The phrase "competence to use" is grammatically correct and can be used in written English.
It describes someone's ability or proficiency in utilizing something. Example: "The new employee demonstrated a strong competence to use the company's software, making her an asset to the team."
Give all school children their own personal flash drives as soon as they can demonstrate competence to use them.
Yet, these promises are fulfilled only to those with access and competence to use these new technologies.
Table 4 presents the main evidence gathered on the students on Social Sciences courses from the participating universities; the results show that students at Pablo de Olavide (UPO in the table) tend to feel insecure about their competence to use "digital cartography" and "university social networks", while UNED students stand out in their "competence in social networks" and use of "web browsers".
Three statements were constructed to cover this dimension and included the following: We have enough internal competence to use BIM; We have a good network of external actors who supports the use of BIM; and It is easy to implement and use BIM.
Considering that many consumer products in the EU contain chemicals that are harmful for human health or the environment, it is worrying that even in the present 'best-case' subgroups, there are a considerable number of persons who are not aware of this fact and do not have the competence to use the qualified risk communication tools appropriately.
Therefore, the conceptual competence to use a tool may have been present in the common primate ancestor, even though the use of tools may not have appeared until much later.
Along with the rapid increase in existing knowledge and the competences to use that knowledge, new challenges arise for generating innovation.
However, it is also being increasingly recognised from monitoring that teachers and trainers are an important key to unlocking the potential of ECVET, and that these, 'teachers and trainers need additional/special competences to use learning outcomes for teaching and assessing' (CEDEFOP 2014, p. 90).
ECSEL trains teachers how best to understand and promote their students' emotional competence, how to use appropriate tools and techniques, and how to increase teachers' understanding of their emotionality.
Without a solid understanding of how to interpret and build phylogenetic trees, students cannot advance their representational competence enough to use trees to reconstruct ancestral states (Perry et al. 2008) and other application tasks.
The results support our assumptions of positive relations between the two constructs, meaning that teachers who believe in their competences related to use of computers also emphasize developing their students' digital skills in their classroom more.
