Search results - CEJSH

1

COMPETENCIES AND OCCUPATIONAL HEALTH AND SAFETY

100%

Pelantová V.

Problemy Profesjologii

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2012

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issue 2

101-109

EN

Organisations often use an occupational health and safety management system. Core competencies of a manager in an organisation should also include knowledge of this area. The article compares normal models of competencies with the basic principles of occupational health and safety at work and also with the principles of the process approach. The result is a recommendation to enhance competencies with process management. An individual will learn this wide range of know-how a long time.

PL

Organizacje często używają systemu zarządzania bezpieczeństwem i higieną pracy. Podstawowe kompetencje menedżera w organizacji powinny także zawierać znajomość tego obszaru. Artykuł porównuje normalne modele kompetencji z podstawowymi zasadami higieny i bezpieczeństwa pracy, a także z zasadami podejścia procesowego. Wynikiem jest rekomendacja, żeby zwiększyć kompetencje w procesie zarządzania. Jednostka będzie uczyć się szerokiego zakresu specjalistycznej wiedzy przez długi czas.

2

Sustainable Leadership of Senior Students: The Case Study of Madeira

100%

Bento A., Ribeiro I.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 1

66-74

EN

Secondary education plays a key role in developing sustainable leadership skills in students. This research analyses the characteristics of sustainable leadership of students at 2 secondary schools in Madeira Island (Portugal) in order to determine whether the type of school or gender of the students affect eight distinct domains: 1) self management; 2) interpersonal relations; 3) problem solving/decision making; 4) cognitive critical development/analysis; 5) organization and planning; 6) self-confidence; 7) diversity awareness; 8) technology. The Student Leadership Outcomes Inventory (SLOI) (Vann, 2000) was used to measure the leadership experiences of 158 senior students in these eight areas. Participants revealed moderate levels of sustainable leadership in the eight sub-scales. The findings show that students of Madeira Island who finish secondary education possess several well-developed sustainable leadership skills.

3

Reconceptualizing (new) media literacy

100%

Aczel P.

Perspectives of Innovations, Economics and Business

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2014

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vol. 14

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issue 1

47-53

EN

This paper aims to introduce a theoretical-critical approach which shall revisit elements and cast light upon subsets of (new) media literacy. It endeavours to draw community, spatial, procedural and aural literacy (auralacy) into consideration, relating them to the complex of media literacy, striving to provide invigorating insights into its conceptual foundations and integrated perspectives for its pedagogy.

4

Dance Teacher Education: Programme Analysis and Students’ Perceptions

100%

Baneviciutė B.

Discourse and Communication for Sustainable Education

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2010

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vol. 1

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issue 2

64-73

EN

The principles of education for sustainable development implemented in Lithuanian education system shifted the perceptions of teachers’ roles from disseminating knowledge towards developing students’ competencies of responsible, critical and creative thinking and acting. The objective of this research is to find out whether pre-service dance teachers in Lithuania are ready to meet challenges of contemporary educational paradigms. A questionnaire was administered to 59 pre-service dance teachers, and the analysis of five dance teacher education programmes was carried out. The findings reveal that, in general, pre-service dance teachers are not satisfied with the quality of the study process, although, according to their statement, they acquire the necessary knowledge.

5

Kompetencje kobiet podejmujących działalność gospodarczą

100%

Łoboda M.

Organizacja i Zarządzanie : kwartalnik naukowy

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2011

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vol. nr 3

85-100

PL

Przedsiębiorczość kobiet staje się coraz powszechniejszym zjawiskiem i w coraz większym stopniu wpływa na efektywność globalnej gospodarki. Jest też coraz częściej przedmiotem badań, których wyniki potwierdzają pewną odmienność uprawiania przedsiębiorczości przez kobiety, ale wskazują też na istnienie bardzo wielu podobieństw z przedsiębiorczością uprawianą przez mężczyzn. Proces formowania przedsiębiorcy czy "przedsiębiorczyni" można analizować jako szczególny przypadek nabywania kompetencji. Artykuł opisuje przypadek przygotowywania kobiet do podjęcia ról "przedsiębiorczyń" w specyficznych, "promocyjnych" warunkach - w ramach programu EFS wspierającego przedsiębiorczość.

