Sentence examples for competencies to design from inspiring English sources

Although professionalism and ethics represent required competencies, they are more challenging than other competencies to design a curriculum for and teach.

We made the assumption that the banks have been very successful in recruiting very best of intellectual graduates with high IQ levels, they have the competencies to design complex financial strategies and models that proves to be very attractive to the financial world.

This special issue presents seven articles dealing with Web-enhanced higher education from the competencies needed to design and develop it to the ways in which its use can best be evaluated and the barriers to its implementation.

Cities can work with local universities or other academic institutions to design DRL competencies and provide the DRL-based training.

The paper A systemic-interactionist model to design a competency-based curriculum presents a theoretical model for the competence development in school.

Assessment does not consist of applying individual methods to measure the performance, what matters is to design a competency-based integral educational project where assessment is the driver of learning, a guarantee of patient safety and, ultimately, a moral act.

Against this background, we have identified five key competencies that might support the relevance and scope of urban (Alaily-Mattar and Thierstein, [2014]) (Figure 1). Figure 1 Five complementing competencies to urban design.

The Dutch Society of Obstetrics and Gynaecology has been at the forefront of the movement to design and implement competency-based training for obstetrics and gynaecology.

Many industrialized countries such as Australia, Great Britain, New Zealand, and the US have implemented reforms for engineering education in K-12 schools to promote technological literacy as well as competencies to create and evaluate design solutions (Cajas 2001; Lachapelle and Cunningham 2014).

7 The set of competencies was designed to describe the skills, knowledge, and attitudes required to address clinical and translational research.

The core competencies were designed to guide skill development in professionals that work with youth from birth to age 14 and up to age 16 for youth with special needs (MDEECC 2010).