cause volatility due to individual performance and varying competence levels. Competence development is a requirement for mandatory qualifications and necessary to ensure performance of the production. Therefore, functional flexibility is an important dimension, because it states how many employee-task-combinations are available based on the average amount of trained tasks per employee. Two major risks concerning the workforce are short-term absences and employee fluctuation. If these risks occur unexpectedly, an adaption of the workforce to compensate resulting effects is necessary. Predicting training costs and putting them into relation to the probability of occurrence of these risks enables an approach to assess the consequences of changes in functional flexibility. The proposed approach aims for providing a framework to define risk-optimized functional flexibility and provides a basis for planning the course of competence development of the workforce. [ABSTRACT FROM AUTHOR]

Copyright of Perspectivas em Ciência da Informaçao is the property of Nova Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design. [ABSTRACT FROM AUTHOR]

Recent research has found substantial gaps in knowledge surrounding concussion assessment and management in various groups of Canadian healthcare professionals, including medical students, physiotherapists, chiropractic students, and family medicine physicians. The purpose of this project was to explore concussion knowledge in a sample of athletic therapy students and to use these findings to make practical pedagogical recommendations to improve concussion education. A sequential explanatory mixed-methods approach (initial questionnaire, student interviews, clinical educator interviews) was used to investigate the research question. The findings showed a large gap between theoretical knowledge and practical abilities to assess and manage concussions. Additionally, students felt less prepared to assist throughout the entire continuum of concussion care (from initial recognition to return-to-play). Based on these findings, educators should consider innovative pedagogical strategies that focus on true competence development in concussion assessment and management while bridging the gap between foundational theory and practical application/skill development. [ABSTRACT FROM AUTHOR]

Employee participation in formal and informal learning is essential for the economic viability and competitive advantage of organizations. Therefore, assessing outcomes of competence development activities is important. However, this domain of human resources (HR) practice is often neglected because of factors that are not well understood. Accordingly, this article addresses the question: What factors enable and inhibit HR professionals in assessing outcomes of competence development activities and initiatives? To answer this question, we conducted a review of articles that examine assessment of outcomes of competence development activities. The primary purpose of the review was to identify and categorize enabling and inhibiting factors so that the factors can be better understood by researchers and HR professionals. We also call upon voices from the field, using quotations from HR professionals to illustrate enabling and inhibiting factors. Analysis and synthesis of the literature informed the development of propositions to guide future research. [ABSTRACT FROM AUTHOR]

This article arises from consideration of the effects of inter-organizational collaboration on participating partners, specifically from design-related activities and co-production of e-leaming courses. The research focus is on critical factors for inter-organizational collaborative e-leaming and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project comprising six cases and three phases--initialization, implementation, and dissemination. The analysis is conducted from a multi-stakeholder perspective: managers, teachers, and practitioners. The overall aim is development of a sustainable collaborative competence e-leaming model that will increase industrial employees' competencies. This work's main contribution is the finding that co-production of knowledge entails three levels of activities among actors: insight into the purposes and practices of others, capacity to transform the problems of a practice and build common knowledge together, and finally, the capacity to mutually co-produce knowledge acted upon for transformation in the workplace. [ABSTRACT FROM AUTHOR]