EN

Women's Entrepreneurship is becoming a more and more popular phenomenon and continues to influence the effectiveness of the global economy to a still greater degree. More and more often it serves as a subject of research whose results confirm a certain difference between male and female entrepreneurship styles yet also demonstrate many common points between the two. The process of educating men and women entrepreneurs could be analyzed as a particular example of competence acquisition. The article describes the process of preparing women to starting up their economic activity in specific, ultra-convenient conditions, i.e. in the course of an ESF programme supporting the development of entrepreneurship.

6

Międzynarodowe testy języka angielskiego: japońskie paradoksy i kontrowersje

100%

Gromkowska-Melosik A.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

47-57

PL

The aim of the article is to describe – on the example of teaching English – the reductionistic character of the testing phenomenon. Global international tests (TOEFL and TOEIC) provide excellent arguments to critics of the phenomenon of “testology”, related to reducing the school’s identity and student identity to results of test. An excellent example of this phenomenon is Japanese society. In Japan, where English is considered the cultural and professional capital of individuals, the paradoxes (and absurdities) of testing find their best exemplification. At the same time, the fact that English is completely different from Japanese results in contextualizing language tests in different, sometimes unexpected, cultural aspects of life. In addition, the controversy surrounding the testing of the English language proficiency in Japan is related to the discussion about cultural imperialism. All these issues will be analysed in the article, not only in the Japanese context but also in relation to whole “testing culture”.

7

Developing Interethnic and Intercultural Competencies - Aims and Syllabus in the Context of Elementary Education Students in Republic of Macedonia

100%

Popova-Koskarova R.

Academicus. International Scientific Journal

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2015

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issue 12

260-269

EN

Тhe main goal of our theoretical research was to show how much the syllabus allow development of awareness about the diversities and development of life values in multiethnic and multicultural environments. In that context, we established the goal to analyze the objectives and the content of the syllabus of the most relevant subjects regarding multicultural and intercultural education: Introduction to society and Society for grades I – V. Having in mind that in Macedonia there are different cultures, religions, traditions and languages, it is necessary to develop competencies to show respect for the diversities and to develop the multicultural awareness of the students at the earliest age. On the other hand, globalization, as a characteristic of the modern age, increasingly imposes the need to develop the intercultural awareness and competencies of the students as well. The interethnic (multicultural) as well as intercultural competencies are especially important from several aspects: firstly, as a result of the need to overcome stereotypes and prejudices still present in our society, and secondly, to develop values in children, and especially empathy in students.

8

Zaniedbane obszary w procesie kształcenia do zawodu nauczyciela

100%

Łukasik J. M.

Labor et Educatio

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2017

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issue 5

155-165

EN

The article relates to the issue of training candidates for the teacher profession. By referencing to the core of the competencies required for the teacher’s work in a changing school, the weakest areas, which are the source of the fear and anxiety of students completing teacher education, were identified. The sources of fears, as well as proposals for changes in education to the teaching profession, were compiled on the basis of research conducted among 187 candidates of the profession of teacher studying at universities in Malopolska (Lesser Poland Voivodeship).

9

Kompetencje pracowników wobec zmian w otoczeniu organizacji

100%

Łysik K.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

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2011

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issue 872

45-55

EN

The aim of this paper is to present the concept of the turbulent environment of organisations and its influence on employee competencies. The competency set of today’s professionals must adapt to turbulent times. These new environmental changes are exemplified mainly by the computerisation and intellectualisation of work. There are new types of organisational structures, omnipresent uncertainty and hyper-competition – these are what make innovation important. Most importantly, the approach to human capital has changed significantly during the last decade; it is no longer considered an expense, more an investment that will allow a company to profit in future. It is indisputable that the way work is done has changed significantly during the last 50 years, and resulted in changes in today’s model of an employee, who is described as knowledge workers.

10

A Needs Analysis for Embedding Sustainable Finance Competences into Vocational Business Education in the Baltic Region

100%

Siirilä J., Surikova S., Margeviča-Grinberga I., Pigozne T.

