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Also, having in mind the competence definition by Weinert (2001), we recall that competences are "cognitive abilities and skills which are available or trainable for individuals to solve specific problems".
It was recognised that this global competence definition reflects a continuum that ranges from low level concerns that are usually readily remediable, to extreme behavioural problems that encompass significant challenges for universities, at both policy and practice levels.
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21 The Observer OPTION consists of a set of competences, including problem definition, explaining legitimate choices, portraying options and communication risk, and conducting the decision process.
20 This may be a reflection of the ongoing debate surrounding the definition of competence and 'skill', 6 the methodological difficulties surrounding the monitoring and measurement of competence, 24 and the significant expenditure of time and resource required to collect and analyse competence data.
A widespread definition of competences by Weinert (2001) says that competences are "cognitive abilities and skills which are available or trainable for individuals to solve specific problems as well as associated motivational, volitional and social willingness and skills to use problem solving strategies successfully and responsibly in variable situations".
They were given a dictionary definition of "competence" (ready for "necessities and conveniences of life") and told not to worry about setting a high passing score because some day more students would meet it.
As these different approaches to competence indicate, understanding the definition of competence is highly complex, and therefore it has to be situated within the context.
Based on their definition, strategic competence consists of three main components: goal-setting, assessment, and planning.
In addition, the definition of competence used though overlapping with that used by Tuning, is however not identical.
According to the new Directive, a high level of competence and a clear definition of responsibilities and tasks among all professionals involved in medical exposure are fundamental to ensure adequate protection of patients undergoing medical radiodiagnostic and radiotherapeutic procedures.
It is proposed that the shift in the definition of competence and in the categorisation of learning outcomes should be taken into account in the formulation of new European curricula or the updating of present ones so that they may reference in a more direct manner to the levels of the European Qualifications Framework.
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