Many countries are becoming increasingly culturally and linguistically diverse due to globalisation and migration. The global shortage of nurses and the consequent migration of nursing professionals is leading to increasing cultural and linguistic diversity in health care and nursing education. Nurse educators play a significant role in supporting nursing students' competence and working life readiness. To describe nurse educators' experiences and perceptions regarding competence and competence development of CALD nursing students. The study was conducted using a descriptive qualitative approach utilising individual thematic interviews for data collection. A purposive sample consisting of 20 volunteer nurse educators from five higher education institutions was used for the purpose. Data was collected in semi-structured interviews based on a literature review of previous studies. The data were analysed using inductive content analysis. The COnsolidated criteria for REporting Qualitative research (COREQ) criteria were used in the reporting of this study. According to the content analysis, three main categories describing aspects related to the competence and competence development of CALD nursing students were identified: 1) educator's competence to support student's learning process and competence development, 2) development of supportive structures and safe learning environments, and 3) student-specific competence and competence development. The educators emphasised that setting clear goals, providing encouragement, having an open discussion, and student-centered approach to support their learning process and create a safe learning environment. Supporting the learning process of CALD nursing students and developing safe learning environments were considered essential for the development of competence. These areas must be supported by developing educators' pedagogical and cultural competence and providing sufficient resources for both students and educators. In addition, the curriculum must be designed to support these aspects. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Within nursing education, the clinical learning environment is of a high importance in regards to the development of competencies and abilities. The organization, atmosphere, and supervision in the clinical learning environment are only a few factors that influence this development. In Austria there is currently no valid instrument available for the evaluation of influencing factors. Objectives The aim of the study was to test the construct validity with principal component analysis as well as the internal consistency of the German Clinical Learning Environment, Supervision and Teacher Scale (CLES+T scale) in Austria. Method The present validation study has a descriptive-quantitative cross-sectional design. The sample consisted of 385 nursing students from thirteen training institutions in Austria. The data collection was carried out online between March and April 2016. Starting with a polychoric correlation matrix, a parallel analysis with principal component extraction and promax rotation was carried out due to the ordinal data. Results The exploratory ordinal factor analysis supported a four-component solution and explained 73% of the total variance. The internal consistency of all 25 items reached a Cronbach's α of 0.95 and the four components ranged between 0.83 and 0.95. Conclusion The German version of the CLES+T scale seems to be a useful instrument for identifying potential areas of improvement in clinical practice in order to derive specific quality measures for the practical learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Information -- Wissenschaft und Praxis is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the clinical nursing practice preceptorship is a widespread method to improve patient care by assisting nurses in developing the right clinical skills. However, little is known about how preceptorship should be practiced to achieve a positive learning outcome. The aim of the study was to investigate how preceptorship can be used in clinical practice to create learning and facilitate competence development. A qualitative study guided by a hermeneutic phenomenological approach and inspired by ethnographic fieldwork included 28 participant observations and 58 interviews. Data were analysed according to Steinar Kvale's three interpretation contexts. The findings showed three themes: Being together: Preceptee and preceptor were physically present in the same room optimising the learning situation with focus on complexity, use of senses and patient safety. Doing together: Preceptee and preceptor performed nursing together to obtain skills focusing on independence, practical skills and communication. Getting along together: Preceptee and preceptor together focused on the patient, relation, comfort and managing how to keep the balance between a professional and a personal relation. Precepetorship is situated learning where knowledge and skills are generated through participation in clinical practice. In this way, nurses develop clinical judgement and independence. [ABSTRACT FROM AUTHOR]

Learning factories present a promising environment for education, training and research, especially in manufacturing related areas which are a main driver for wealth creation in any nation. While numerous learning factories have been built in industry and academia in the last decades, a comprehensive scientific overview of the topic is still missing. This paper intends to close this gap by establishing the state of the art of learning factories. The motivations, historic background, and the didactic foundations of learning factories are outlined. Definitions of the term learning factory and the corresponding morphological model are provided. An overview of existing learning factory approaches in industry and academia is provided, showing the broad range of different applications and varying contents. The state of the art of learning factories curricula design and their use to enhance learning and research as well as potentials and limitations are presented. Conclusions and an outlook on further research priorities are offered. [ABSTRACT FROM AUTHOR]

We live in an era defined by creating, conveying, sharing and storing vast amounts of information and the phenomenon of information-communication technology (ICT). Its overwhelming presence affects mainly the youngest members of our society - children. Therefore, authors decided to investigate to what extent four-year-old preschool children use ICT at home, how often they access it, ICTs influences on their development and their attitude towards ICT. Authors based on their study on data gathered with anonymous surveying of 130 parents whose children attend kindergarten. They also searched for differences according to children's gender and parents' level of education, toy industry market and family habitus. In addition, they investigated if ICT usage affects the nature of childhood and if using ICT influences the occurrence of the digital divide. They also include recommendations and guidelines for preschool educators. Authors conclude that children like to use ICT, but yet do not overuse it. [ABSTRACT FROM AUTHOR]