Journal of Education Culture and Society

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2022

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vol. 13

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issue 2

185-204

EN

Aim. The aim of this article was to analyse relevant literature as well as financial services sector professionals’ expectations on future sustainability competence needs among vocational business graduates as part of an ideation process to design an open online course within the project “Sustainability in Finance – SuFi” (2020-2022). Methods. The online mixed-method survey was elaborated using Google Forms and Webropol and distributed via email among finance services industry professionals in Finland, Latvia, Estonia, and Aland Islands. In total, 221 responses were obtained. The qualitative and quantitative data analysis was performed using NVivo and SPSS. Results. Qualitative data analysis revealed that the conceptual knowledge of business graduates was the most frequently mentioned category, followed by procedural knowledge. Among the key competencies in sustainability, the most necessary was intra-personal competence, followed by inter-personal competence. Quantitative data analysis revealed that the top three sustainable finance competencies in demand within respondents’ organisations were: to understand relevant driving sustainable forces, to think and operate with a long-term perspective, and to communicate sustainable financial information in a meaningful way. Conclusion. In the Baltic Region’s finance sector, there is a need for a more holistic view for understanding the market as part of society as a whole and also the meaning of understanding long-term horizons. The competencies that financial services sector professionals found important for vocational business graduates in future work were used as an input for elaborating vocational business education study courses.

11

Development of Professional Competencies within the Further Education of Dance Teachers

100%

Spalva R., Vītola S.

Signum Temporis

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2008

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vol. 1

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issue 1

47-53

EN

Introduction The perfection of the competencies as integrative pedagogical category in the education of the dance teachers is an innovative approach to the common social-cultural space. As perceived by the authors of the article, the competencies of the dance teachers in their objective contents' structure arise from their individual experience and the opportunities of gaining the experience by life action.Aim of the Study To establish the dance teachers' competences and to construct a model for the further education of the dance teachers on the basis of the theoretical and empirical research.Materials and Methods Theoretical methods (the analysis and modelling of the professional competencies of the dance teachers) and the empirical (survey analyses and processing) research methods have been implemented in the research.Results Theoretically based dance teacher competency development model for the further education is worked out.Conclusions The dance teacher professional competencies' subject content structure is constructed by two components-the subjective and the objective - correlation, which is based on the basic principles of the further education (self-experience, other experience, the world experience) and is implemented by the continuous life-long education.

12

Exploratory factor analysis in the measurement of the competencies of older people

100%

Wiktorowicz J.

Econometrics. Ekonometria. Advances in Applied Data Analytics

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2016

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issue 4 (54)

48-60

EN

Competencies are a crucial factor of professional position and career development. The aim of this paper is the assessment of the competencies of people in late productive age using exploratory factor analysis. The second point is the critical review of the theory and practice on exploratory factor analysis. The empirical analysis is based on the Study of Human Capital data. The survey results confirm the necessity of the factor analysis in research in the area of human capital in the context of ageing. The constructed synthetic indicators allowed for a synthetic assessment of the competencies of Poles aged 50-59/64. The results of the conducted analysis confirm the large significance of all the 24 analysed competencies. The competencies of Poles aged 50-59/64 were decomposed into three groups: (1) soft competencies and physical fitness (2) computer skills and (3) availability and technical competencies.

13

Zarządzanie projektami wielolokalizacyjnymi determinantą zmian w kluczowych kompetencjach konsultantów personalnych/koordynatorów HR

100%

Kupczyk T., Bartkowiak P.

Nauki o Zarządzaniu

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2016

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issue 1(26)

100-111

EN

The objective of the paper was to identify key competencies of personnel consultants/HR coordinators considering implementation of multi-location projects. In 2014, a quantitative-qualitative research was held, based on a questionnaire filled by employees of the company Work Service at such posts. The respondents were asked to select key competencies from a provided list of 32 skills and they could enter their own suggestions, too. During the data analysis, an attempt was made to identify differences between answers provided by respondents who achieved average and above-average financial results. The obtained results were analysed statistically. Average results and standard deviations were calculated. In order to define differences in relevance of key competencies, t-Student test was performed for independent samples, using the IBM SPSS Statistics 21.0 software. Based on the respondents’ opinions, key competencies were identified for leaders of multi-location projects. It was revealed that the respondents had competency gaps in this area. The research confirmed that transformation of organisations into dispersed multi-location structures will require modification of competencies held nowadays by HR project leaders.

14

The verification of the graduates’ competencies as the element of education safety

100%

Smarzewska A., Melaniuk E., Łaskarzewska K.

Doctrina. Studia społeczno-polityczne

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2015

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vol. 12

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issue 12

119-127

PL

While designing curriculums the university takes into account educational needs of stakeholders and confronts them with the demand for labour on the market. Achieving a high level of competencies by the graduate of the higher school increases their chances of being employed. The purpose of this article is to verify the graduates’ competencies with the employers’ expectations while making decisions in the recruitment processes. The result of the analysis is the finding that the employers’ demand for employees’ skills is justified in the supply of graduates’ competencies on the labour market.

