Damit Schüler:innen in der Lage sind, an einem zunehmend durch Naturwissenschaften geprägten Alltag teilzuhaben, ist es nötig, dass sie über eine naturwissenschaftliche Grundbildung verfügen. Diese steht in engem Zusammenhang mit einem wissenschaftlich adäquaten Verständnis von Modellen und deren Funktion als Medium zur Kommunikation bereits bekannter Sachverhalte sowie als Methode zur Generierung neuen Wissens. Upmeier zu Belzen und Krüger haben für den Biologieunterricht ein Kompetenzmodell der Modellkompetenz entwickelt, innerhalb dessen zwischen den Teilkompetenzen Eigenschaften von Modellen, Alternative Modelle, Zweck von Modellen, Testen und Ändern von Modellen differenziert wird, die in drei Niveaus graduiert sind. Eine hoch ausgeprägte Modellkompetenz zeichnet sich durch die Fähigkeit aus, über die hypothetischen und erkenntnisgenerierenden Eigenschaften von Modellen zu reflektieren. Für die Förderung einer entsprechenden Modellkompetenz sind Kenntnisse darüber bedeutend, in welchen Niveaus und in welchem Umfang sich die Modellkompetenz von Schüler:innen über mehrere Schuljahre entwickelt. Vor diesem Hintergrund verfolgt die Studie das Ziel, zu untersuchen, inwiefern die im Kompetenzmodell aufgeführten Niveaus eine Entwicklung von Modellkompetenz beschreiben. Dies wurde für die Teilkompetenzen Zweck, Testen und Ändern von Modellen bei zwei Kohorten in einem Längsschnitt von der siebten bis zehnten Jahrgangsstufe bei n = 380 Schüler:innen untersucht. Insgesamt sprechen die Befunde dafür, die im Kompetenzmodell der Modellkompetenz erläuterten Niveaus als Entwicklungsniveaus aufzufassen, die eine Kompetenzentwicklung über mehrere Schuljahre beschreiben und die Veränderung von Kompetenzstrukturen aufzeigen. Für die Klärung der Frage, inwiefern die Niveaus darüber hinaus Stufen darstellen, die im Zuge einer Progression in einer festgelegten Reihenfolge durchlaufen werden, sind weitere Untersuchungen sinnvoll. / In order that high-school level students are able to participate in an everyday life increasingly shaped by science, it is necessary that that they have a certain level of basic scientific literacy. This scientific literacy is closely related to an adequate understanding of models and their function as a medium for communicating already-known facts as well as a means for generating new knowledge. Upmeier zu Belzen and Krüger developed a framework for modeling competence for biology education. They identify five aspects: nature of models, multiple models, purpose of models, testing models, and changing models, each of which is differentiated in three levels. A highly developed modeling competence is characterized by the ability to reflect on the hypothetical character of models and their importance as tools for scientific inquiry. With the intention of fostering an adequate understanding of models and modelling, it is important to gain insight into how students’ abilities develop over time. This study investigates to what extent the theoretical levels of model competence describe different degrees of competence in student learning progression. This is explored for the three aspects purpose of models, testing models, and changing models through a longitudinal study with n = 380 students in grades seven to ten. The findings suggest that the levels of the framework for modeling competence should be regarded as developmental levels that describe a development in student competence over several school years. Yet there is still a research gap regarding the extent to which these levels additionally represent successive levels in a continuous development of competence.

