Competence-based Vocational and Professional Education (eBook)

Bridging the Worlds of Work and Education

Martin Mulder (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2017
XXXIV, 1142 Seiten
Springer International Publishing (Verlag)
978-3-319-41713-4 (ISBN)

Infos

This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many 'glocal' challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice.

Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission:
 'This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.'

Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany:
 'This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.'

Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA:
'Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers.'

Martin Mulder (1951, the Netherlands; MA Education Utrecht University, 1982; PhD University of Twente, 1992) has been a Professor and Head of the Education and Competence Studies Group (ECS) at Wageningen University, the world-leading university in agrifood and environmental sciences, since 1998. His research has evolved from curriculum studies to corporate training, human resources development, vocational education, competence development and learning.

At Wageningen University he leads a teaching and research programme on competence development in the agrifood and environment sector that was recognised as being of excellent and world-leading quality in 2015. 

He is editor of the Journal of Agricultural Education and Extension (JAEE) and member of various editorial committees in the field of education and training. He has (co)authored and edited hundreds of academic and professional articles, chapters and books, for academic, policymaking, and practical audiences, and has served on various scientific boards in his field. He has presented his work all over Europe, the Americas, Africa and Asia.

He is and has been active as chair of various Divisions and Networks of the Netherlands (NERA), European (EERA), American (AERA) and World (WERA) Educational Research Associations, mainly in the field of vocational, professional and higher education. He is founder of the Vocational Education and Training Research Network (VETNET) of EERA.

He has received various awards for his achievements, of which the most recent ones are: the 2008 Outstanding Paper Award of the Journal of Workplace Learning, the 2011 Honorary Membership of VETNET, the 2015 Award in Recognition of Exceptional Service of the Association of International Agricultural and Extension Education, the 2016 Agricultural Extension Education Leadership Award of the Banaras Hindu University, Varanasi, India, and the 2016 Certificate of Appreciation of the SIG WPL of the AERA.

