Sentence examples for highest competencies from inspiring English sources

In accordance with previous studies indicating a high degree of satisfaction with tooth extraction services amongst the Tanzanian population [ 32, 37], practitioners correspondingly reported highest competencies in this skill.

For level 3, diabetes complications or events, highest competency requirements related to psychological care, home nursing, lower-limb care, diabetes education, and exercise prescription and management.

What this might mean for the composition of the primary care team is reported in Table 3, based on mapping of competencies onto occupations, reflecting the highest competency level implied by the educational objectives of current undergraduate training in Australia.

The findings showed that PharmD graduates reported the highest competency in acute care, medication reconciliation and primary care services, whereas PSc-BPharm graduates reported more competence in consumer health protection than PharmD and PC-BPharm graduates [ 6].

However vocational tertiary qualifications consistently go along with higher competencies than vocational upper secondary ones.

Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of 'higher education entails higher competencies'.

Finally, the assessment is also language based so that respondents completing it in their native (and thus likely most proficient) language are expected to show higher competencies in literacy measured in this language.

Maehler et al. (2013) report competency by detailed education categories for Germany, finding that on average, individuals with vocational tertiary education achieve lower competency levels than individuals with general upper secondary education, contradicting the general finding of higher competencies at higher education levels found using broad education categories.

According to this model, the different ISCED categories follow the same order in most countries, meaning that higher level educational qualifications are associated with higher literacy skills, and within ISCED levels, non-vocational education is usually associated with higher competencies than vocational education.

Those risks with low probability (because of the high competencies or resources needed to plan and execute an attack, historical trends, or incidents that go beyond our imagination) and high impact (because they generate terror, casualties, or dangers) are what we call "wild cards".

This 6-year programme would give us higher competencies".