Syftet med rapporten är ta reda på vad som motiverar de anställda till kompetensutveckling, genom att titta på teoretisk och praktisk kunskap och motivation i samband med kompetensutveckling. De teoretiska och praktiska perspektivet utgår från begreppen techne, fronesis och episteme. Fokusen i rapporten ligger på inre och yttre motivation och är definierat utifrån Herzberg och Ellströms definition på motivation. Rapporten är av kvalitativ karaktär med intervjuer som undersökningsmetod. Intervjuerna är genomförda på sex medarbetare i en statlig organisation. Resultatet av rapporten visade att de inre faktorerna, som till exempel, den egna personliga utvecklingen gjorde medarbetarna motiverade, medan yttre faktorer som till exempel lön, hade mindre påverkan och att den praktiska kunskapen inom utbildningar är vad som motiverar de anställda mest.

A lack of social competence is one of the primary characteristics of children diagnosed with autism spectrum disorder (ASD). This pervasive lack of social competence can cause individuals with ASD to struggle to develop meaningful social relationships with peers and adults across their lifetime. Thus, learning appropriate socialization skills is an essential component in the education of this population. The purpose of the current study was to provide an initial investigation into the effectiveness of a comprehensive social skills training intervention on the social competence of young children with ASD using direct recording methods. Eight students with ASD between the ages of 5 and 7 years, with current placements in self-contained kindergarten or first grade classrooms in the public school setting participated in a 12 week intervention. The intervention implemented was “The Incredible Flexible You: A Social Thinking Curriculum for Preschool and Early Elementary Years” (Hendrix, Palmer, Tarshis, & Winner, 2013), a packaged, multi-sensory social skills training program developed to promote the social competence of young children with ASD. The intervention was presented daily for approximately 20 minutes in a small group school setting. Using a concurrent multiple baseline across participants single-case research design, the research study aimed to evaluate the effectiveness of the program upon the participant’s positive social initiations, positive social responses, and active engagement during recess. Observational data were collected utilizing both a frequency behavior count system and a timed interval behavioral observation system. Additionally, data were collected via the Autism Social Skills Profile (ASSP; Bellini & Hopf, 2007) through pre- and post-intervention parent forms to determine the effects of the program on the overall social functioning of the participants. Procedural fidelity was collected throughout the research, and social validity was also assessed utilizing the Behavior Intervention Rating Profile (BIRP, Von Brock & Elliott, 1987). Overall, participants made slight gains in social competency, yet the data did not support a functional relation between the intervention and dependent variables. Individual participant progress was discussed in detail. Limitations of the study and implications for practice and future research in social competency for young children with ASD were further discussed.

This study aims to describe and analyse the actions of the school coaches at the National sport upper secondary schools in light of the conditions that govern and shape the activities at those schools. The theoretical standpoints are based on Lave and Wengers' (1991) theoretical concept community of practice, and as an explanatory theoretical framework Scott's (2008) interpretation of new institutional theory is used. In the analysis of the coaches’ space for actions given the current conditions, Berg's (2014) free space theory is used. The study has a qualitative approach and the design is based on four case studies, where interviews and document analyses have been used to produce the data. The main findings can be summarized in that the cultural-cognitive conditions are very strong, whereas the regulatory and normative conditions play a less significant role. The coaches belong to a community of practice, where the sport’s inherent culture becomes the reference point for how the practice will be run, even though they are part of the school.

<p>Ontology development is a systematic technique to represent the existing and new knowledge about a specific domain by using some models to present the system in which <em>conceptualization</em> is involved. This thesis presents the use of ontologies to formally represent ontology-based competence model for potential users of quality registry report in a healthcare organization. The model describes the professional and occupational interests and needs of the users through structuring and describing their skills and qualifications. There are individual competences model having two main parts: general competence and occupational competence. The model is implemented in an ontology editor. Although our competence model gives the general view about all medical areas in a hospital, from implementation point of view, we have considered only Cardiology area in detail. The potential users of quality registry are medical staff, county council staff and Pharmaceutical staff. In this report we have also used different classifications of education, occupational fields and diseases. A user can get information about the patient and specific disease with treatment tips by using various organizational resources: i.e. quality registries, electronic medical reports, and online journals. Our model also provides a support of information filtering which filters the information according to the need and the competencies of the users.</p>