Inhalt

Foreword 6
Foreword 8
Preface 10
Series Editor Introduction 13
Contents 15
Contributors 20
Chapter 1: Introduction 34
1.1 Introduction 34
1.2 The Importance of Competence 35
1.3 The Construct in Science and Practice 36
1.4 Definitions 44
1.5 Contexts and Functions 48
1.6 Competence-based and Competence-oriented Vocational and Professional Education 52
1.7 Three Waves of Competence-based Vocational and Professional Education 54
1.8 Questions of the Volume 56
1.9 Parts and Chapters 57
1.9.1 Conceptual Foundations, Concerns and Perspectives 57
1.9.2 Competence-based Education as a Global Innovation 60
1.9.3 Competence and Key Aspects of Education Systems 64
1.9.4 Competence Domains 68
1.9.5 Conclusions and Discussion 71
1.10 Purpose of This Volume 71
References 72
Part I: Theory: Conceptual Foundations, Concerns and Perspectives 77
Chapter 2: Developing Domains of Occupational Competence: Workplaces and Learner Agency 78
2.1 Introduction 78
2.2 Domains of Occupational Competence 81
2.2.1 Canonical Domain of Occupational Knowledge 81
2.2.2 Situational Domain of Occupational Knowledge 82
2.2.3 Personal Domains of Occupational Knowledge 84
2.3 Constituting and Securing Personal Domains of Occupational Competence 86
2.3.1 The Generation of Personal Domains of Knowledge 87
2.3.2 Personal Mediation of Meaning: Learning and Development 87
2.3.3 Role of Mimetic Learning 90
2.4 Conclusions 91
References 94
Chapter 3: Competence, Qualification and Action Theory 98
3.1 Introduction 98
3.2 Theoretical Roots of ‘Competence’ 99
3.3 Competence: It’s All About Performance 100
3.4 Action Theory 104
3.5 Competent Action 107
3.6 Conclusions 109
References 112
Chapter 4: Competence and Professional Expertise 114
4.1 Introduction 114
4.2 Defining the Concept of Competence and Professional Expertise: Towards a Conceptualisation 116
4.3 Stages of Competence or Professional Expertise 119
4.4 The Need for Professional Expertise Development 120
4.5 Professional Expertise Development 122
4.6 Organisational Conditions for Professional (Expertise) Development 124
4.7 Conclusions 126
References 129
Chapter 5: Competence, Capability and Graduate Attributes 133
5.1 Introduction 133
5.2 Capability 135
5.3 Sen and Nussbaum’s Capabilities 137
5.4 The Transition from Competence to Capability and Links to Graduate Attributes 140
5.5 Graduate Attributes or Learning Outcomes 143
5.5.1 An Evolutionary Movement Towards Learning Outcomes 143
5.5.2 Graduate Attributes as Outcomes 144
5.5.3 Outcomes in Qualification Frameworks 145
5.5.4 Graduate Attributes in Higher Education 146
5.5.5 Clarifying Graduate Attributes as Educational Outcomes 147
5.6 Conclusions 149
References 149
Chapter 6: Using an Epistemological Perspective to Understand Competence-based Vocational and Professional Education 154
6.1 Introduction 154
6.2 The Historical Context 155
6.3 Informing Epistemologies: An Alternative Perspective 155
6.4 Disciplinary, Constructivist, Emancipatory and Instrumental Epistemologies 157
6.4.1 Disciplinary Epistemology 157
6.4.2 Constructivist Epistemology 159
6.4.3 Emancipatory Epistemology 160
6.4.4 Instrumental Epistemology 161
6.5 Understanding Competence-based Education 162
6.6 Understanding Competence-based Education Critique 163
6.7 Understanding the Contemporary Ascendancy of Competence-based Education 164
6.8 Implications for Competence-based Approaches to Vocational and Professional Education 167
6.9 Conclusions 169
References 169
Chapter 7: Mindful Working and Skilful Means: Enhancing the Affective Elements of Vocational Education and Training Through the Ethical Foundations of Mindfulness 174
7.1 Introduction 174
7.2 Mindfulness: Origins and Growth 175
7.3 Mindfulness, Education and Psychology 176
7.4 Vocational Education and Training and the Mindful Workplace 178
7.5 Competence, McMindfulness and the Assessment of Outcomes 180
7.5.1 McMindfulness and the Standardisation of the Present Moment 180
7.5.2 Competence and the Quantitative Measurement of Mindfulness 183
7.5.3 Reworking the Concept of Competence 185
7.5.4 Mindfulness and Competence 187
7.6 Conclusions 188
References 190
Chapter 8: Competence-based Education and Teacher Professional Development 194
8.1 Introduction 194
8.2 A Short History 195
8.3 Extending the Meaning of Competence in Professional Development: A Work in Progress? 197
