Competence in Practice

A tanári pálya sok országban utánpótlási nehézségekkel küzd. A jelenség hátterében általában
társadalmi, gazdasági, oktatáspolitikai és oktatástechnológiai változások állnak. Mindezek
együttes hatására a tanári pályával szembeni elvárások is átalakulnak, fokozatosan
gyarapszanak. A növekvő elvárások új kihívások elé állítják a leendő pedagógusok pályaorientációjában,
felkészítésében és továbbképzésében érintett szakembereket. A tanári felkészültség
javítására irányuló törekvések többnyire új tudás- és szerepfelfogásra épülnek.
A pálya egyre inkább az egész életen át tartó tanulás képesség- és attitűdrendszereit igényli,
amelyeknek a tanári alapképzés csak az alapjait fektetheti le. Emiatt az egyes országok általában
arra törekszenek, hogy magas szintű szakmai támogatást nyújtsanak a pályakezdő tanárok
számára, karrierjük későbbi szakaszában pedig folyamatos lehetőséget és ösztönzést
kapjanak szakmai fejlődésükhöz (Teachers Matter, 2005). Mindez alapvetően új oktatáspolitikai
célok és eszközök kialakítását kívánja meg, melyek közé a pedagógusi kompetenciarendszerek
és sztenderdek kialakítása is tartozik.

One of the most important values of a medical practice is the human resource. Therefore, medical offices, smaller or larger, need to have some knowledge about human resource management. We also need to know and observe the development of medical education system because it prepares the professionals with whom we will inherently collaborate. The interest in what happens in medical education should not disappear once we have completed our vocational training. We need to be involved in developing regulations for the acquisition of new skills and the way they can be practiced safely.

Conference: 1st International Congress on Ethics in Science and TechnologyAt: Tehran, December 2017Volume: Published in abstracts of papers in 1st International Congress on Ethics in Science and Technology, Tehran, December 2017, p:421
Background and Objective: Moral competence is also part of the professional nursing competence, which is based on three structures of individual, educational and functional values. The aim of this study was to assess the moral competence of nurses working in educational hospitals in Guilan. Materials and Methods: This descriptive cross-sectional study was conducted on 230 nurses working in seven educational hospitals in Gilan which were selected by stratified random sampling. Data collection tool was a standard nursing ethics questionnaire. Data were analyzed by Spearman correlation coefficient using SPSS software and at significant level of 0.05. Results: The results showed that the average moral / legal competence of the nurses was 25.82 ± 4.19 (ranges 0 to 32) and in the five-level scale they were in fourth place, that is, the nurses were competent enough. There was a significant positive relationship between the moral / legal qualifications of nurses and age, marital status, overall work experience, and work experience in the current ward, and the average income. Also there is a significant negative relationship between the moral / legal qualifications of nurses and total working hours per month (p< 0.05). Conclusion: This study showed that the nurses had sufficient moral / legal qualifications. According to the findings, nursing managers should consider the positive factors related to competence development. Key words: moral / legal competence, nurse, educational hospital, Gilan

Dans les perspectives du constructivisme et de l’action située, une compétence se définit comme un pouvoir adaptatif à une famille de situations. Ce pouvoir adaptatif correspond à la réflexion en cours d’action et à la réflexion sur l’action. La réflexion en cours d’action renvoie à une conscience agissante qui opère en situation. La réflexion sur l’action renvoie à une conscience réflexive qui met à distance la situation d’action : elle opère hors situation. Le pouvoir adaptatif de la compétence est différencié en quatre pouvoirs : construire la situation, se positionner en situation, transformer la situation et prendre un recul réflexif. Les trois premiers pouvoirs relèvent de la réflexion en cours d’action et le quatrième de la réflexion sur l’action.

This is the final pre-publication version of the report published by the then English National Board for Nursing, Midwifery and Health Visitors.

It provides an insight into undertaking qualitative research in workplace settings.  Th substantive focus is on the experiences of practitioners reflecting upon issues of learning, competence and professional practice in a complex environment.

Expanding the quality of teaching competences in higher education is one of the most important topic in the process                                   
of creation educational policies. Universities in Bosnia and Herzegovina (BiH) consented the Bologna process                         
which had an intention to create the unique European system of higher education. This article is an attempt to                                   
present a situation in higher education with a constant need of developing teachers’ competences of academic                             
personnel. Enhancing the quality standards in higher education demands a continuous work on transformation of                           
current syllabus and working plans. Their correct appliance is the source for development of the educational policy                               
quality . One of the models of learning at working place and professional development of academic personnel was                               
the project Training of teachers and assistants at the University of Sarajevo for promotion of the Bologna process                                 
with an aim to improve quality of educational process. This project resulted with positive feedback showing that                               
learning at working place is applicable, needed and successfully accepted by the participants. The intention of this                               
paper is to present the current situation in higher education. T eachers’ competences are in the main focus. The                                 
quality of higher education relies upon quality of teaching skills. Therefore, learning at working place is one of the                                   
modes to enhance quality of teaching process and to raise teacher self-confidence and proficiency .
Key words: learning at working place, teaching competences, project, academic personnel

