The paper presents the design and development framework assisting international multicultural environments at the system, organisational and individual levels. Education and training providers are facing demands of the industry and labour markets internationally. The CMS is assisting the transparency, recognition, mobility and partnership between education and training providers, the industry and stakeholders at the international level. The main user groups consist of educational and training institutions, employers, industry, technological centres, job agencies, chambers, associations, policy makers, teachers, students and workers jobseekers. There is a constant demand to align the required (by employers) and acquired competencies (by jobseekers). Competence management system design integrates the competence framework and e-mentoring system and training courses defined by competences. Competence management system provides connection between internal dimension of competencies (individual characteristics) and external dimension reflecting demands of working process.
This paper describes the e-learning and the determinants of the acceptance of teaching and learning methods and organizational modes supported by ICT by nursing students. Furthermore, it provides recommendations for study programmes designers on how to increase the acceptance of e-learning, and consequentially how to increase the IT literacy and digital competences and knowledge acquisition of nurses, which influences the existing competencies and acquisition of new ones. Within competence based curriculum design, the framework for generic digital competences and subject-specific competences in the field of e-health.
COBISS.SI-ID: 5327969
EuroPsy – European Certificate in Psychology represents an educational framework and minimum standards for training of psychologists across different European countries. Within this framework, a year of supervised practice is required for entry into independent practice. In Slovenia, supervised practice has not been regulated until now. The paper presents a project which aimed at establishing a mentoring network and developing a model of educational program for mentors and students involved either in internship or supervised practice. Steps in the educational process are presented: acquiring the competence approach and task planning, hands-on activities in practical settings, structured reflection, and assessment of students’ competences and mentors’ role. The project is evaluated and some guidelines for educational programs on supervised practice are outlined.