8.4 Standards: Competences Re-named? 200
8.5 Capability: An Alternative to Competence? 201
8.6 Professionalism and Professional Development: Functionality or Capability? 203
8.7 Conclusions 205
References 209
Chapter 9: Beyond Competence, Thinking Through the Changes: Economy, Work and Neo-liberalism 212
9.1 Introduction 212
9.2 Conceptualisations of Competence 213
9.3 Workplace Learning and Social Justice 216
9.4 Cognitive Capitalism 219
9.5 Vocationalism, Vocational Pedagogy, Competence and Knowledge 226
9.6 Conclusions 228
References 229
Chapter 10: The Integrated View on Competence 232
10.1 Introduction 232
10.2 How an Integrated Understanding of Competence Differs from Rival Understandings 232
10.3 What Is Competence? 236
10.4 Further Elaboration of the Integrated Understanding of Competence and Its Applications 237
10.4.1 The Holism of Integrated Competency Standards 237
10.4.2 Holism and Professional Judgement 238
10.4.3 The Diversity of Professional Judgement in Practice 239
10.4.4 Limitations of the Integrated Understanding of Competence: Real and Imaginary 241
10.4.5 Practical and Procedural Aspects of the Development and Use of Integrated Competency Standards 244
10.5 Relation of the Integrated Understanding of Competence to Recent Theoretical Developments in Related Topic Areas 246
10.5.1 The Nature of Skills 246
10.5.2 Practice Theory 249
10.5.3 Complexity Thinking 252
10.5.3.1 A Focus on the Relations Between Entities 252
10.5.3.2 Emergence in Complex Systems 252
10.6 Conclusions 254
References 255
Chapter 11: Competence and the Alignment of Education and Work 258
11.1 Introduction 258
11.2 Early Accounts of the Meaning of Competence in Aligning Education and Work 259
11.3 Competence and Strategic Alignment 262
11.4 Competence-based Vocational and Professional Education: Integrated Occupationalism 265
11.5 Competence Frameworks: Destinations of Educational Programmes 266
11.6 Working with Competence-based Qualifications Frameworks 268
11.7 Research on Competence Frameworks and Competence-based Education 273
11.8 Conclusions 276
References 277
Part II: Competence-based Education as a Global Innovation 281
Chapter 12: Competence-based Education in the United States 282
12.1 Introduction 282
12.2 Foundations for Competency-Based Education 283
12.3 Behaviorism and Competence 284
12.4 US Education Movements in the Twentieth Century 286
12.5 War, Recession, the Military, and Sputnik 287
12.6 Outcome-based Education 289
12.7 Competency-Based Education 293
12.8 Conclusions 296
References 297
Chapter 13: Competence-based Education and Assessment in the Accounting Profession in Canada and the USA 300
13.1 Introduction 300
13.2 History of Competence-based Approaches in the Accounting Professions in Canada 301
13.2.1 Certified General Accountants Canada 301
13.2.2 Canadian Institute of Chartered Accountants 302
13.2.3 The Society of Management Accountants of Canada (SMAC) 302
13.2.4 CPA Canada 303
13.2.5 American Institute of Certified Public Accountants 303
13.2.6 Joint AICPA and Chartered Institute of Management Accountants Initiative 304
13.2.7 Definitions of Competency Used in the Accounting Competence Frameworks 304
13.3 Current Competence-based Approaches in Accounting 305
13.3.1 United States of America 305
13.3.1.1 CPA—Certified Public Accountants 305
13.3.1.2 CGMA—Chartered Global Management Accountants 306
13.3.2 Canada 311
13.4 Attributes of Competence-based Approaches in Accounting 314
13.5 Potential Strengths and Weaknesses of Current Competence-based Approaches in Accounting 317
13.6 Comparison to Other Professions and Future Directions 318
13.7 Conclusions 320
References 322
Chapter 14: NVQs and Approaches to Competence in the UK: Contexts, Issues and Prospects 324
14.1 Introduction 324
14.2 The Global Ascendency of Competencies: A Contextualisation in the UK 325
14.3 Predilection for the Experiential and Pragmatic: Implications for Competence 327
14.4 Case Study and Application: The United Kingdom NVQ Competence Framework in Action – Structure, Opportunities and Challenges 329
14.4.1 The NVQ Competence Framework 329
14.5 Background Case Context, Focal Issues and Methodological Issues 332
14.6 Problems and Opportunities in Relation to Competence Frameworks in the UK Context: Prospects and Possibilities 335
14.7 Conclusions 339
References 339