15

Fiscal and non-fiscal determinants behind the creation of new work places in the private sector - a review of chosen areas

100%

Milewska A.

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2019

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vol. 48

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issue 121

69-76

EN

The author of this article presents fiscal and non-fiscal factors that determine the creation of new work places in the private sector. To help explain this topic it was important to study the legal acts and available literature as well as use of other qualitative theoretical methods such as: analysis, synthesis, comparison, generalization, deductive and inductive reasoning methods. This resulted in distinguishing public levies which are significant to determine the costs of employment. These costs mainly include contributions to the pension (retirement insurance, disability insurance premium and work accident insurance) as well as to the Labour Fund. In the following part the author presents the specifics of the human and social capital, employee’s competencies, globalisation and generational differences that impact the current job market. The outcome of this study concludes that employment costs have remained fairly stable for the last few years (the last major increase of employment contributions took place in 2012). Nonetheless, a growing scarcity of human resources, especially generation Y, has become the biggest challenge.

16

Pojęcie kompetencji a polityka wobec edukacji i rynku pracy

89%

Białecki I.

Nauka i Szkolnictwo Wyższe

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2006

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issue 2(28)

97-107

EN

The paper presents the notions and definitions of competence and meanings associated with those notions in OECD international literacy studies and in the European Commission’s policy. The notions adopted in EU policy and OECD studies are backed up by certain axiology. Generally speaking, those organisations define competence as a set of knowledge and varied skills required for individual success and smooth-operating society. The competences learned at school are intended to prepare the individuals to cope with their roles at work, in the family and the society at large. A success in life is understood as self-fulfilment and autonomy. Social prosperity is defined in terms of sustainable growth, environmental protection and fight against social exclusion. The link between competence, individualism and effectiveness is mentioned less frequently. By defining and measuring competence and core skills societies may improve effectiveness of education and better accommodate curricula to labour market demands. However, a complete match between the supply of competence and the demands of labour market does not seem achievable.

PL

Autor przedstawia koncepcje i definicje kompetencji oraz podaje znaczenia, jakie przypisuje się tym pojęciom w międzynarodowych badaniach umiejętności prowadzonych pod auspicjami OECD oraz w polityce Komisji Europejskiej. Za koncepcjami przyjętymi w polityce Unii Europejskiej i w badaniach OECD stoi pewna aksjologia. Ogólnie rzecz biorąc, instytucje te definiują kompetencje jako zestaw wiedzy i rozmaitych umiejętności potrzebnych jednostce do udanego życia, społeczeństwu zaś do pomyślnego funkcjonowania. Kształtowanie kompetencji w szkole ma przygotować jednostkę do radzenia sobie w pracy oraz w roli rodzinnej i obywatelskiej. Udane życie jest rozumiane jako samorealizacja i autonomia. Pomyślność społeczna została natomiast zdefiniowana jako zrównoważony wzrost, ochrona środowiska i przeciwdziałanie wykluczeniu. Rzadziej wskazuje się, że z pojęciem kompetencji łączą się także indywidualizm i efektywność. Definiowanie oraz pomiar kompetencji i tzw. umiejętności kluczowych pozwalają poprawić efektywność kształcenia, a także lepiej dostosować treści programów szkolnych do oczekiwań rynku pracy. Jednak pełne dostosowanie „podaży” kompetencji do oczekiwań świata pracy nie wydaje się możliwe.

17

Start-Up Founders’ Competence Potential

89%

Rapo N.

Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia

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2021

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vol. 55

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issue 2

85-93

PL

In order to respond to all the fast changes that are happening, it is necessary to act quickly and to be adaptable, both from the point of view of organizations and individuals, having necessary knowledge and skill and continually developing human potentials. The year 2020 with the COVID-19 pandemic has shown how those changes can happen overnight and create a need for the companies’ transformation. That is the new clear reason for the big interest in researching start-ups. Start-ups are innovative and fast-developing companies, bringing new solutions and new products, and working under extreme uncertainty, therefore, they require specific skills, knowledge, and other competencies of their founders. Competencies, on the other side, are predispositions, knowledge and skills needed to respond and adapt to changes. The aim of the paper is to propose a theoretical model of relationships between start-up founders’ competence potential and outcomes of their ventures. The theoretical model is based on the Upper Echelons Theory presented by Hambrick and Mason (1984) and the scale measuring competence potential of employees in innovative enterprises proposed by Rakowska and Sitko-Lutek (2015). Competence potential of start-up founders is still not researched in depth, so the proposed theoretical method could be used as the practical research methodology.