Effective health and safety training can contribute to a reduction of workplace accidents and assist employers to meet their health and safety legal obligations as prescribed by health and safety legislation. This paper considers the competency requirements for trainers of health and safety within the Australian Vocational Education and Training (VET) context from a standards perspective. Currently, there are not specific specified requirements for these trainers, but rather generic requirements that apply to all trainers in the VET sector. An interpretive qualitative method utilizing observations based on a review of a range of sources, including published research, standards documents, general internet sources and industry publications is applied such that the health and safety training practices and environments in the VET sector are explored and described. Health and safety training, in order to be effective, warrants careful attention to the training environment, the training practices implemented and the skills and knowledge of the trainer. The role of standards for health and safety training, with ANSI/ASSE Z490.1-2016 and CAN/CSA Z1001-18b provided as examples, is considered and a these standards provide a basis for a proposed standardization for health and safety training practitioners in the Australian VET system. The findings offer inclusion of a specific training and assessment unit of competency in the TAE Training and Education Training Package to address the specific requirements for safety trainers, which then be used as a benchmark in the VET sector and by employers and industry. The paper, in conclusion, posits that inconsistent training practices and trainer qualifications could be minimized by utilizing a national, consensus-based standard on the training practices in health and safety training, which can be achieved through a competency specification.

Que sont ces life skills apparues en 2000 dans le Cadre d’action de Dakar ? C’est pour tenter de répondre à cette question, laissée en suspend après quelques tentatives de conceptualisation, que cette étude passe en revue différents cadres théoriques tel celui du DeSeCo de l’OCDE puis revient à la définition même de la compétence. Elle arrive à la conclusion qu’il n’existe pas de compétences transversales, que la notion de compétence seule ne peut suffire à expliquer une action efficace et qu’il est par ailleurs difficile de définir des compétences vraiment universelles. Exemplifiés par la compétence « savoir se prémunir du VIH/SIDA », ces résultats expliquent pourquoi aucun travail conceptuel des « compétences de la vie » n’a été mené à bien, remettant au passage en question d’autres modèles de compétences plus élaborés. Quand bien même une telle modélisation serait possible, son utilité resterait à démontrer.

Mots-clés : life skills, compétences transversales/clés/génériques, VIH/SIDA.

The goal of this study is to enhance the competencies and performance of senior bookkeepers, thus further improve the performance of the government agency they are employed. This study aims to determine the level of competency and performance of the senior bookkeepers of a government agency and to determine the correlation of their competencies and performance. Descriptive-correlation and unstructured interview were adopted as the research designs of this study. A sample of 50 respondents, representing 68.49% of the total population of the senior bookkeepers of a government agency, were requested to answer three sets of validated researcher-made questionnaire. The data gathered were analyzed using the Minitab software at a 0.05 significance level.
Results showed that the respondents had a “high level” mean rating for basic competencies, and “very high level” for core competencies, with an overall mean rating for competencies of “very high level”. As for the performance, the findings showed a rating of “very high level” on both key result areas: the financial records and report, and the account tracking, which results to an overall mean rating of “very high level” on the performance. After examining the data with Pearson r correlation coefficient, the findings showed that there is positive low correlation of competency and performance of the respondents (r=0.168). However, with the p-value greater than 0.05, the null hypothesis has been accepted, which concludes that there is no significant correlation of competencies and performance of the senior bookkeepers of a government agency.
The findings of this study show implications that the senior bookkeepers could still perform well despite their minimal knowledge about the competencies of a senior bookkeeper, which reveals that there could have been a minimal effort on the dissemination about the specific competencies for the Senior Bookkeepers.




Keywords: Competency, Performance, Senior Bookkeepers, Government
Agency

Menurut etimologi kata "Pariwisata" diidentifikasikan dengan kata "travel" dalam bahasa inggris yang diartikan sebagai perjalanan yang dilakukan berkali-kali dari suatu tempat ke tempat lain. Atas dasar itu pula dengan melihat situasi dan kondisi saat ini pariwisata dapat diartikan sebagai suatu perjalanan terencana yang dilakukan dengan tujuan untuk mendapatkan kepuasan dan kesenangan (Sinaga, 2010:12). Sedangkan menurut Oka A. Yoeti (Irawan, 2010:11), menjelaskan bahwa kata pariwisata berasal dari bahasa sansekerta¸ yaitu "...pari yang berarti banyak, berkali-kali, berputar-putar, keliling, dan wisata yang berarti perjalanan atau bepergian. Dari pariwisata itu dibagi lagi menjadi beberapa bagian, dan salah satu contohnya adalah pariwisata sejarah atau heritage. Kartika, dkk (2017:35) memaparkan bahwa wisata heritage atau sejarah merupakan sebuah perjalanan yang dikemas dengan mengunjungi tempat yang dianggap mempunyai sejarah yang penting bagi sebuah daerah atau kota yang dapat menjadi daya tarik wisata. Studi tahun 2009 yang dilakukan oleh Mandala Research (Georgia, 2010 p.12) "The vast majority of these travelers (65%) say that they seek travel experiences where the "destination, its building and surroundings have retained their historic character". Dimana wisatawan lebih memilih melakukan pengalaman perjalanan dimana tetap memiliki karakter historis mereka. Kartika, dkk (2017:36) juga mengatakan bahwa pariwisata sejarah merupakan salah satu potensi yang dimiliki setiap daerah karena pada dasarnya setiap daerah memiliki sejarah budaya yang unik sehingga menjadi karakteristik yang berbeda dibandingkan dengan daerah lain. Sama halnya dengan sejarah dan budaya yang terdapat di provinsi Nusa Tenggara Timur