Chapter 15: Competence Development and Workplace Learning: Enduring Challenges in the Interplay of Policy and Practice in the UK 343
15.1 Introduction 343
15.2 Competence-based Education and Training: The UK National Context 344
15.3 Challenges Arising in Early Years of NVQ Implementation in Britain 346
15.4 Workplace Learning and Competence Development 351
15.5 The Role of Motivation in Adult Learning and Competence Development 354
15.6 Conclusions 356
References 358
Chapter 16: Competence Domains and Vocational-­Professional Education in Germany 362
16.1 Introduction 362
16.2 Cornerstones of German Vocational Education 363
16.3 Historical Considerations on Competence Development in Germany 365
16.3.1 Phase 1: Installation of VET 366
16.3.2 Phase 2: Interpretation of VET Competence Domains (Curriculum) 368
16.3.3 Phase 3: Instructional Means for Teaching VET Competence (Instruction) 368
16.3.4 Phase 4: Developing Means for Evaluating VET Competence (Assessment) 369
16.4 The VET-PISA Concept 370
16.5 Feasibility Study 371
16.6 Identifying Cross-National Overlaps of VET Competence 372
16.7 Creating First Assessments 373
16.8 The ASCOT Initiative as a Nation-Wide Pilot 375
16.9 Conclusions 380
References 380
Chapter 17: The Competence Development Agenda in France 385
17.1 Introduction 385
17.2 The Origins of the Competence Movement 387
17.3 Conceptual Approaches to Competence 389
17.4 Competence and the Modernization of Qualifications 392
17.5 The Practice of Competence Management in France 393
17.6 How the Competence Movement Changed Vocational and Professional Education in France 397
17.7 Conclusions 398
References 400
Chapter 18: Competence-based Approach in the Education Reforms of Lithuania and Estonia 405
18.1 Introduction 405
18.2 Implementation of Competence-based VET and Higher Education in Lithuania and Estonia 406
18.3 Focus on Competence Approaches in Lithuania and Estonia 410
18.4 The Role of the Concepts of Competence and Competence-based Approaches in the Reform of the National System of Qualifications in Lithuania and Estonia 415
18.5 Competence Policy and Practice in the Educational Theory and Research in Lithuania and Estonia 424
18.6 Conclusions 427
References 428
Chapter 19: Competence-based Education in the Italian Context: State of Affairs and Overcoming Difficulties 431
19.1 Introduction 431
19.2 A Short Story of the Recent Italian School System Evolution 432
19.3 The Present Organisation of the Italian School System 434
19.4 School Evaluation and the Role of Competence 435
19.5 Formal Introduction of Competence in the Italian School System 438
19.6 Competencies in the Italian VET System 442
19.7 Efforts to Facilitate the Introduction of Teaching by Competence in High Schools (In General) 444
19.8 Conclusions 447
References 448
Chapter 20: Competence-based Education in China’s Higher TVET: The Case of Shenzhen Polytechnic 452
20.1 Introduction 452
20.2 The TVET System and Polytechnics in China 453
20.3 Chinese Understanding of Competence 455
20.4 Theory and Practice of CB-TVET in Shenzhen Polytechnic (SZPT) 460
20.5 Conclusions 466
References 467
Chapter 21: Competence-based Training in South Asia 472
21.1 Introduction 472
21.2 Emerging Vision in South Asia for Education and Training 473
21.3 Quality Assurance in Skills Development 474
21.4 Notes on Competence-based Training 475
21.5 Status of Competence-based Training in South Asia and Its Implications 478
21.6 Case of Sri Lanka 478
21.6.1 Challenges of NVQ Implementation in Sri Lanka 481
21.6.2 Status of Competence-based Training in Sri Lanka 481
21.7 Case of India 483
21.8 Case of Bangladesh 485
21.9 Case of Nepal 487
21.10 Conclusions 488
References 490
Chapter 22: Competence-based Vocational Education and Training in Viet Nam: Input and Process towards Learning Outcomes 491
22.1 Introduction 491
22.2 Context of ASEAN Integration 492
22.3 The Discourse on Competence-based Training and Assessment in VET 493
22.4 Competence-oriented Approached in VET Policy in Viet Nam 494
22.5 Main Issues of Competence-based VET Implementation 498
22.6 Viet Nam National Qualifications Framework Progress 499
22.7 Solutions to Competence-based VET in Viet Nam 501
22.7.1 Moving Towards a Learning Outcomes Approach: The Way Forward 501
22.7.2 The Process of Developing Competence Performance Assessment Tools 502