EN

In order to respond to all the fast changes that are happening, it is necessary to act quickly and to be adaptable, both from the point of view of organizations and individuals, having necessary knowledge and skill and continually developing human potentials. The year 2020 with the COVID-19 pandemic has shown how those changes can happen overnight and create a need for the companies’ transformation. That is the new clear reason for the big interest in researching start-ups. Start ups are innovative and fast-developing companies, bringing new solutions and new products, and working under extreme uncertainty, therefore, they require specific skills, knowledge, and other competencies of their founders. Competencies, on the other side, are predispositions, knowledge and skills needed to respond and adapt to changes. The aim of the paper is to propose a theoretical model of relationships between start-up founders’ competence potential and outcomes of their ventures. The theoretical model is based on the Upper Echelons Theory presented by Hambrick and Mason (1984) and the scale measuring competence potential of employees in innovative enterprises proposed by Rakowska and Sitko-Lutek (2015). Competence potential of start-up founders is still not researched in depth, so the proposed theoretical method could be used as the practical research methodology.

18

Empowering Employees in Process-Oriented Organisations

88%

Potoczek N.

Management Business Innovation

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2010

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vol. 6

42-51

EN

Empowerment is one of key management methods in contemporary organizations. The implementation of this method, however, is connected with creation of appropriate organizational conditions. In this article the characteristics of classical function-oriented organizations and contemporary process-oriented ones were presented, then the possibilities of applying empowerment in these organizations were analyzed. Barriers, costs and benefits of empowering employees were identified. The implementation of empowerment proves high competencies of an organization as well as it contributes to their development. Special attention was paid to the speed of making decisions and flexibility of acting and reacting to changing expectations of external and internal customers.

19

Clearing the path that has been laid: a conceptualisation of education for sustainable development

88%

Bentham H.

Journal of Teacher Education for Sustainability

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2013

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vol. 15

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issue 2

25-41

EN

Education for sustainable development (ESD) has become so crucial that we have tried to smear it on anything and everything that's teachable. The consequence is that almost everything we do may be said to contain weak attributes of ESD even if we know nothing significant about it. This paper attempts to reveal an understanding of ESD that is informed by an exploration of policy language and agenda and recent literature in the field. The exploration of policy reveals the possible cause for previous inadequate implementation of ESD. An exploration of policy and literature reveals some key competencies that are advocated for through ESD. Insight into how policy has shifted from an ecological to a development focus and substantiation for why this shift is important in addressing current sustainable development issues serves to inform the interpretation of ESD. Finally, the analysis of policy and literature is triangulated to develop a framework that may assist ESD stakeholders in identifying ESD competencies in policy and practice. It is hoped that through this engagement with selected texts a more informed and complex insight into ESD and its features may be developed

20

Educational Action Research to Achieve the Essential Competencies of the Future

88%

Kapenieks J.

Journal of Teacher Education for Sustainability

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2016

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vol. 18

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issue 1

95-110

EN

This article analyses the conformity of the educational action research (EAR) process for the improvement of selected competencies that will be necessary in the near future for each active and responsible person. The most requested competencies in the near and midterm future are determined in accordance with near future structural requirements of labour demand, determined by international organoizations. The contribution is based upon the outcomes of the action research carried out in the internet environment, by Bachelor students majoring in information technologies at Riga Technical University, Latvia. Working in groups, they supplemented each other’s ideas, developing living theories. The content analysis of the students’ supplementary submissions and living theories was carried out to identify the features indicating the development of student actions towards the improvement of the most necessary competencies in the near future. To accomplish the objective of action research, at first, the most requested competencies in the near and midterm future were determined. Then the changes of the features, mentioned during the three action research cycles were identified. Finally, the most important features of the students’ actions indicating the development of two of key competencies, namely, Novel and adaptive thinking and Design Mindset, were identified. Perfection of referred competencies is viewed as the substantial part of education for sustainable development (ESD). The conclusions were drawn about the development of students’ competencies according to the future needs identified during the action research process on the internet.

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