Prescribed medication order and communication skills.pptx
Competence and portfolios - OpenOffice
1. Competence & portfolios: how can we relate them? Simon Grant JISC Centre for Educational Technology and Interoperability Standards (CETIS) NORDLET 2009-09-18
104. EQF recognises “study situations”, but what exactly is competence in those situations?
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107. Later, is it e.g. about managing one's own time?
108.
109. Skill : the ability to apply knowledge and use know-how to complete tasks and solve problems ... skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments)
110. Competence : the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development ... described in terms of responsibility and autonomy
Many people have tried out different ways of analysing competence and competency. Knowledge, skills, attitudes is one, but the definition of attitudes is not very helpful. The European e-Competence Framework uses the following definitions: • Competence is defined as “a demonstrated ability to apply knowledge, skills and attitudes for achieving observable results”. Consequently, the related e-Competence descriptions embed and integrate knowledge, skills and attitudes. • Skill is defined as “ability to carry out managerial or technical tasks”. Managerial and technical skills are the components of competences and specify some core abilities which form a competence. • Attitude means in this context the “cognitive and relational capacity” (e.g. analysis capacity, synthesis capacity, flexibility, pragmatism...). If skills and knowledge are the components, attitudes are the glue, which keeps them together. • Knowledge represents the “set of know-what” (e.g. programming languages, design tools...) and can be described by operational descriptions.
And perhaps you can sense how the choice questions can easily range between choices with no ethical implications and ones with clear ethical implications.
Or maybe add bribery at the bottom. Again we can imagine choices ranging between non-ethical to deeply ethical.