To cope with knowledge and competence challenges related to new technologies and processes of Industry 4.0 new strategic approaches for holistic human resource management are needed in manufacturing companies. Due to the continuous automation of simple manufacturing processes, the number of workspaces with a high level of complexity will increase, which results in the need of high level of education of the staff. The challenge is to qualify employees to shift their capacities to workspaces with more complex processes and ensure the retention of jobs in changing working environments. A strategic approach for employee qualification is described in this contribution. [ABSTRACT FROM AUTHOR]

Background Statistics show that the number of older people in need of care is increasing worldwide, especially those with dementia. This implies demands on knowledge and competence among health care staff to care for them. In Sweden, Silviahemmet offers dementia care units the opportunity to become certified according to a special certification educational model. Silviahemmet provides educational programs for staff in dementia care and day care for person with dementia. All staff undergoes a systematic training course in dementia care. The aim of the study was to gain an understanding of how an educational model developed the perceived knowledge of staff caring for older persons with dementia in a nursing home. Method A phenomenographical approach was used and qualitative interviews were carried out with 13 staff members in a nursing home. Findings The main results show that staff perceives the importance of knowledge, working together and creating a sense of fellowship. The care of persons with dementia requires a special approach and adherence. Participating in the educational program made the staff realize and acknowledge their tacit knowledge and the importance of reflection-in-action together in the team. Conclusion The results indicate the need for a common theoretical knowledge base and value system to achieve coherence in daily work. [ABSTRACT FROM AUTHOR]

Copyright of European Review of Applied Psychology is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article calls for the theorizing of human development whereby children are understood as subjects who develop and make use of their personal action competences as participants in social practices, rather than as persons with fixed personal properties and mental structures. The combination of the directedness in children's participation in social practices, on the one hand, and the complexity and diversity of today's social practices, on the other, imposes particular demands on children as they try to conduct their everyday life in line with important personal concerns and goals. The article addresses two general questions: How can we understand the prerequisites that make the child able to "lead" his complex everyday life? How are these prerequisites developed, maintained, and reconstructed in and across the social practices that constitute the child's everyday life? This article discusses the theoretical conceptualizations of "ability" and "competence" as competing candidates for the key concept for understanding the prerequisites for the child's ability to lead his everyday life. The weaknesses in the individualistic and situated approaches to learning are examined with an aspiration to transcend the two positions with the formulation of a new, "third alternative." Although this article criticizes some important aspects of Critical psychology and Situated learning theory, it is nevertheless also inspired by these two approaches to human learning. This article presents a theory of the development of personal action competences and a contribution to a theoretical framework for understanding and researching children's personal conduct of their everyday life. On this basis, this article proposes the concept of personal metacompetence for the conduct of the everyday life as a theoretical point of departure for future research. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Core challenge for educating systems engineers is the need for students to have a frame of reference of practice to appreciate the theory they learn. In this paper, we report on the use of reflective practice to connect theory and practice. Since 2008, our master education mandates a special course Reflective Practice. The course gradually evolves, based on observations and feedback. Appreciation of the course is high, however, students still perceive applying of systems engineering in practice as difficult. [ABSTRACT FROM AUTHOR]

Summary Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessment and supervision in clinical workplace education. Integration is the cornerstone of this holistic competency framework. [ABSTRACT FROM AUTHOR]

This article focuses on the education-political strategy of reaching low-qualified workers in companies through work-related basic education. Starting from the question of why further education of low-qualified is currently so high on the agenda and of what the obstacles are we mainly present work-related basic education as an operational concept of education. Based on actual needs for competence development, this concept tries to overcome two barriers: to raise awareness for further education of low-skilled employees in the companies and to turn learning into a useful experience for both companies and employees. The following will become clear: after seven years of research and development we do not have any knowledge deficits about how work-related basic education can be designed anymore; the implementation still faces high hurdles. [ABSTRACT FROM AUTHOR]