22.7.3 Competence-based Assessment of Group According to the Division of Labour and Production Organization in the Occupational Area 505
22.8 Conclusions 505
List of Abbreviations 506
References 507
Chapter 23: Competence and TVET Innovation in Sub-­Saharan Africa: The Case of Rwanda 508
23.1 Introduction 508
23.2 Developing Competence in Rwanda: A Systems Approach 510
23.3 Noises in the Competence-Development Chain in Rwanda: An Analysis 514
23.3.1 Challenge of Representation 514
23.3.2 Challenge of Formulation of Competencies 516
23.3.3 Challenge of Interpretation 516
23.3.4 Challenge of Reproduction 518
23.3.5 Challenge of Causality 519
23.3.6 Concluding Remarks Concerning the Competence-­Development Chain 520
23.4 Conclusions 520
References 524
Part III: Competence and Key Aspects of Education Systems 526
Chapter 24: Competencies in Higher Education: Experience with the Academic Competences and Quality Assurance (ACQA) Framework 527
24.1 Introduction 527
24.2 ACQA’s Seven Competence Areas and Its Background 528
24.3 ACQA’s Four Dimensions of Academic Thinking and Acting 533
24.4 Assessment of an ACQA Profile in the Context of Quality Assurance 534
24.4.1 Examples of Results as Reported 535
24.4.2 Use of the Results for Quality Assurance and Advice 537
24.4.3 Descriptive or Prescriptive Use 540
24.5 Further Applications of the ACQA Framework 540
24.6 Further Spin-Off 546
24.7 Proliferation and Evaluation 546
24.7.1 Proliferation 546
24.7.2 Evaluation 547
24.8 Conclusions 548
Annexes 549
Annex I: Levels for Analysing and Synthesising for the Discipline of Computer Science 549
Analytic Dimension 549
Synthetic Dimension 549
Annex II: Levels for Abstracting and Concretising for the Discipline of Applied Physics 550
Abstract Dimension 550
Concrete Dimension 550
References 551
Chapter 25: Models and Principles for Designing Competence-based Curricula, Teaching, Learning and Assessment 553
25.1 Introduction 553
25.2 Complexity of CBE Design and the Limited Amount of Evidence of CBE Effectiveness 553
25.3 Models for Designing CBE and Implications for Educational Design 556
25.4 Operationalising CBE by Using Vocational Core Problems 560
25.5 Further Specific Guidelines to Develop Learning Arrangements in CBE 562
25.5.1 Development of Summative Competence-based Assessment 562
25.5.2 Design of Practical Learning Situations 563
25.5.3 Formulation of Concrete Learning Questions 564
25.5.4 Composition of Personal Learning Arrangements 564
25.6 Inspiring Learning Environments Within the Context of CBE 565
25.7 Conclusions 571
References 572
Chapter 26: “4Cyourway”: A Competence Framework for Measuring Competence Growth from Secondary Vocational to Higher Education and Curriculum Design 574
26.1 Introduction 574
26.2 The Development of a Framework of Competence Growth 577
26.2.1 Method 577
26.2.1.1 Participants 577
26.2.1.2 Educational Levels 578
26.2.1.3 Competence-based Starting Framework 578
26.2.1.4 Procedure 580
26.2.1.5 Design Cycle 1 580
26.2.1.6 Design Cycle 2 580
26.2.1.7 Field Validation 1 580
26.2.1.8 Design Cycles 3 and 4 586
26.2.1.9 Field Validation 2 586
26.2.2 Results 586
26.2.2.1 The Competence Valuing Grid 586
26.2.2.2 Competence Detail Description Sheets 587
26.2.3 Reflection: First Impression of the Usability 588
26.3 Usability of the 4Cyourway Framework 589
26.4 Research Project 1: Measuring Competence Growth in Higher Education on the Basis of the 4Cyourway Framework 590
26.4.1 Method 590
26.4.1.1 Participants 590
26.4.1.2 Instrument 590
26.4.1.3 Procedure: Three Design/Validation Cycles 591
26.4.2 Results 592
26.4.2.1 Cognitive Lab 592
26.4.2.2 Validation by Experts 592
26.4.2.3 Pilot Study Among Students 592
26.4.3 Conclusions of Research Project 1 593
26.5 Research Project 2: Measuring Competence Growth in (Pre-)secondary Vocational Education on the Basis of “4Cyourway” Framework 594
26.5.1 Method 594
26.5.1.1 Participants 594
26.5.1.2 Instrument 594
26.5.1.3 Procedure 595
26.5.2 Results 595
26.5.3 Conclusions of Research Project 2 595
26.6 Research Project 3: The Reference Framework for Practice – Impact and Use of the 4Cyourway Framework in the Context of the Development of Competence-oriented Prevocational Education 597
26.6.1 Method 597
26.6.1.1 Participation 597
26.6.1.2 Procedure 597
26.6.2 Results 599
26.6.2.1 Product 599
26.6.2.2 Practical Impact 1 599