Besikeičiantis gyvenimo tempas reikalauja nuolat tobulinti savo žinias ir gebėjimus. Šiandien mokytis visą gyvenimą tampa būtinybė. Dėl šių priežasčių itin didelis dėmesys pastaraisiais dešimtmečiais skiriamas suaugusiųjų mokymui bei ugdymui. Formalus suaugusiųjų ugdymas Lietuvoje yra įteisintas Švietimo įstatymu. Suaugusiųjų ugdymas suteikia asmenims, ne jaunesniems nei 18 metų ir iškritusiems ar dėl kitų priežasčių palikusiems nuoseklųjį švietimą, tęsti mokymąsi ir įgyti pagrindinį bei vidurinį išsilavinimą. Suaugusieji mokosi pagal patvirtintas Švietimo ministerijos suaugusiųjų pagrindinio ar vidurinio ugdymo programas, jas baigus, išduodamas valstybės pripažintas išsilavinimo pažymėjimas. Po to jie gali tęsti mokslus aukštosiose mokyklose bei kolegijose. Mokantis pagal pagrindinio ugdymo programą suaugusiems technologinis ugdymas neprivalomas. O siekiant įgyti vidurinį išsilavinimą, jei ugdymo institucija suteikia galimybę rinktis, šalia kitų dalykų moksleiviai gali pasirinktis mokytis technologijų dalyką ir ugdyti savo technologines kompetencijas. Darbo tikslas – ištirti technologinių kompetencijų ugdymo ypatumus, mokant suaugusiuosius įvairių technologijų. Tyrimu siekta nustatyti demografinius veiksnius, darančius įtaką technologinių kompetencijų ugdymui, atskleisti suaugusiųjų turimas (įgytas) technologines kompetencijas baigus pagrindinio ugdymo programą, suaugusiųjų mokymosi ypatumus bei ištirti suaugusiųjų technologinių kompetencijų ugdymą, mokantis... [toliau žr. visą tekstą] / A modern developing lifestyle requires to constantly increase one’s knowledge and improve skills. Nowadays a lifelong learning is a must. For this reason, a big attention has been paid to adults’ teaching in recent years. Formal adult education in Lithuania is legalized by the Law of Education. Adult education provides a person over 18 a right to continue his or her studies and acquire basic or secondary education. Adult students learn according to the programs of adult basic and secondary education which are approved by the Ministry of Education. After having finished the program, a student receives a certificate of education recognized by the state. Later adults can continue their studies at universities or colleges. According to the program of adult basic education, the subject of technologies is not compulsory. According to the program of adult secondary education, the subject of technologies is optional and students have an opportunity to develop their skills in technologies if an educational institution provides a possibility to choose. The aim of the paper work is to investigate the peculiarities of the development of technological competence while teaching adults various kinds of technologies. The purpose of the research is to identify the demographic factors influencing the development of technological competence, to reveal the acquired technological skills of adults after having finished the program of basic education, to show the peculiarities... [to full text]

This research has focused on a detailed exploration of undergraduate nursing students' development for registration and their future employability potential. There has been a particular emphasis on probing whether there is value in being a nursing graduate, within this. In the study employability refers to graduating students' preparedness to contribute to their immediate and longer term working lives, using the combination of operational and academic competence, self-efficacy and potential for further development through reflection and lifelong learning. A review of literature has revealed that there is a general paucity of any type of related published research from the within the UK and elsewhere, especially qualitatively-based research. In particular, no research could be found which has explored in-depth, as its primary aim, what nursing graduateness constitutes at the point of graduation and registration as a nurse and, whether it contributes to the employability potential of graduate nurses for both basic and advanced practice. A qualitative, instrumental case study was applied as the research design to achieve depth of focus for this inquiry, in order to meet the aims of the research. Findings from the study have uncovered a wide range of graduate attributes which were identified within participating students' development and perceived employability potential. From this a model of nursing graduateness has been proposed. Findings also indicated that changing healthcare needs within society coupled with the recent reforms in healthcare, NHS policy and the nursing role have placed greater emphasis than ever before on such graduate attributes within nursing as higher order thinking for effective nursing practice. Recommendations have been put forward for nursing education practice and research.

