KOMPETENSI DASAR DI SEKTOR TRANSPORTASI LAUT DAN LOGISTIK

The highest development in the marine transportation and logistics sector at this time is adapting to Industry 4.0. Logistic productivity without involving comptencies human resources with expertise is inevitable. Including the development of technology, information and computers. A cluster of related knowledge, skills, and abilities that affects a role or responsibility, that correlates with performance on the job, that can be measured against well accepted standards, and that can be improved via training and development are comptencies needed in marine transportation and logistics sector. Based on literature from various books, journals and websites that are searched on the internet to answer the question of what competency is needed and why it is needed? The aim of research is to understand or explain basic competencies for logistics experts. The research is explanatory research. The basic competencies for logistics experts are (1) individual competencies as soft skill is represent personal attributes, and (2) academic competencies are critical competencies primarily learned in a school setting include cognitive functions and thinking styles.

EP.TU.54Surgical curriculum concordance: requiem for the educational dream

Aim This study aimed to analyse the degree of relative variation in specialty-specific competencies required for Certification of Completion of Training (CCT) set by the UK Joint Committee for Surgical Training (JCST) 2021 curriculum. Methods Regulatory body guidance related to operative and non-operative surgical skill competencies required for CCT were analysed and compared. Results Wide inter-speciality variation was demonstrated in the minimum number of logbook cases (median 815; range 54-2100), indexed operations (8; 5-24), Procedure Based Assessments (35; 6-110). Academic competencies related to peer reviewed publications, communications to learned societies, and audits were aligned at zero, zero, and three across specialties respectively. Mandatory courses have been standardised with Advanced Trauma Life Support (ATLS) being the sole pre-requisite CCT for all. Discussion JCST certification guidelines have broadly standardised competency domains, yet large discrepancies persist regarding operative indicative numbers, and assessments. This article serves as a definitive CCT guide regarding prevailing changes.

Theoretical fundamentals of formation of educational and cognitive activity in higher education institution

The article highlights the theoretical foundations of the organization of educational and cognitive activities in higher education. The conditions for stimulating the development of academic competencies are analyzed. Measures to support the development of academic competencies are identified. The results of work on the development of academic competencies in students of higher education are analyzed. It was concluded that sets of practical skills that ensure the success of educational work; intellectual skills; qualities and personal qualities; preparation (experience) for educational activities, to achieve high results. Thus, the main idea of the organization of training aimed at the formation of competencies, consists of the integration of various disciplines in the field of training generalized decision-making skills for cognitive and professional problems.

The Impact of Children’s Academic Competencies and School Grades on their Life Satisfaction: What Really Matters?

Increasing demands in schools, higher pressure on children’s performance levels, and increasing mental health constraints raise questions about the impact of educational achievement on children’s life satisfaction. Therefore, this study investigates whether children’s academic competence levels and school grades affect their life satisfaction and if the effects vary by educational track. Complementing prior research, this study firstly uses fixed effects regressions to get closer to the estimation of the causal link between children’s academic competencies, school grades, and life satisfaction by eliminating time-constant confounding factors such as intelligence, early background characteristics, and genetic factors. By using valuable longitudinal data on academic competencies, school grades, and life satisfaction of children from a sample of 5th-grade students (N = 3045) of the National Educational Panel Study in Germany (NEPS) from 2010 to 2015 this study reaches also a broader external validity than prior research. Including various tracks, makes testing for heterogeneous effects by school track attended possible. Results indicate that, on average, children’s school grades seem to be highly important for their life evaluations. Moreover, the effect of school grades does not vary across educational tracks, i.e. school grades seem to matter for all children. In contrast, levels of academic competencies seem to be relevant only for specific subgroups. Investigating effect heterogeneities reveals that only among children in the lower secondary school tracks higher competencies are related to lower life satisfaction. Overall, the study highlights the importance of school grades and point out variation in the relevance of competence levels between school tracks.

Correlations of self-esteem with academic competencies and gender variations

In psychology, self-esteem is a concept that is largely used and analysed in the scientific literature. The goal of this study is to assess, with validated instruments, the corollary links between students’ academic results and the nature of perceptions of their skills and self-esteem. A total of 255 student volunteers with an average age of 21 years (91 female students and 164 male students) were included. We opted for two types of surveys: a questionnaire (SEQ) developed by Duclos, which measures self-esteem in five domains, and a questionnaire on the perception of competence on three domains of training. According to the results, even though students displayed a low sense of competence in the face of modest results during training, their self-esteem in the ‘family and social’ domains stayed stable with good scores. The study concludes that every person achieves high self-esteem when they achieve successes that are equal to or greater than their ambitions. Keywords: Academic results, corollary links, gender, perception of competence, self-esteem.