Penelitian ini bertujuan untuk mengetahui: (1) proses perolehan kompetensi melalui program PI di DUDI; dan (2) hasil perolehan kompetensi siswa setelah mengikuti program PI di DUDI
Penelitian ini menggunakan pendekatan kualitatif jenis studi kasus. Setting penelitian ini adalah di PT. JMI sebagai industri pasangan SMKN 2 Pengasih. Informan pada penelitian ini adalah pimpinan atau pemilik PT JMI, pembimbing industri, pembimbing siswa dari sekolah, dan siswa peserta PI. Pengumpulan data melalui observasi, wawancara mendalam dan studi dokumentasi. Teknik analisis data mengacu pada analisis model interaktif Miles & Huberman, meliputi pengumpulan data, data condensation, penyajian data, verifikasi, dan penarikan kesimpulan.
Hasil penelitian ini menunjukkan bahwa proses perolehan kompetensi TIK dalam program PI adalah: (1) proses perolehan kompetensi di tempat industri, meliputi: (a) melalui pengamatan dan mendengarkan, (b) belajar sambil menyelesaikan tugas (learning by doing) dan mengikuti aktivitas kerja, (c) belajar melalui pengalaman, (d) belajar memecahkan masalah, (e) belajar melalui kondisi lingkungan kerja, (f) belajar mandiri, dan (g) belajar secara terus menerus dan diulang-ulang; dan (2) hasil perolehan kompetensi siswa setelah mengikuti program PI yaitu mampu menunjukkan perkembangan kognitif, afektif, dan psikomotorik yang dapat dideskripsikan antara lain: pengetahuan terkait dunia kerja, keterampilan kerja, kemampuan menyelesaikan pekerjaan, dan sikap yang berkaitan dengan DUDI.

Kata Kunci: proses perolehan kompetensi, hasil perolehan kompetensi, Program PI, pembelajaran di DUDI, TIK.

Up to 96% of newly qualified doctors fail one or more clinical procedure tests. Their entrance into work in hospitals has been associated with significant reductions in patient safety and an increase in patient mortality. Curriculum changes offer one solution. Another solution is the introduction of clinical skills inductions (orientations) before doctors’ first day at work; the failure rate for one or more clinical tests can be reduced from 96% of new doctors to 27% after just a 5-day experimental induction. Experiments reported in the literature showed improvements in new doctors’ competence at intravenous line insertion and taking blood after a 5-day or 2-week induction, intravenous drug administration after a 5-day induction, certifying death, prescribing and out-of-hours tasks after a 2-week induction, and lumbar puncture and spirometry after a 1-day induction. Examined performance after a 5-day induction also showed improved objective structured clinical examination (OSCE) scores on blood pressure, cannulation, venepuncture and catheterisation. There is therefore value in scheduling inductions before doctors report for their first day on the job.

The concept of competence has gained a lot of attention during the last decades. Some scholars have been wondering whether we need the concept at all, because the vocabulary to describe, plan, implement and evaluate (vocational) education and  raining would be sufficient, others did not see much proliferation of the concept, and still others were thinking
competence development was difficult to measure. Many of these judgements depend on the context in which the scepticists are working. When one is focused on the concept of
competence in education and training and its application in practice it is hard to avoid it, at least in Europe. Let me describe what happened during my travels to and from Thessaloniki
when I had the opportunity to stay at Cedefop for the academic year 2004-2005. On a mountain road, the SR 48, through the Dolomites near Cortina d’Ampezzo I bumped into a traffic sign with the words ‘tratta di competenza’. When I went on one of my missions from Thessaloniki to Wageningen with a car rented at the airport of Cologne, the first thing I saw
was a car with a German plate, beneath which I read the advertorial text: ‘Kompetenz für Volkswagen’. And only a bit further I overtook a lorry on which I read in huge characters:
‘Kompetenz für Gemüse’ (competence for vegetables).

What does good operational research (OR) practice mean, and what can critical systems thinking (CST) do for it? This two-part essay proposes new answers to both questions. Part 1 first reviews the idea and history of systems thinking in OR, as a basis for properly situating CST within OR. It then offers a comparative, non-partisan account of the two strands of CST, critical systems heuristics (CSH) and total systems intervention (TSI), and identifies their combined potential in an ability to enhance the contextual sophistication of OR. The prevalent but inaccurate notion of the history of OR as a linear evolution from ‘hard’ to ‘soft’ and ‘critical’ systems thinking is replaced by an integrated perspective of OR as applied systems thinking.

The concept of competence gives rise to a large number of contributions, focusing inter alia on the need to clearly define the concept, which is so commonly used that it would run the risk of be emptied of its substance. The term competence seems, indeed, employed in very diverse contexts and with different meanings. Since the beginning of the 1990s, several authors in the field of human resource management offer an effort of synthesis from several different definitions in order to propose a unified conceptual framework, rigorously defined. The approach taken here is to render the definitions and issues of competence after focusing instead on irreducible differences rather than on commonalities. The underlying assumption is that the "disorder" observed in the language and in companies does not necessarily means a conceptual vacuum, but also that, born and used in different contexts, the word 'competence' does refer to issues specific to these contexts. These scientific issues are often not apparent in contributions that attempt to put the different definitions in perspective. Without claiming to be exhaustive, we present a number of definitions and issues of the term of competence in several scientific disciplines-ergonomics, psychology, linguistics, management – in France and the USA, why these contexts appeared (to fill what scientific gap ?)-as well as their implications for companies.

Las competencias ejecutivas se refieren al conjunto de conocimientos, habilidades, destrezas y actitudes que son aplicados por los colaboradores en el desempeño de su cargo u ocupación; esto en correspondencia con el principio de idoneidad demostrada y los aspectos técnicos, productivos y de servicio requeridos, así como los estándares de calidad, productividad y competitividad, que se exigen para el adecuado desenvolvimiento de sus funciones.