Abstract: A necessity to find solutions on how to make the learning process more motivating and efficient still exists. This paper describes the scaffolding e-Portfolio system developed by the research team of Distance Education Study Centre, Riga Technical University. This system differs from traditional e-Portfolio systems by utilizing a motivating approach in the acquiring of competencies, involvement in group-work, increasing responsibility for personal and peer achievements, and comparison of scores, study results, assessments and competency development levels during the whole course study period in two educational systems: university study portal “ORTUS” and e-Portfolio. The introduced e-Portfolio algorithmic model ensures the collection of data (marks and recommendations) from all assessments and opening them up for the appropriate e-Portfolio group members; consequently, students have an excellent possibility to improve their outcomes and develop required competencies. The study also shows correlations between learner activity levels within e-Portfolio and their learning outcomes. [Copyright &y& Elsevier]

The nine-month study reported in this paper used mixed methods data and a qualitative analysis to examine the skill and perceptual development of 17 graduate design students. Individual differences, perceptions and preferences that apparently promoted rapid and productive development included: design efficacy, mastery goals, preference for cognitive challenge and tolerance for risk-taking. Novice learners benefited from content and context familiarity, but as they developed competence, they gained from choosing less familiar tasks and content. Features of the learning environment identified as contributing to novice designers' knowledge and skill development were: authentic projects, detailed assignment specifications, multiple types and levels of feedback, and clear alignment with professional performance standards. These findings inform the strategic design of instructional opportunities for novice designers and similarly complex applied professional fields. [ABSTRACT FROM AUTHOR]

This paper presents some findings resulting from a four-year research aiming to identify what competence are developed by students following an apprenticeship program in engineering and what the developmental steps are in conjunction with the curriculum. The main findings presented here suggest: 1) that competence has three dimensions; 2) that the competence framework of an engineer has five main components; 3) that there are four main steps that comprise the competence development framework; 4) and that building competence results from three different and interlocking processes. Our competence framework is then discussed by comparing our graduates' profile with those of other engineers in France, as well as with existing international standards for professional engineers. [ABSTRACT FROM AUTHOR]

Human resource development (HRD) strategies are important to enable firms to recruit, retain and develop their employees. The aim of this study is to investigate the HRD of flexible construction firms in Singapore. The research was based on a questionnaire survey and data were collected via face-to-face interviews with 45 construction industry experts. Thirteen significant HRD practices were identified. The results show that the practices can be characterized along intra-organizational relationship management, competence development, performance management and stress management. A structural equation model was developed to explain the relationships between HRD strategies, employees’ soft skills and their resistance to change. It is found that firms’ competence development strategy has a significant positive impact on employees’ soft skills, and that employees who possess superior soft skills are less likely to resist change. It is recommended that contractors adopt some of these significant HRD practices so as to cultivate a motivated flexible workforce. [ABSTRACT FROM PUBLISHER]

Learning networks - online social networks where the learner is put central - are well suited for the non-formal professional development of academic staff. Our assumption is that learning networks can build on social network sites. Social network sites are becoming very popular and are very effective in connecting people, allowing exchange and sharing of all kinds of information and resources. Therefore, we designed a survey to explore the use and perception of social network sites among academic staff and to relate this to the functionalities required for learning networks for professional development. The survey results indicate that a learning network should cater for the desired social aspects along with facilities to organise and maintain resources and contacts. [ABSTRACT FROM AUTHOR]

This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios. [ABSTRACT FROM AUTHOR]

In contrast to qualifications or skills the concept of competences is about a potential - a potential to deal adequately and professionally with new situations, problems and challenges which we know will turn up anywhere in the late modem society but of which we do not know the content and nature. In this article it is discussed how in terms of learning we can support the development of such competences in education and training. Conclusions point in the direction of an open and problem oriented curriculum, involvement of learners in planning and decisionmaking in relation to educational activities, and a close relationship between education and practice. [ABSTRACT FROM AUTHOR]