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Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / We live in a world in which communication plays a very crucial role in everything we engage in. The fact that the new Constitution of South Africa (Act No.200 of 1993) has given official status to the 11 major languages (something which was formerly granted only to English and Afrikaans) is irrefutable. In spite of all that, the English language has remained a major national language, as well as a Medium of Instruction in schools and universities in South Africa. However, effective communication has since been one of the most critical concerns in South Africa because English has been labelled as a nightmare. This is because the majority of learners at schools experience difficulties in acquiring Communicative Competence Skills in English, which is their Second Language (SL).The reality is, for one to communicate effectively, an individual should acquire Communicative Competence, which will enable him to engage with other people. To tackle this problem, there are effective and efficient strategies that need to be addressed. Literature reviews point out (a) the importance of the English First Additional Language (EFAL); (b) the challenges learners face at schools in acquiring Communicative Competence in English Second Language (ESL); and(c) solutions to overcome this situation. This study aimed at investigating the challenges experienced on the development of listening and speaking in EFAL. The study employed a qualitative Case Study design to investigate the challenges experienced on the development of listening and speaking in EFAL. Data for this qualitative case were obtained from interviews with learners and teachers. Observations were made at the two selected schools, and questionnaires were administered as well. The findings revealed various challenges that impede learners from developing Communicative Competence Skills in ESL. Learners do not understand English because their vocabulary in the language is limited. They also have challenges in pronouncing English words, and they cannot express themselves accurately in ESL because it is not their home language. Consequently, their proficiency in the language is low and impinges on their comprehension levels. It is recommended that teachers should ensure that they create a beneficial environment for learners to acquire Communicative Competence. Teachers should, in addition, introduce activities which will enable learners to communicate frequently. Learners should be given opportunities where they can read frequently, because reading improves vocabulary and helps one to become familiar with sentence structure, word order and correct pronunciations. Furthermore, learners should invest in a good dictionary to check unfamiliar words. Learners should build active listening and speaking skills that improve lines of communication with others and should be aware of their own communication barriers. They should learn different phrases/strategies that improve how they respond, and they should not fear to be offended. They should, furthermore, feel comfortable when they express their emotions and look at the speaker directly when communicating. Most importantly, learners should put aside distracting thoughts and should also listen to the speaker’s body language

I en allt mer digitaliserad värld genomgår revisionsbranschen en omfattande digitalisering. Detta ställer nya krav på teknisk kompetens hos revisorer vilket i sin tur ställer högre krav på organisationer att säkerställa att dess medarbetare får den kompetensutveckling som krävs. Studiens syfte är att undersöka hur digitaliseringen har påverkat revisionsbranschen samt hur de stora revisionsbolagen arbetar med teknisk kompetensutveckling för att möta dagens och morgondagens behov av tekniskt kunnande. För att undersöka detta genomfördes sex intervjuer med anställda från de fyra stora revisionsbolagen, även benämnda som The Big Four. En tematisk analys genomfördes på empirin som utgick från studiens analysmodell, vilken grundar sig på relevant tidigare forskning. Studiens resultat visar att digitaliseringen har haft en omfattande påverkan på branschen, där digitala verktyg blivit en viktig del av arbetet vilket har haft en positiv inverkan på effektivitet och revisionskvalitet. Teknisk kompetens har blivit allt viktigare för revisorer och de studerade organisationerna arbetar aktivt med en kombination av metoder för kompetensutveckling för att vidareutveckla sina anställdas kompetens.

The main research of my diploma is the competence of social workers and personal care attendants. In this work I focus on the definition of terms of social work competence and adaptation of the Australian competency model for the conditions of social services in the Czech Republic. I also focus on the design of the change process and its implementation - the application of competence model to the organization of social services for retired people. The design of the competency model is compiled of the non-profit organization ŽIVOT 90 which focuses on helping seniors. It can be used to select staff, set up or improve the adaptation process of new employees, evaluate and develop existing employees in the team, and for possible career changes. Keywords Competence, competence model, Australian competence model, competence of social workers, competence of workers in social services, social services.