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Over the past few years, individual competencies for sustainability have received a lot of attention in the educational, sustainability and business administration literature. In this article, we explore the meaning of two rather new and unfamiliar moral competencies in the field of corporate sustainability: normative competence and action competence. Because sustainability can be seen as a highly complex or ‘wicked’ problem, it is unclear what ‘normativity’ in the normative competence and ‘responsible action’ in the action competence actually mean. In this article, we raise the question how both these moral competencies have to be understood and how they are related to each other. We argue for a virtue ethics perspective on both moral competencies, because this perspective is able to take the wickedness of sustainability into account. It turns out that virtue ethics enables us to conceptualize normative competence and action competence as two aspects of one virtuous competence for sustainability

OR interventions involve the deployment of three core competences: (1) conducting analysis, (2) managing the process of intervention, and (3) understanding context. The nature of these competences is reasonably well understood in terms of traditional interventions but problem structuring methods (PSMs) make additional demands on practitioners. PSMs are designed to help the OR consultant structure an intervention in which actors relevant to the situation engage in interpreting the context, do some qualitative analysis, debate the issues, and agree some future actions. The OR consultant is required to master the methods, design the intervention, facilitate the set pieces such as workshops, and manage the process overall. The paper considers the burgeoning literature on the competences required to deploy PSMs. It is concluded that these competences can be considered under the same broad headings as those for traditional OR, but the skills and the process of obtaining them make new demands. An enhanced schema of OR competence is developed and its application in education and practice is suggested.

Social mobility has been widely studied in Hungarian and international researches (Bourdieu
1983, Róbert 2000, Andorka 2006), and it is often achieved by education (Castellos–Doménech
2002). This explains why it is vital to examine how different social classes have access to
education. To promote mobility, many countries have introduced changes to help the integration
of disadvantaged people, as well as providing access them to higher education and
qualifications (Maras 2007, Neumann et al. 2009, Braconier 2012). In Hungary quality
education is selective and closed. According to PISA data, Hungary has the highest selectin in
education based on family background (Csapó et al. 2009), which is related to the fact that
schools with higher family background are better-endowed and have more adequate facilities
(Széll 2014, Bacskai 2015), which also hinders the social mobility of the disadvantaged
students. It causes further difficulties that most of them live in regions where the access to
education is limited (Forray R. 2011). A region’s social-economic development does affect
students’ academic performance and opportunities of further education (Bratti et al. 2007,
Polónyi 2012).
The aim of our research is to compare disadvantaged students with non-disadvantaged
students in secondary and tertiary education. In the dissertation we analyse the regional
differences in academic performance, the characteristics of the students, teachers and their
schools of both groups. In tertiary education we study students’ choice of study field and higher
institution, as well as the small regions of the disadvantaged students admitted to university.
Finally, we explore the characteristics of the secondary schools, which the disadvantaged
students attended.
Our research has made of use of three databases, two of which were completed: in 2012,
grade 10, National Competency Results (NCR), its student, school and institution-based
databases, as well as the University Admission database (UA) are also complete and whole. The
third database involves the results of the questionnaires filled in by the students at University of
Debrecen, focusing on the factors affecting the choice of an institute. The NCR databases were
unified along with certain variables, thus we managed to order the institutional data to each and
every student, which enabled a complete and whole examination. We created further variables
in the unified database to facilitate analyses. Based on the law in 2013 we determined the
variable of disadvantaged. During our statistical analyses we applied SPSS, two and multiple
dimensional crosstabs, ANOVA analyses, correlation and cluster analyses. The regional data
were examined on small-regional scale, we used MapInfo and grouped the small regions
(subregions) into equal categories, rarely creating a new, unique one.
The findings of the dissertation established the argument that the Hungarian Education
system is selective based on family background and it does not encourage social mobility.
Furthermore, it is evident that the social and economic environment influences the academic
performances of the students, since disadvantaged students do not perform poorly and worse
than non-disadvantaged students everywhere in the country. The expected value is a new
analytical method in the Hungarian educational research, and we conducted the analyses of the
regional differences in the values for the first time. The analyses proved that the differences
displayed in competency test-results reflect the increasing differences in the country. We
studied the competency test-results and the characteristics of the schools at the level of students,
which is a novelty compared to previous studies. Religious secondary schools have a more
selective admission policy; however, their students succeed at higher education entrance exams.
Another new aspect of the dissertation is that we have proven with the help of a national
database that the choice of the university and the study-field is different between the
disadvantaged and the non-disadvantaged groups, and we highlighted the different characteristics of the students at University of Debrecen. The dissertation examined the
secondary schools of the successfully admitted students and we claimed that the admission
process of the tertiary education resulted in a more homogenous student composition since the
secondary school results of the university students were closer to each other.

How can we develop competence in research and professional practice? This essay tries to answer the question from the perspective of critical systems thinking, that is, through an approach that aims to promote reflective research and practice. The paper is written for research students and practitioners in different professional fields. It addresses them in a direct and personal way.

Note: This article is a considerably expanded version of the Lincoln School of Management Working Paper No. 22 of June 1998 (also available in this site).
A further-expanded and updated version was prepared for Ulrich's Bimonthly, July-August 2017 (Vol. 15, No. 4, 28 August 2017) and is equally available in the Academia.edu site, see Section "Philosophy for Professionals – on Good practice," entry "Ulrich, W. (2017)".

