Modèles de gestion des compétences en Europe

Hondeghem, Annie; Horton, Sylvia; Scheepers, Sarah

doi:10.3917/rfap.116.0561

Cited by 11 publications

(7 citation statements)

References 3 publications

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“…Pourquoi cette grille de compétences a-t-elle été adoptée par les Nations Unies ? Dans la littérature en administration publique, on affirme généralement que la notion de compétence est utilisée dans le secteur privé depuis les années 1970-1980 (Hondeghem et al 2005), puis se généralise dans le secteur public dans les années 1980-1990 avec la montée en puissance de la Nouvelle Gestion Publique -New Public Management (NPM) (Horton et al 2002).…”

Section: La Compétence Dans Les Oi Un Concept Proche D'une Vision Wéb...unclassified

The Bureaucratic Competency: A Source of Power? An Exploration of International Organizations Staff Through the Notion of Competency in Organizational Sociology

Dairon

2023

Swiss Journal of Sociology

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Bureaucratic competency arises from an approach combining a concept from organizational sociology (functional competency by Crozier) and a research in political science on individual competency in international organization (IO). The article shows that IO agents must master areas of uncertainty inherent in the career in IOs. To deal with this, they develop a multi-form bureaucratic skill. The analysis of this competency reveals individual strategies, far from a vision of competency as a collective resource for IOs.

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Section: La Compétence Dans Les Oi Un Concept Proche D'une Vision Wéb...unclassified

The Bureaucratic Competency: A Source of Power? An Exploration of International Organizations Staff Through the Notion of Competency in Organizational Sociology

Dairon

2023

Swiss Journal of Sociology

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“…Na década de 1980, a noção de gestão por competência apareceu pela primeira vez no setor privado, nos Estados Unidos e na Grã-Bretanha (Hondeghem, Horton, & Scheepers, 2005). Surgiu como resposta aos desafios decorrentes das mudanças econômicas relacionada à globalização, à crescente concorrência internacional e às transformações tecnológicas.…”

Section: Referencial Teóricounclassified

Gestão Por Competência Em Instituições Federais De Ensino Superior

Lúcia de Lima

2023

REPAE

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Desde a publicação do Decreto nº 5.7007/2006, até o presente momento, ainda é incipiente o número de Instituições Federais de Ensino Superior (IFES) que implantaram, efetivamente, a gestão por competência. Entre os desafios enfrentados por essas instituições destaca-se o fato de não existir um modelo de gestão de pessoas que considere as suas especificidades. Buscando preencher essa lacuna teórica, este trabalho propõe um modelo teórico de gestão por competências para as IFES, que contribui para a melhoria da eficiência e da eficácia dessas instituições. Além disso, apresenta a gestão por competência como um modelo de gestão relevante para a melhoria do desempenho organizacional das IFES e descreve como esse sistema de gestão alavanca a eficiência e a eficácia organizacional dessas instituições. Buscando alcançar tais objetivos, foi desenvolvido um estudo teórico e se recorreu à pesquisa bibliográfica e à experiência dos autores para elaborar o modelo e definir os conceitos. Conclui-se que a gestão por competência contribui para melhorar a eficiência e a eficácia do desempenho organizacional das IFES. Por fim, recomenda-se que sejam realizadas pesquisas empíricas, onde eventualmente esse modelo venha a ser implantado, que acompanhem, testem e avaliem o modelo teórico elaborado neste trabalho.

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“…Williams (2013 [36] ) found that effective networks of teachers in urban school districts involved within-school collaboration (comparing and contrasting teaching approaches), use of data to identify areas for improvement, for individual schools within the network, and effective face-to-face collaboration to augment work in the wider network Holmes (2013 [37] ) noted that online interactions through social networks that are free of bureaucracy allow teachers to talk more freely. Over time, teachers may build communities of trust, shared values and reciprocity.…”

Section: Box 42 International Research On Observed Factors That Supmentioning

confidence: 99%

School improvement: Teacher professionalism and evaluation and assessment frameworks

2018

Reviews of National Policies for Education

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This chapter analyses current school, teacher and school leadership practices and provides recommendations focused on school improvement. With the proposal from the Ministry of Education, Research and Religious Affairs for schools to have more pedagogical autonomy, a strong policy focus on school improvement will be needed to ensure that schools are able to benefit from new opportunities. It will be important to rethink the professional competencies school principals and teachers will need and to invest in building their capacity as they take on new responsibilities and new ways of working. Effective school improvement will also require regular evaluation of school performance. The Ministry's plans to require school self-evaluation and principal appraisal are a first step to effective monitoring of school performance. A long-term plan to create an overall evaluation and assessment framework will ensure that decision makers at policy level and in schools have the information they need to ensure high performance.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. EDUCATION FOR A BRIGHT FUTURE IN GREECE © OECD 2018The OECD PISA 2015 results demonstrate a significant relationship between different aspects of school level responsibilities and science performance (Figure 4.2), in terms of school principal and teachers' responsibilities in resources, curriculum, establishing disciplinary policies, or establishing student assessment policies. Figure 4.2. School governance responsibilities and science performance, 2015 Correlations based on system-level analyses Notes: The responsibilities for school governance are measured by the share of distribution of responsibilities for school governance. Results based on 70 education systems. Statistically significant correlation coefficients are shown in a darker tone.

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Modèles de gestion des compétences en Europe

Cited by 11 publications

References 3 publications

The Bureaucratic Competency: A Source of Power? An Exploration of International Organizations Staff Through the Notion of Competency in Organizational Sociology

The Bureaucratic Competency: A Source of Power? An Exploration of International Organizations Staff Through the Notion of Competency in Organizational Sociology

Gestão Por Competência Em Instituições Federais De Ensino Superior

School improvement: Teacher professionalism and evaluation and assessment frameworks

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