SAMMANFATTNING Det som projektledaren behöver tänka på vid planeringen av ett projekt är att uppnå beställarens krav på byggnaden och att skapa en bra samordning mellan de olika aktörerna som är inblandade i projektet. Dessutom måste projektledaren se till att projektet följer tidplanen och att budgeten inte överstiger de bestämda ramarna. Därför ligger ett stort fokus på att projektledaren har bra grundkunskaper och tillräcklig kompetens samt kunskap. För att uppnå det optimala resultat som behövs för att kunna planera och strukturera projektet så smidigt som möjligt. Detta arbete undersöker vilken kompetensutveckling och kunskap som behövs för att projektingenjören ska utveckla sina färdigheter i projektledning. En av de kärnfrågor som tas upp i intervjuerna är ”Vad kännetecknar en projektledare med låg respektive hög kompetens?” och ”Hur bedrivs kompetensutveckling för de anställda inom WSP?” De mål som ska uppnås i detta arbete är att belysa vikten av kompetensutveckling och erfarenhetsåterföring. Resultaten av undersökningen har sammanställts i en handbok som beskriver vad en projektingenjör behöver fokusera på för att bli allt mer kompetent och utvecklas effektivare till en projektledare. För att kunna uppnå dessa mål genomfördes en litteraturstudie för att få en bättre uppfattning av projektledarens roll. En mer detaljerad studie av projektingenjörens respektive projektledarens arbetsuppgifter gjordes. För att komplettera litteraturstudien genomfördes en datasökning via internet. Därefter utfördes en intervju med 5 projektledare och 5 projektingenjörer för att jämföra teori med praktik. Utifrån de intervjuades svar och litteraturstudiens resultat skapades en handbok som beskriver vad projektingenjören behöver utveckla för att bli en effektivare projektledare. Examensarbetes slutsats visar att kompetensutveckling i grund och botten är bunden till den enskilda individens motivation till att utvecklas. Varje enskild individ har sina egna mål och de är stimulerade av varierande motivationsfaktorer. Några individer har som mål att bli VD för ett företag, medan andra är nöjda med deras nuvarande position och det innebär att alla projektingenjörer/ projektledare inte strävar efter en ständig utveckling. Uppsatsens huvudfråga var: ”Vilken kompetensutveckling behövs för att projektingenjör ska utveckla sina färdigheter i projektledning?”. Resultaten visar att utan att lära sig av de fel och problem som tidigare gjorts samt göra egna nya misstag kan inte en projektingenjör utvecklas eller bli effektivare. Andra typer av vinster är tid som kommer att minska för att lösa vissa ständigt uppkommande problem med hjälp av kunskaper från tidigare liknande projekt. Genom att dra nytta av denna kunskap och inneha en bra erfarenhetsåterföring kan det bli enklare att hitta en effektiv lösning och på så sätt minska onödiga tidsförluster. / This thesis presents a study of competence and knowledge needs of project engineers to be able to manage projects successfully. The aim of the thesis is to identify how to feedback competences and experiences into the project management process. The guidebook provides guidance to what a project engineer needs to focus on to become more skilled and to become a more effective project manager. A literature study was performed to get a better understanding of the project manager's role. A detailed study was performed on the duties of project engineers and project managers. The literature study was based on books and reports as well as an information research by the Internet. An interview with five project managers and five project engineers was conducted to compare theory with practice. Based on the respondents' answers and the results from the literature study a handbook outlining what the project engineer can do to improve their project management skills. The thesis concludes that competence development depends on individual motivation. Every individual have their own goals and they are stimulated by different motivational factors. Some aims high to become CEO for a company, while other are satisfied with their positions and it doesn’t mean that all project engineer / project manager strives for continuous development. The main question of the thesis was: "What skills are needed for project engineers to develop their skills in project management?”. The results of the thesis show that without learning from their mistakes and problems that were made in previous project and by making their own mistakes the project engineer will not develop or become a more efficient project manager. By learning from experiences from previous projects the project engineer can save significant time when facing similar problems in new projects. Recording and using this knowledge may contribute to more effective solutions and thus reducing time lost unnecessarily.