There are bad movies, and there are movies that are so bad that they are good. So-called good bad movies have received a lot of attention from critics and moviegoers in recent years. Many people, including those with good taste, are willing to invest their time and resources in watching and discussing them. In this paper, I will argue that the fact that aesthetically competent consumers of cinema are engaging with good bad movies challenges an intuitive assumption according to which a film merits appreciation qua film only if it manifests artistic competence. I will argue that we should weaken this assumption. Good bad movies do merit appreciation because they are unique in instantiating artistic possibilities that are out of reach of competent filmmakers. I conclude the paper by comparing and contrasting my account with a recent view of good bad art, suggested by John Dyck and Matt Johnson.

How can critical systems thinking (CST) strengthen the competence profile of professionals? Considering the examples of operational research, policy analysis, and process consultation, and moving beyond the view developed in Part 1 of professional practice as applied systems thinking, an argumentation-theoretical turn of the understanding of professional competence is suggested. It yields an integrated perspective of competence in terms of systems thinking and argumentative practice, in which CST finds a systematic place.

This entry on "Critical systems thinking" (CST), prepared for a major encyclopedia in the field of Operations Research and Management Science, offers a non-partisan, comparative account of CST's two major strands, CSH and TSI. A new, integrative understanding of CST emerges in which both strands, although in different ways, focus on enhancing the contextual sophistication of professionals.

Resumen
La intención de este trabajo es repensar la educación a la luz de los sacrificios humanos. La teoría mimética, propuesta por René Girard, ofrece una explicación sobre la violencia que retrotrae el sacrificio hacia su origen, siempre arribando al reconocimiento del carácter imitativo del deseo humano. El primer capítulo presenta la teoría mimética a partir de los principales elementos conceptuales de su doctrina. Una vez expuesta, en sus rasgos generales, la teoría mimética, se argumentará que el bullying, como Dan Olweus lo define y describe, no es sino otra instancia del mecanismo del chivo expiatorio, en el contexto escolar.
En el segundo capítulo, se presentan los resultados de un estudio realizado en el contexto de una intervención educativa llevada a cabo en dos bachilleratos de la delegación Santa Rosa Jáuregui, Querétaro, Qro, uno orientado al desarrollo de competencias técnicas y científicas y el otro a competencias humanísticas y artísticas. Se midieron la incidencia del bullying escolar con el Cuestionario de víctimas y agresores desarrollado por Dan Olweus y la percepción que tienen los alumnos de la violencia en la localidad, una de las más inseguras del estado. Los resultados establecen una correlación entre la disminución de fenómenos de violencia colectiva y la educación estética y del pensamiento crítico, entre otros factores.
En el tercer capítulo, se lleva a cabo una «peregrinación hacia las fuentes» de la teoría mimética: la República de Platón y la Poética de Aristóteles, según algunos teóricos, los primeros trazos de una teoría filosófica de la acción humana, de la mano de la teología; así surge la estética.
En el cuarto capítulo, introducimos a Kant y a Hegel a la conversación para determinar en qué consista el genio, a quienes oponemos el «deseo mimético» de Girard y la «angustia de la influencia», de Harold Bloom, para revelar los secretos del genio, ocultos a Kant, y replantear la cuestión de la libertad, no desde la autonomía, sino desde la interdependencia.
A continuación, se evalúa el abordaje de la educación por competencias, el modelo educativo hegemónico de nuestro tiempo, en relación a su promoción integral de las capacidades humanas. Aquí se comprende la doctrina de las competencias a la luz de la teoría de las capacidades propuesta por Amartya Sen y Martha Nussbaum, entre otros. Se entra en diálogo con algunos de los argumentos mediante los cuales se promueven la crítica y el arte con miras a una educación integral para el desarrollo de todas las capacidades de todos y el papel que juegan estas cuestiones, sólo aparentemente inútiles, en la viabilidad de la democracia.
Finalmente, en el último capítulo, se aborda la comprensión de Nietzsche sobre el sacrificio y la posibilidad de repensar la teodicea, a la luz del conocimiento sobre el martirio que Nietzsche aporta en contraste con las demandas del sistema kantiano, quien traslada los problemas centrales de la metafísica tradicional al ámbito de la razón práctica. ¿Qué puede y qué debe decir la educación laica sobre el bien, si, aparentemente, ya no puede apelar a revelaciones religiosos para representárselo?

(Palabras clave: Aristóteles, arte, bullying, chivo expiatorio, educación para la paz, educación por competencias, empatía, Friedrich Nietzsche, estética, libertad, Martha Nussbaum, mimesis, novela, sacrificio, poesía, Platón, René Girard, teoría mimética, teoría de las capacidades, tragedia, violencia).