Paper One: An investigation of the social competence of pre-school children within three pre-school settings Abstract This paper is the first of two that investigates the concept of social competence in pre-school children within their pre-school and as they move onto their first year at school. Research has identified the development of social and emotional skills as key to a child’s future well being. Using a social constructionist perspective (Vygotsky, 1978; Rogoff, 1990), this project aimed to identify how pre-schools develop children’s social competence. Twenty-one children were observed in their free choice time at pre-school. Systematic observations recorded child-to-child activity and naturalistic observations recorded the children’s interactions with the adults present. Semi-structured interviews took place with the managers of the pre-schools. There were distinct beliefs amongst the pre-schools about how children’s social competence should be promoted. The observations revealed that the pre-school children were ‘sociable’ either by attaching to an adult or a peer. Adults were also communicative with the children within the ‘free choice’ periods but this was characterised by brief interactions with a broad content of making a request, ensuring a health and safety criteria was met rather than in sustained communication about play. It was concluded that pre-school practitioners may benefit from better targeted training to develop their skills in facilitating children’s social competence within play and that parental input could play a part in developing this. Paper 2 A case study of four children’s social competence during their transition from pre-school to Primary school Abstract This study undertook an examination of four children’s social competences during a period of 18 months while they experienced the transition from pre-school to Primary school. Transition has been described as a time of ‘discontinuity’ (Margetts, 2002). Using Bronfennbrenner’s (1979) ecological framework, there was a focus on the interactions of the child during transition as well as on the school level of influence. The data was explored using a case study approach; the play experiences of four children were recorded using two types of observation (both systematic and naturalistic), semi-structured interviews with pre-school and school staff were conducted and questionnaire data using the Social Competence Behaviour Evaluation, Pre-school edition (LaFreniere and Dumas, 2003) was taken from parents and teachers. In this study, schools had differing approaches to transition and there were found to be gaps in the transition process for children who had had no prior contact with the school. Social competence did not change over transition, except for a dramatic decrease in parent scores for two children. It was argued that children may benefit from more individualised approaches during transition and also better communication between pre-school settings and Primary schools.

In the Swedish political debate there is a general agreement about the problems with the integration process regarding especially third country nationals from Africa and Asia. In various SOU reports,1 there are testimonies about flaws in the interaction between the majority community and minority groups (where newly arrived third-country nationals are an especially prevalent group). Thus, Sweden has for several decades been in transformation from a culturally relatively homogeneous nation into a multicultural society. There have of course been cultures like the Sami, Finnish, Roma and German present alongside the Swedish majority culture. However, today there are neighborhoods where people with a “traditional” Swedish cultural background are a minority. Furthermore in almost all parts of society, like school, health, media etc., there are indications of discrimination (SOU 2006:73). This seems to be in line with a general tendency within the European Union where increased multiculturality has been fueling anti-immigrant movements of which some has even gained enough popular support to gain seats in the EU-parliament.

The purpose of this study has been to research how ICT is used in a selection of both Swedish and English preschools and what the pedagogues attitude towards the use of ICT is like. The framing of the study is based on the following questions; How to use ICT in preschool? Seen ICT as a limitation or as a support in the preschool? What image have the educators of their own digital competence? The study was performed through a survey where the questions were phrased so that the pedagogues would answer based on themselves and their opinion/reaction to ICT in their work. The study shows that the pedagogues have a positive attitude towards using ICT along with the kids and by themselves as aid in their work. The pedagogues’ opinions affect the use of ICT but all pedagogues are aware of the curriculum and the goals that are listed there.