26.6.2.3 Practical Impact 2 599
26.6.3 Conclusions of Project 3 603
26.7 Overall Conclusions 604
References 605
Chapter 27: Comparing Recognition of Prior Learning (RPL) across Countries 607
27.1 Introduction 607
27.2 RPL Across Countries 610
27.2.1 Applications and Costs to Individuals 611
27.2.2 Assessment Criteria and Recognition Procedures 613
27.2.3 Assessment Methods 617
27.3 Conclusions 619
References 621
Chapter 28: Competence Assessment as Learner Support in Education 625
28.1 Introduction 625
28.2 Perspective 1: Assessment of Learning 627
28.2.1 Classifying Methods of Assessment 627
28.2.2 Principles of Assessment 629
28.3 Perspective 2: Assessment for Learning 635
28.3.1 Strategies to Enhance Assessment for Learning 635
28.3.2 Feedback 636
28.3.3 Self-Assessment 637
28.3.4 Peer Assessment 638
28.3.5 Rubrics 639
28.4 Perspective 3: Assessment as Learning 639
28.4.1 A Programmatic Approach Where Assessment of and for Learning Are Merged 639
28.4.2 Key Elements of Programmatic Assessment 640
28.4.3 A Best Practice of Programmatic Assessment 641
28.5 Conclusions 643
References 644
Chapter 29: Assuring Quality in Competence Assessments: The Value Added of Applying Different Assessment Approaches to Professional Education 649
29.1 Introduction 649
29.2 Overview About the Challenges to Assess Competencies 650
29.2.1 Inherent Multidimensionality of Competence Acquired in Higher Professional Education 650
29.2.2 Involvement of Multiple Levels in the Process of Competence Development 652
29.3 Promising Approaches to Overcome the Challenges of Competence Assessments 654
29.3.1 Assuring Quality of Competence Assessments Through Collaboration Across Disciplines 654
29.3.2 Assuring Quality of Competence Assessments Through Utilizing Technology 655
29.3.2.1 Computational Advancements 656
29.3.2.2 Innovative Approaches to Competence Assessments 657
29.3.2.3 New Challenges 658
29.3.3 Assuring Quality Through the Application of Different Methodological Approaches 659
29.3.3.1 Application of Generalizability Theory to Competence Assessments 659
29.3.3.2 Application of Item Response Theory to Competence Assessments 660
29.4 Conclusions 663
References 664
Chapter 30: Quality Management of Competence-based Education 667
30.1 Introduction 667
30.2 Curriculum Design and Learning Outcomes 671
30.3 Practices of Assessment in Competence-based Education 674
30.4 European Quality Assurance in Vocational Education and Training 679
30.5 Conclusions 680
References 681
Chapter 31: Competence-based Education and Educational Effectiveness 684
31.1 Introduction 684
31.2 The Complexities of Competence-based Education and the Emergence of the Concept at Political and Research Levels 685
31.3 Educational Effectiveness of Competence-based Education and Training 691
31.4 Conclusions 698
Annex Tables/Figures 699
Literature 709
Chapter 32: Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System 711
32.1 Introduction 711
32.2 Concepts of Competence-based Education 714
32.2.1 Work Orientation Versus Science Orientation 714
32.2.2 Competence to Act Versus Cognitive Competencies 718
32.2.2.1 Cognitive Competencies as the Key Concept of General Education 718
32.2.2.2 Competence to Act as the Key Concept of Vocational Education and Training 719
32.3 Design Principles of Vocational Curricula 721
32.3.1 From Work Orientation to Science Orientation 721
32.3.2 From Science Orientation to Situated Areas of Learning 723
32.4 Pedagogical Foundations and Work-Process Orientation 726
32.4.1 Pedagogical Foundations 726
32.4.2 Work-Process and Business-Process Orientation 728
32.5 Conclusions 731
References 732
Chapter 33: Knowledge Concepts in Competence-based VET Research Perspectives on Cognitivist and Social-Constructivist Approaches 734
33.1 Introduction 734
33.2 Preliminary Discourse Regarding Knowledge Concepts in VET 738
33.3 Knowledge, Knowing and Action in a Social-­Constructive Perspective 740
33.4 Knowledge, Knowing and (Social) Action Within the Cognitive Perspective 742
33.5 Conclusions 745
References 748
Chapter 34: Competence and the Need for Transferable Skills 753
34.1 Introduction 753
34.2 Definitions: Transferable Skills as Part of Competence 754
34.3 The Value of Transferable Skills for Employment 756
34.4 The Restricted Transferability of ‘Transferable’ Skills 757
34.5 Fostering Skill Transfer Through Educational Programmes 759