Abstract
Mimetic Theory, as stated by René Girard, offers a kind of explanation of sacrificial violence that tracks it back to its origin in mimetic desire. The first chapter introduces Mimetic Theory by dealing with its fundamental conceptual elements. Next, bullying, as correctly described by Dan Olweus, is regarded as nothing more than a scapegoat mechanism.
The second chapter shows the results of an intervention which took place in two high schools of Santa Rosa Jauregui, Querétaro, Qro. This community was chosen to work with because of the great insecurity that it must overcome. While one of the high schools is based in the competence model, which promotes a mostly technical and scientific education, the other, which also adopted the competence model, emphasizes the development of critical thinking, arts and humanities. In conclusion, a correlation was stablished between esthetical education and critical thinking, and the decrease of collective violence phenomena.
The third chapter is a «peregrination towards the roots» of Mimetic Theory: Plato’s Republic and Aristotle’s Politics –according to some scholars, these are the first traces of a philosophical theory of action, in close relation to Theology, Art and Education. Esthetics derive from that discussion.
  The fourth chapter invites Kant and Hegel to the conversation, to define genius. To their view, we oppose that of «mimetic desire», of Girard, and the «anguish of influence» of Harold Bloom. They reveal us the secrets of genius, hidden to Kant, and thus we can rethink freedom from the point of view of interdependence, rather than from autonomy.
Afterwards, follows an evaluation of the competence based education model, the hegemonic educational model of our time, in relation to the integral promotion of that what makes us human. Theory of capabilities, as proposed by Martha Nussbaum and Amartya Sen, is approached as a broader and more integral realization of competences, to which capabilities offer a frame in which ethical experience is better mirrored and the openness to transcendence and human realization are sought. A dialogue is stablished with their arguments in favor of esthetic and critical education: tries to accomplish an integral education for the entire person of every person: (all of the) capabilities of every person.
Finally, the last chapter deals with Nietzsche’s comprehension of the sacred and sacrifice and tries to sketch a possible Philosophy of God in light of the knowledge on martyrdom of Nietzsche in contrast with Kantian demand to transfer the problem of God from Metaphysics to Ethics.  What may and must lay education say on sacrifice, now that, apparently, it can not appeal to religious revelations to represent what is good?

(Keywords: Aristotle, art, bullying, competence based model, scape goat, education towards peace, Esthetics, freedom, Friedrich Nietzsche, Martha Nussbaum, mimesis, mimetic theory, novel, sacrifice, René Girard, capabilities approach, tragedy, violence).

Der Aufsatz verfolgt das Ziel, einen theoretischen und empirischen Beitrag zur Soziologie der Kompetenz zu leisten. In Auseinandersetzung mit praxistheoretischen Ansätzen wird argumentiert, dass sich Prozesse der Kompetenzproduktion nicht in einem Demonstrieren körperlicher Fertigkeiten erschöpfen. Sie beruhen vielmehr auch darauf, dass das Tun im Hinblick auf seine normative Angemessenheit beurteilt wird. Das Potenzial einer solchen Perspektivierung wird zunächst anhand körper- und sportsoziologischer Studien vorgeführt. Diese fokussieren allerdings zumeist auf Tätigkeiten, in denen die Kompetenzproduktion primär bei den kommunikativen Dimensionen sozialer Praktiken ansetzt: Kompetenz wird gezeigt. Die Atemarbeit, eine körperorientierte Therapie- und Selbsterfahrungspraktik, stellt vor diesem Hintergrund einen theoretisch instruktiven Kontrastfall dar. Sie zeichnet sich durch Bewegungsarmut und eine Kultivierung leiblicher Selbstbezüglichkeit aus. Es gerät eine alternative Form der Kompetenzproduktion in den Blick, die gleichsam an den Rändern des Kommunikativen operiert: Kompetenz wird erspürt. / The paper provides a theoretical and empirical contribution to the sociology of competence. Building on practice theory approaches, it is argued that the enactment of competence is not limited to the demonstration of bodily skills. Rather, it is also based on an evaluation of practice with regard to its normative appropriateness. The analytic potential of such a theoretical approach is subsequently demonstrated by reference to studies in the sociology of the body and sports. These, however, mostly focus on activities in which competence production primarily concerns the communicative aspects of social practices: competence is displayed. Against this background, a contrasting empirical case is presented: breathwork, a body-oriented therapy and self-experience practice which is characterized by a lack of movement and the cultivation of bodily self-awareness. Thus, an alternative form of competence production that operates at the margins of communication comes into view: felt competence.

Résumé 
Le cognitivisme localise les phénomènes mentaux (conscience, connaissances, émotions, etc.) dans le cerveau-esprit dans lequel fonctionne une compétence (= savoir agir) qui mobilise ou transfère d’une situation à l’autre les savoirs qui y sont emmagasinés. Dans cette perspective, une personne compétente se comprend par le cumul de savoirs et de compétences décontextualisés. Par contraste, la perspective de l’énaction localise les phénomènes mentaux dans l’entièreté de la personne en action et en situation (PAS), .i.e. dans l’agir réel de la personne en contexte réel. La compétence se comprend alors comme un agir réel qui est à la fois corporel, intentionnel, mental, spatio-temporel, situationnel et dont les fonctions essentielles sont : se disposer, se situer, se positionner et (se) réaliser. Nous argumentons que l’agir réel, qui fonctionne et se développe en situation, traduit mieux ce qu’est une personne compétente que les savoirs et compétences qu’elle accumulerait hors situation. 
Mots-clés : compétence, énaction, action, agir, situation 

Abstract 
Cognitivism locates mental phenomena (consciousness, knowledge, emotions, etc.) in the brain mind, where competence (knowing how to act) is understood to function by mobilizing or transferring, from one situation to another, the knowledge stored therein. From this perspective, a person is deemed competent by virtue of the knowledge and decontextualized competences he/she has accumulated.  By contrast, the perspective offered by enaction locates mental phenomena within the totality of the person in action and in situation (PAS), that is, in the person acting in a real context. Here, competence is understood as real action, which is at once physical, intentional, mental, spatio-temporal, and situational, and the main functions of which are: to dispose oneself, to situate oneself, to position oneself, and to realize (oneself). We argue that real action, which functions and develops in situation, better captures the essence of a competent person than a list of the knowledge and competences he/she has accumulated outside of any concrete situation. 
Key words : Competence, enaction, action, acting, situation 