Denna studie lägger fokus på lärares lärande under en hastig förändring i skolan. Antalet flyktingbarn har ökat under år 2014-2016 vilket givit konsekvenser även i skolorna (Diagrammet bilaga 4; Migrationsverket, 2014; Migrationsverket, 2015; Migrationsverket, 2016a; Migrationsverket, 2016b). Det har blivit högre tryck på skolorna och lärarna där de fått fler elever men även nyinkomna flyktingar. Därför är det intressant att studera lärares hantering av ökat antal nyinkomna flyktingar och ifall de utvecklas yrkesmässigt. Forskningsfrågorna som används är: "Vilka utmaningar ställs lärarna inför på grund av den ökade strömningen av ensamkommande flyktingbarn? Vilka kompetenser har de utvecklat? ". I studien används det teorier om lärande, förändring och kompetens. Lärande eftersom det handlar om lärares lärande, förändring då det skett en förändring och kompetens för att det handlar om lärarnas kompetens och dess utveckling. Sedan relateras studien till fem studier som handlar om olika slag av lärares upplevelser av arbete med flyktingar. Detta är en kvalitativ studie med semistrukturerade intervjuer, där 7 lärare intervjuades. Resultatet har analyserats fram genom en tematisk analys, där det utförts en innehållsanalys. Denna studie är baserad på användningen av den abduktiva forskningsmetoden eftersom jag anser att det behövs både den induktiva och deduktiva forsknings metod. Studien resultera i fyra kategorier av kompetenser som lärarna ansåg är viktiga i arbete med flyktingar, Socialförmåga, planera och prioritera, flexibilitet och didaktik. Dessa kategorier har underkategorier där den första har genuint intresse och lyhördhet, relationskapande och ödmjukhet och förstående. Den andra har inga underkategorier och den tredje har språkutveckling och kulturkompetens samt den fjärde har underkategorin tålmodig och tydlighet. Dessa underkategorier baserades på respondenternas svar, av att vara lyhörd och genuint intresserade för elevernas nuvarande situation likaså om deras bakgrund. Viktigt är det att lyssna in likheter och skillnader i grupperna och fokusera på det mellanmänskliga aspekt när man arbetar med elever speciellt flyktingbarn. Språk- och kulturkompetens var även viktig för att kunna förmedla kunskap. Respondenterna betonade att på grund av tidsbrist är det viktigt att planera så att lektionen medför struktur samt prioritera så att alla får lika mycket hjälp. Viktigt är även flexibilitet eftersom klassen är dynamiskt med stora skillnader i kunskapsnivåer vilket medför en kontinuerlig anpassning. / This study focuses on teachers learning during a rapid change in the school. The number of refugee children has increased during the years 2014-2016 which has had consequences in schools (Diagrammet, bilaga 4; Migrationsverket, 2014; Migrationsverket, 2015; Migrationsverket, 2016a; Migrationsverket, 2016b). It has been more pressure on schools and teachers where they have more students but also newly arrived refugees. Therefore, it is interesting to study teachers' handling of the increased number of newly arrived refugees and if they develop professionally. The research questions used are: "What challenges teachers face because of the increased flow of unaccompanied refugee? What skills have they developed? ". The study used the theories of learning, change and skills. Learning as it is about teachers learning, change when there is a change and skills for dealing with teachers' competence and its development. There were found five studies the studies related to the dealing with various kinds of teachers' experiences of work with refugees. This is a qualitative study using semi-structured interviews on 7 teachers. The results were analyzed through thematic analysis, where it conducted a content analysis. This study is based on the use of the abductive research method because this study need both inductive and deductive research method. The study result in four categories of competencies that teachers considered important in the work with refugees, Social Ability, plan and prioritize, flexibility and didactics. These categories have sub categories where the first had genuine interest and responsiveness, relationship-building and humility and understanding. The second have no subcategories while the third have Language Development and cultural competence, the fourth category have patience and clarity. These sub categories were determined based on the respondents answers, of being responsive and genuinely interested in the students' current situation and their background. Important is also to listen the similarities and differences in the groups and focus on the humanitarian aspect when working with students especially children refugee. Language and culture knowledge is as important to be able to convey knowledge. Respondents emphasize that there is often a lack of time and therefore it is important to plan so that the lesson is structured and prioritize so that everyone gets as much help. Important is also flexibility, because the class is dynamic and knowledge levels are uneven which requires continuous adaption.