Message from Executive Editor

Dear reader, We are thrilled to publish Volume 11, Number 1 of the Global Journal of Guidance and Counseling: Current Perspectives. As expected, we have carefully selected top-notch articles ranging in a variety of trending issues in the field of guidance and counselling. With topics represented from North Cyprus, Morocco, Albania, Croatia and Ethiopia, Volume 11, Number 1 promises to expand your knowledge in current issues. The COVID-19 pandemic is still in full force and we are doing our best to keep you updated and informed. This particular issue presents the results of studies carried out in the following topics: Examining the relationship between the school climate and motivation of teachers who work in primary and secondary schools; Correlations of self-esteem with academic competencies and gender variations; Psychosocial challenges of single parenthood students: In the case of Hosanna Primary School, Ethiopia; Play therapy in the prevention of behavioural disorders of school-aged children; The relationship between internet addiction and psychopathological variables among students of Albania’s Universities. Our authors have once again proved themselves worthy of admiration. The quality of papers they submitted helped us to maintain our standard as a highly renowned journal and we would like to thank them specially. We commend the efforts of our professional reviewers and our publishing team as well. While you read, we hope you are motivated to submit quality papers that can add to the body of existing knowledge. Enjoy reading!! Best regards Assoc. Prof. Dr. Nur Demirbas Celik, Executive Editor Alanya Alaadin Keykubat University, Turkey

Postgraduates’ Perceptions in Completion of Their Study

This study was conducted to investigate the postgraduate students’ perceptions towards their experiences of completion of their studies. The population of this study consisted of postgraduate students in a public university in Selangor. The sample comprised 104 randomly selected postgraduate students from the university. A 5-point Likert scale questionnaire was administered to the samples. The questionnaire consisted of four domains, namely student factor, supervisor factor, institutional factor and challenges faced by the students. This study discovered that (1) the postgraduate students perceived supervisors as a determinant factor that contributes toward conducting research. (2) they perceived their academic competencies in research writing as moderate and (3) the supervisor factor has a significant and inverse relationship on challenges faced by the postgraduate students, i.e. the efforts and competencies of supervisors reduced challenges of the postgraduate students to complete their research. Based on the findings, it was suggested that higher learning institutions should highlight on the construction of knowledge through active interaction between lecturers and students. This type of assistance has become a platform for the students to cope up with the learning challenges they were facing in higher education.

The Home Learning Environment in the Digital Age—Associations Between Self-Reported “Analog” and “Digital” Home Learning Environment and Children’s Socio-Emotional and Academic Outcomes

We analyzed the association between the analog and the digital home learning environment (HLE) in toddlers’ and preschoolers’ homes, and whether both aspects are associated with children’s social and academic competencies. Here, we used data of the national representative sample of Growing up in Germany II, which includes 4,914 children aged 0–5 years. The HLE was assessed via parental survey that included items on the analog HLE (e.g., playing word games, reading, and counting) and items on the digital HLE (e.g., using apps or playing with apps). Children’s socio-emotional, practical life skills, and academic competencies were assessed via standardized parental ratings. Our results indicate that there are two dimensions of the HLE, an analog and a digital, that are slightly positively associated, especially in the toddler age group. For toddlers, only analog HLE activities were associated with better socio-emotional outcomes and practical life skills. However, interaction effects indicate that toddlers with less frequent analog HLE activities showed better socio-emotional skills in households with more frequent digital activities. For preschoolers, digital HLE activities were associated with weaker socio-emotional skills but higher academic skills, although the analog HLE shows higher effect sizes for the academic outcomes. Our study points out that analog and digital HLE activities seem to be partly associated, but not interchangeable. Further, they seem to be important variables that can explain individual differences in young children’s socio-emotional, practical life, and academic competencies. However, digital media usage at home may also have negative effects on children’s social–emotional competencies. This association needs to be investigated further.

Identification of student’s initial representations for accompanying use : Exploratory factor analysis

his study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).