Resumen 
El cognitivismo localiza los fenómenos mentales (conciencia, conocimientos, emociones, etc.) en el Cerebro Mente a partir de donde la competencia (= saber actuar) moviliza o transfiere, de
una situación a la otra, los conocimientos que están almacenados allí. En esta perspectiva, una persona es considerada competente en virtud de la acumulación de conocimientos y competencias aprendidos de manera descontextualiza. Por el contrario, la perspectiva de la enacción localiza los fenómenos mentales en la totalidad de la persona en acción y en situación (PAS), i.e. en el actuar de la persona en un contexto real. Entonces, la competencia esta conceptualizada como un actuar real que es a la vez corporal, mental, espaciotemporal, intencional, situacional y cuyas principales funciones son: disponerse, situarse, posicionarse, y realizar(se). Se argumenta que el actuar real, el cual opera y se desarrolla en situación, refleja mejor lo que es una persona competente que los conocimientos y competencias que ella acumula fuera situación. 
Palabras clave: Competencia, enacción, acción, actuar, situación

A discussion of the nature of systemic research for research students and professionals who wish to develop their personal notion of competence.

The discussion originates in a seminar with research students and staff of the Lincoln School of Management in Lincoln, UK, on the topic of how we can develop competence in (systemic) research. With the present publication, the author hopes to offer some help to readers who seek orientation in formulating or advancing their understanding of research (e.g., their dissertation project) or who wish to clarify their notion of professional competence.

Slightly rev. postpublication version of 6 April 2017, prepared for Academia.edu (first digital version).

Note: A considerably expanded version of this Working Paper appeared under the title "The quest for competence in systemic research and practice" in Systems Research and Behavioral Science, Vol. 18, No. 1, 2001, pp. 3-28. A further expanded and updated version was prepared for Ulrich's Bimonthly, July-August 2017 (Vol. 15, No. 4, 28 August 2017) and is equally available in the Academia.edu site, see Section "Philosophy for Professionals – on Good practice," entries "Ulrich, W. (2017)".

Professional and practice-based learning is a process which manifests itself in many different forms. It differs by personal characteristics of the learners, levels of their professions, fields of practice, intentionality of their learning, and formalisation of the learning activities. Notions of competence have entered this diverse practice in many ways. The question is whether conceptions of professional competence have helped the practice of professional and practice-based learning. In this chapter it is argued that this is indeed the case. Although various attempts to implement competence-based professional learning programmes were heavily criticized, later developments in competence theory and research gave new insights which emphasized the integrative meaning of competence within professional practice. It helped in mapping professional fields from a domain-specific as well as a generic behavioural perspective. This chapter goes into the roots of the competence movement, and evaluates the contributions of these to the field of professional and practice-based learning. This is further illustrated with examples of different professions in which competence models have been and still are an effective means to map requirements for professional practice and to guide the evaluation and development of professional and practice-based learning programmes. What worked and did not work is then explained by distinguishing three approaches of conceptualizing competence which have been used in different contexts, and which have wide implications for professional and practice-based learning. The chapter concludes with the claim that current competence conceptions help mapping, focusing and assessing professional and practice-based learning.

Can systems thinking remedy the difficulties of ecological thinking? A discussion of the need for a new, critically normative concept of ecology, and at the same time an introduction to critical systems heuristics (CSH) as a framework for reflective practice.

To enable a more effective process of learning and teaching, the pedagogic research and many educational institutions suggest an approach by competence. This approach is not yet widespread in the classes of Computer Science. This paper describes a study on Computer Science competences in Italian secondary schools. The study is the first step of an ongoing research project, whose goal is to develop an environment for the support of teaching by competences. To this end, a survey was run to gather data about the adoption of the competence approach in Italian secondary schools, among Computer Science teachers of 11 to 13 grade classes. The survey results are illustrated in the paper, along with the work-plan for developing the further steps of the research.

The importance of listening skills in the learning of French Language cannot be over emphasized. Listening skills plays a vital role in the development of French Language and also abilities of the students. It has social, political, economic and personal values in modern world. With ever increasing technological advancement, more occupations require high level of specialized training for which listening ability is an essential component. Considering the prevailing fallen standard of education and the quality of French Language teaching in our schools, this paper examines the effectiveness of teaching this important skill in Nigeria with special references to some selected secondary schools in Sokoto State.

This paper examines the competences that the employers in the logistics and supply chain management (SCM) field require most from employees in the Republic of Serbia. To reveal these competences, we conducted the study of online advertisements of logistics and SCM jobs published in the renowned national job portal Infostud. We used a deductive content analysis and related quantitative indicators to process and analyse the data. The results, among other conclusions, indicate the most required professional and fundamental competences from the logistics and supply chain managers in the Republic of Serbia. When the results of this study are compared with several earlier studies done in the US, the Great Britain and Germany, some similarities between these empirically obtained results are found. Several recommendations for educators that intend to improve study programmes and plans in the field of logistics and SCM are also offered. The results of this study can be valuable to interested educators, to individuals who are interested in logistics and supply chain career development, to human resource managers who are recruiting candidates for these jobs, and to others interested parties.