Copyright of Socialiniai Tyrimai is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes an experiment to explore the effects of the TENCompetence infrastructure for supporting lifelong competence development which is now in development. This infrastructure provides structured, multi-leveled access to learning materials, based upon competences. People can follow their own learning path, supported by a listing of competences and their components, by competence development plans attached to competences and by the possibility to mark elements as complete. We expected the PCM to have an effect on (1) control of participants of their own learning, and (2) appreciation of their learning route, (3) of the learning resources, (4) of their competence development, and (5) of the possibilities of collaboration. In the experiment, 44 Bulgarian teachers followed a distance learning course on a specific teaching methodology for six weeks. Part of them used the TENCompetence infrastructure, part used an infrastructure which was similar, except for the characterizing elements mentioned above. The results showed that in the experimental condition, more people passed the final competence assessment, and people felt more in control of their own learning. No differences between the two groups were found on the amount and appreciation of collaboration and on further measures of competence development. [ABSTRACT FROM AUTHOR]

The vast majority of knowledge management initiatives fail because they do not take sufficiently into account the emotional, psychological and social needs of individuals. Only if users see real value for themselves will they actively use and contribute their own knowledge to the system, and engage with other users. Connection dynamics can make this easier, and even enjoyable, by connecting people and bringing them closer through shared experiences such as playing a game together. A higher connectedness of people to other people, and to relevant knowledge assets, will motivate them to participate more actively and increase system usage. In this paper, we describe the design of TENTube, a video-based connection tool we are developing to support competence development. TENTube integrates rich profiling and network visualization and navigation with agent-enhanced game-like connection dynamics. [ABSTRACT FROM AUTHOR]

The analysis of the empowering environment as a condition for successful employee's competence development is highlighted in the article. The article consists of three main parts. In the first part the concept of competence is described and the model of competence development consisting of five stages is presented. Special emphasis on non-formal and informal competence development is done. In the second part of the article the notion of empowering environment is analyzed. Following characteristics of empowering environment are distinguished in this part: autonomy, responsibility, acceptance of failure, involvement and participation, access to resources, empowering leader, and appropriate rewarding system. The third part is aimed to relate two theoretical concepts -- competence development and empowering environment and on the basis of the latter to substantiate the importance of empowering environment for successful competence development. [ABSTRACT FROM AUTHOR]

Sustainable tourism requires educators, tourism practitioners and industry representatives to adopt the principles of sustainability into their daily practice and managerial vision. A plethora of scholars have spent decades discussing the socio-economic issues of tourism and related managerial implications. However, there is little evidence that the integral aspect of sustainability, particularly socio-cultural sustainability, has been systematically addressed, particular in areas of material and non-material wellbeing, equitable relationships between host communities and tourists and quality of life. Drawing on multi-sited anthropological research, the article examines the dynamics of tourism, society and culture and reports on learning, equity, collaboration and mutual respect in the context of the inns and hotels in Denmark. Examining cultural practice in the context of sustainable tourism using a case study serves to shed some empirical light on its relevance and utility. The paper concludes that cultural practice is not only a useful mechanism for successful competence development but a legitimate and integral part of sustainable tourism. [ABSTRACT FROM AUTHOR]

In 1996, a new curricular framework for vocational education in schools called Lernhelder(learning arenas) was implemented in Germany. In the concept of learning arenas learning situations in schools have to be related to work activity in a particular occupation. For this reason work process orientation currently plays a significant role in German curriculum development. However, there is not just one approach on how to transform work activity into vocational curricula, but various competing approaches. In this paper two important approaches are characterised and strengths and weaknesses of each are identified. Summing up, it may be said that the work-oriented turnaround in German curriculum development has not yet fully happened. Problems of analysing work situations in companies, transforming work process knowledge into curricula and assessing competences which students or apprentices have acquired are still being solved. [ABSTRACT FROM AUTHOR]

The article analyses the popularity of the concept Competence Development as representing holy as well as unholy alliances between the European Policy on Life Long Learning, New Public Management and new strategies for professionalizing the «human beings wording with human beings». The article describes a process where a broad variety of collective, experimental and user-orientated Competence Development projects has been transformed into a narrow definition of Competence Development as a matter of individual academic merit, accountability and accreditation. The question is to what extent the public servants themselves (and their trade unions) in their efforts to conquer new status as professionals have been producing, or co-producing, a situation characterised by new restraints to their own professionalism? [ABSTRACT FROM AUTHOR]