L’expertise en orthographe requiert le développement de plusieurs types de connaissances et la possibilité d’y recourir volontairement, que l’on nomme compétence métaorthographique. Comme les élèves dyslexiques (ÉD) éprouvent d’importantes difficultés en orthographe, les objectifs de ce travail sont 1) de dresser un portrait de la compétence métaorthographique de 30 ÉD québécois, 2) de la comparer à celle d’élèves de même âge (n=25) ainsi qu’à celle d’élèves plus jeunes de même compétence écrite (n=24) et 3) d’établir des liens entre cette compétence métaorthographique et la compétence orthographique. Pour ce faire, trois tâches étaient demandées aux participants : 1) repérer et 2) corriger des erreurs orthographiques, puis 3) expliciter les motifs des corrections apportées. Les résultats indiquent que les ÉD obtiennent des résultats inférieurs aux deux groupes contrôles et que la compétence orthographique est liée à la compétence métaorthographique. / The ability to correctly spell words (orthographic competence) requires the development of orthographic knowledge and the ability to use that knowledge voluntarily (metaorthographic competence, Varin, 2012). Because dyslexic students have difficulties to spell words correctly, the goals of this work are 1) to describe the metaorthographic competence of 30 dyslexic francophone children (m= 11,34), 2) to compare their performance to those of 25 normally achieving children matched in age and to those of 24 younger normally achieving children matched in writing-level and 3) to establish links between orthographic and metaorthographic competences. To do so, four tasks were asked of the participants: 1) to identify spelling errors inserted in sentences, 2) to locate them in each word, 3) to correct them and 4) to explain their corrections. The results indicate differences in performance in function of the orthographic skill level and the nature of spelling errors.

<p>During the past decade, research on competence development and cross-cultural organisation has been acknowledged both in academic circles and by industrial organisations. Cross-cultural organisations that have emerged through globalisation are a manifestation of the growing economic interdependence among countries. In cross-cultural organisations, competence development has become an essential strategic tool for taking advantage of the synergy effects of globalisation. The objective of this thesis is to examine how competence development programs are conducted and to identify barriers and enablers for the success of such programs, especially in a cross-cultural organisation.</p><p>To identify the processes involved in managing competence development programs in a cross-cultural organisation, a case study method was chosen. A total of 43 interviews and 33 surveys were held with participants, facilitators and managers in competence development programs at four units of IKEA Trading Southeast Asia located in Thailand, Vietnam, Malaysia and Indonesia, respectively. In addition to the observations made on these four competence development programs, a study of the literature in related research areas was conducted. The interviews were held and the survey data collected in 2003 and 2004.</p><p>In the findings, the barriers identified were cultural differences, assumptions, language, and mistrust; the enablers were cultural diversity, motivation, management commitment, and communication. The conclusions are that competence development is a strategic tool for cross-cultural organisations and that it is extremely important to identify barriers to, and enablers of, successful competence development, and to eliminate the barriers and support the enablers right from the early stages of competence development programs.</p> / Report Code: LIU-TEK-LIC-2006:44

As the courts have evolved over the past 30 years towards increasingly punitive sanctions for youthful offenders, the fundamental protections afforded to adult defendants have become increasingly relevant for youthful offenders. Among these protections, the right of juveniles to be competent to stand trial has gained nearly universal recognition throughout this country’s courts. Congruent with theory and previous research, we hypothesized that age, intellectual ability, psychiatric symptomatology, and maturity would all be directly related to adolescents’ competence. It was also anticipated that adolescents in the detention sample would evidence lower maturity and competency-related abilities compared to the community sample. Expanding on previous research that has consistently documented an association between age and competence, we hypothesized that psychosocial maturity would partially mediate this relationship. Further, we hypothesized that psychosocial maturity would moderate the direct relations between intellectual ability, psychiatric symptomatology, and competence. In order to test these hypotheses, we utilized a secondary sample from the MacArthur Adjudicative Competence Study that included 927 male and female adolescents ages 11- to 17-years-old recruited from 11 juvenile detention facilities and their surrounding communities. Results demonstrated that age, intellectual ability, and maturity were each directly positively related to competence, and psychiatric symptomatology was negatively related to competence. Further, results provided some support for the hypothesis that maturity partially explains the relationship between age and competence. While the relationship between psychiatric symptomatology and competence did not vary across high and low levels of maturity, results supported the hypothesis that the relationship between intellectual ability and competence varies across high and low levels of psychosocial maturity. Findings suggest that intellectual ability plays an essential role in juveniles’ adjudicative competence and can serve as a protective factor against some aspects of immaturity. Given these findings, it is suggested that youth with deficient intellectual abilities facing the possibility of transfer be automatically referred for evaluations of adjudicative competence. Further, findings suggest that maturity appears to warrant further attention from researchers and clinicians involved in evaluating juveniles’ adjudicative competence. Results are discussed in terms of the legal and clinical implications of developmental immaturity on the prosecution of youthful offenders.