This study focuses on the concept of translation competence, which develops further with
professionalization following the translation education and evolves into the concept of translator
competence in practice. For this purpose, the word “competence” was first defined from different
perspectives and the synonyms of the term were explained. After that, the linguistic competence,
used first by Noam Chomsky, was discussed. Because one of the main components of the translation
competence is the linguistic competence. At a time when classical approaches dealt with translation
as a mere linguistic transfer, the linguistic competence was considered sufficient to explain the
translation. And the translation activity was, therefore, regarded as a sub-branch of Applied
Linguistics. But at a time when the demand for translation has been constantly growing in a
globalized world, it is obvious that the phenomenon of language alone is not enough to explain
translation. In order to meet economic, global, social and cultural needs of the target audience,
different competences have also begun to take part under the translation performance. The most
important of these is by far the cultural competence. Because the translator cannot make an
adequate and acceptable levels of translation, which are Toury's initial norms, without knowing the
source culture very well and by ignoring the expectations of the target culture. The concept of
culture is then necessary in terms of empathy with both the source and the target reader. For
example, a word can have multiple connotations other than its denotative meaning and what is
expected of translation may be one of the most distant connotative meanings of the word. In this
respect, it is important to recognize the culture in finding a translation equivalent. In addition, in
today's approaches and in terms of the market expectations, even the cultural competence has
started to be not enough to explain the translation action. Then it can be asserted that translation
competence can no longer be explained only by linguistic and cultural competences. New subcompetences brought by market driven needs like the increasing necessity of the use of modern
technologies in the translation process have also begun to be among the important components of
the translation competence. How can a translator gain all these? First of all, in order to successfully
overcome the translation process, the translator as well as gaining an expertise in the subject area,
must also have a meta perspective of the translation process and internalize the theoretical
infrastructure that explains the translation competence. This is also possible with a good translation
education2 which is guiding and inspiring. In fact, all kinds of theoretical knowledge and
components learned by prospective translators towards enhancing translation competence which is
constantly supported by translation assignments throughout the translation education are put into practice more intensively after graduation, allowing the translation competence to cross existing
boundaries and to turn this concept into the translator competence at the end. In this case, a
translation pedagogy which can be useful in practice among existing translation
theories/approaches for prospective translators should be adopted, and this pedagogy should be
organized in such a way as to enable translation students to be able to create a self-guiding model of
education by translation instructors. In this way, translation students can develop their translation
performance. Last but not least, it is thought that this study will also be useful to show how
prospective translators will make their declarative information procedural at the end.
Keywords: Translation performance, translation competence, translator competence, linguistic
competence, cultural competence, sub-competences in translati

Apresenta-se uma cartografia de controversias abordando a argumentacao de alunos de Licenciatura em Ciencias de uma universidade de Sao Paulo sobre adocao de jogos eletronicos como recurso pedagogico destacando e discutindo as tensoes e contradicoes encontradas entre o que esses games propoem como acao do jogador e as competencias que o aluno/jogador desenvolve. A partir da analise dos textos dos alunos mapeamos controversias importantes que dificultam a adocao de games como recurso: ter que mostrar seriedade; a questao do “uso” e do enquadramento aos tempos formais da escola; o risco da reducao da complexidade vivencial dos games e outros. Apresentando assim uma resistencia a modelos mais investigativos e de construcao de conhecimento que para emergir, precisa superar e os limites impostos por modelos conteudistas e ate comportamentais que ainda sao muito vigentes.

In  the  knowledge-based  economy,  the  role  of  human  resources  is strengthened,  which  also  determines  competitiveness.  The  competitive advantage of developed countries is characterized by the ability to produce and utilize of knowledge (Rechnitzer, 2008). Therefore, every job seeks to attract and retain the excellent workforce. The required competences in selection for the job position are determined by competence matrix within the competence assessment system. In the assessment,  an  expert  knows  the  responsibilities  and  tasks  of  a  given position to determine the required competences for the optimal level of execution in that role. The competence matrix can easily determine whether the athlete or employee is fit for the position. The Matrix allows an efficient comparison  of  the  performance  potential  of  each  candidate  to  help  the selection process. In  our  research,  we  strive  to  explore  the  relationship  between  the competences  created  during  the  sport  and  the  competency  profiles expected by the workplaces and how much the HR design plays with the use of those with an athletic background. We can enhance the success of athletes in the civilian life by creating a regional  model  for  aligning  local  sports  policies  with  corporate  HR considerations. Research has an innovative direction to reveal the "soft" factors of corporate management and the synergy of social values of sport. One  of  the  outstanding  target  groups  of  human  resources  -  with  its outstandingly  developed  competencies  in  sport  -  is the  athlete  who
promotes  the  development  of  athlete's  dual  career  pathway  and  thus enriches human capital at enterprise and regional level.

Although focusing on nursing and midwifery, this chapter has relevance for any workplace based learning for any profession.  The broad theme is that of the reflective practitioner.  It provides a model derived from close observation of professionals informing their decision making in the workplace.

Dans ce mémoire, l’Auteur s’intéresse à la notion de compétence et plus spécifiquement à la gestion des compétences dans une organisation publique.

L’analyse concerne l’emploi de Gestionnaire au sein du Rectorat de l’Académie de Toulouse et se base sur la méthodologie d’Analyse Des Activités et des Compétences (ADAC©) élaborée en 1990 par le centre FFPS (Fonction Formation et Prévision sociale).

Au terme de cette analyse une présentation de l’emploi, basée sur le référentiel d’Activité et de Compétences d’Emploi construit par l’Auteur, permet de déterminer si l’ensemble des postes observés constituent un seul et même emploi ou si à l’inverse elles font appel à des compétences trop différentes.

Cette analyse permettra en outre de proposer des préconisations dans l’objectif de développer la mobilité professionnelle des agents dans un environnement de travail en changement.