Current policies to expand and "flexibilise" labour markets are encapsulated in the drive to ensure "employability". To achieve this "employability", workers and the unemployed are encouraged to participate in "life-long learning". In this context, the traditional understanding of education as instructional pedagogy is increasingly replaced by learner-centred approaches which allow more autonomy and individuality within the actual learning process and demand greater personal (learner) responsibility for progress and success. Such selfdependent learning might seem to provide a promising alternative to traditional schooling--which often proves contradictory in producing a rather passive attitude among the learners by undermining motivation. But the challenges of those "new" forms of learning have turned out to be contradictory as well. This article seeks to clarify how to take account of these contradictions. Theoretically, it proceeds on the basis of a discussion of Klaus HOLZKAMP's "subject science of learning" and Yrjö ENGESTRÖM's activity theory. Both approaches are centred around an idea of "expansive learning", and each stresses the interrelation between individual learning processes and external development as a route towards extending action possibilities and one's power to act. But they differ significantly on the matter of contradictions. For HOLZKAMP contradictions are considered an obstruction or hindrance for learning, while for ENGESTRÖM they are a starting point for problem solving and development. In the blank spaces within and between these theories, however, a slightly different approach to expansive learning is developed. Two case studies, that were part of a larger enquiry on a vocational training program for IT-specialists (LANGEMEYER 2005a), are used to enhance the comprehension of contradictions in relation to learning, and to exemplify an analysis of the current changes in education processes. [ABSTRACT FROM AUTHOR]

This paper argues the case for the centrality of the role of scholarship and research in teaching and learning in higher education curricula and pedagogy. It begins by looking at the threat of disentanglement of research from teaching in universities, and the role that recently-minted definitions of ‘scholarship’ might play in diminishing this trend. It then outlines five key reasons for the role of active scholarship and research in teaching and learning for the reader to consider. Although, in part, it makes specific reference to the curriculum of teacher training, the argument made applies to all curricula and disciplines in higher education. The paper concludes by referring to findings in recent research conducted in my own university, which epitomise some of this thinking. [ABSTRACT FROM AUTHOR]

Streptococcus pneumoniae is a commensal of the human nasopharynx that can also cause severe antibiotic-resistant infections. Antibiotics drive the spread of resistance by inducing S. pneumoniae competence, in which bacteria express the transformation machinery that facilitates uptake of exogenous DNA and horizontal gene transfer (HGT). We performed a high-throughput screen and identified potent inhibitors of S. pneumoniae competence, called COM-blockers. COM-blockers limit competence by inhibiting the proton motive force (PMF), thereby disrupting export of a quorum-sensing peptide that regulates the transformation machinery. Known chemical PMF disruptors and alterations in pH homeostasis similarly inhibit competence. COM-blockers limit transformation of clinical multi-drug-resistant strains and HGT in infected mice. At their active concentrations, COM-blockers do not affect growth, compromise antibiotic activity, or elicit detectable resistance. COM-blockers provide an experimental tool to inhibit competence and other PMF-involved processes and could help reduce the spread of virulence factors and antibiotic resistance in bacteria. • Competence development leads to DNA uptake and spread of antibiotic resistance • Identification of competence inhibitors in Streptococcus pneumoniae (COM-blockers) • COM-blockers act by disrupting the proton motive force, thereby reducing CSP export • COM-blockers inhibit horizontal gene transfer in a murine model of infection Bacteria can take up exogenous DNA via competence. We identified compounds that prevent competence and horizontal gene transfer in Streptococcus pneumoniae. COM-blockers work by perturbing the proton motive force, thereby reducing the export of the quorum-sensing peptide that activates competence. COM-blockers could mitigate the spread of antibiotic resistance in pneumococcus. [ABSTRACT FROM AUTHOR]

In this forum, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start by briefly introducing the Flipped Classroom concept. And then show some good and not so good practices in the field of Knowledge Management and a Force Field Analysis. [ABSTRACT FROM AUTHOR]