34.6 Conclusions 762
References 763
Chapter 35: Factors Influencing Professional Development in Teacher Teams within CBE Contexts 768
35.1 Introduction 768
35.2 Team Learning in Teacher Teams: A Situated Perspective on Learning 770
35.2.1 Team Learning Activities 771
35.2.2 Team Learning: Risks and Potential 771
35.3 ‘AMO Theory of Performance’ as Conceptual Framework 772
35.3.1 Ability (A) Factors 772
35.3.2 Motivation (M) Factors 773
35.3.3 Opportunity (O) Factors 774
35.3.3.1 Task-Level Factors 774
35.3.3.2 Team-Level Factors 774
35.3.3.3 Organisation-Level Factors 775
35.4 Human Resources Management: An Integrative Means to Stimulate Team Learning 777
35.4.1 Competency-Enhancing HR Practices 777
35.4.2 Motivation-Enhancing HR Practices 778
35.4.3 Opportunity-Enhancing HR Practices 778
35.4.4 A ‘Strong HRM System’ 779
35.5 Conclusions 781
References 782
Chapter 36: Self-Regulation and Competence in Formal and Informal Contexts of Vocational and Professional Education 787
36.1 Introduction 787
36.2 Social Cognitive Perspective on Self-Regulation 788
36.2.1 Phases and Processes of Self-Regulation 789
36.3 The Relation of Motivation and Self-Regulation 791
36.4 The Relation of Self-Regulation and Competence 793
36.5 Self-Regulation and Competence in the Context of Working Life: A Case Study of Finnish Air Traffic Controllers 796
36.6 Conclusions 799
References 800
Chapter 37: Fostering Development of Work Competencies and Motivation via Gamification 806
37.1 Introduction 806
37.2 Competence and Motivation in the Workplace 807
37.2.1 Competence Models and the Development of Work Competencies 808
37.2.2 Motivation as a Facilitator for the Application of Competencies 809
37.3 Gamification as an Innovative Approach for Work-­Integrated Learning 810
37.3.1 Gamification and Its Underlying Concept 810
37.3.2 Game Design Elements: The Core Components of Gamification 812
37.3.3 How Gamification Helps to Develop Work Competencies 815
37.3.4 How Gamification Helps to Foster Motivation 816
37.4 A Gamification Prototype for the Development of Work Competencies of New Staff in Intralogistics 817
37.4.1 Gamification of Order-Picking 818
37.4.2 Experimental Study 821
37.5 Conclusions 823
References 825
Chapter 38: Software Tools for Scaffolding Argumentation Competence Development 830
38.1 Introduction 830
38.2 Why Argumentation Matters? 831
38.3 What Is Argumentation? 832
38.4 What Is Argumentation Competence? 833
38.5 The Need for Scaffolding Argumentation Competence 834
38.6 Scaffolding Argumentation Competence 836
38.6.1 Argument Representational Tools 836
38.6.2 Micro-scripting Approach 837
38.6.3 Macro-scripting Approach 838
38.6.4 Digital Dialogue Games 840
38.7 Design Approaches for Scaffolding Argumentation Competence 842
38.7.1 Discussion-Oriented Systems 842
38.7.2 Argument Modelling Systems 843
38.8 Conclusions 844
References 845
Part IV: Competence Domains 851
Chapter 39: Modeling, Measurement, and Development of Professional Competence in Industrial-­Technical Professions 852
39.1 Introduction 852
39.2 Concept of Competence and Modeling of Professional Competencies 853
39.2.1 Structures of Professional Competence in Industrial-­Technical Fields 854
39.2.2 Proficiency Scaling in Industrial-Technical Fields 858
39.2.2.1 Professional Knowledge 859
39.2.2.2 Subject-Specific Problem-Solving Skill 860
39.2.3 Example of Proficiency Scaling in the Area of Subject-­Specific Problem-Solving Skill 861
39.3 Latest Developments in the Design of Instruments for the Measurement of Competencies in Industrial-­Technical Fields 863
39.4 Development of Competence and Relevant Predictors 864
39.5 Conclusions 866
References 867
Chapter 40: Competence Modeling and Measurement in Engineering Mechanics 871
40.1 Introduction 871
40.2 Aims and Research Question 872
40.3 On the Concept of Competence 873
40.4 Current State of Research 875
40.4.1 Context: Behavioral Expectations and Responsibilities 875
40.4.2 Mental Disposition: Knowledge and Cognitive Processes 876
40.5 Competence Model for Mechanical Engineering 878
40.5.1 Context 879
40.5.2 Context-Specific Disposition of Performance 880
40.5.3 Context-Specific Implications for Learning 880
40.6 Learning and Teaching-Theoretical Classification and Hypotheses 882
40.7 Preliminary Results 884
40.7.1 Description of Sample and Scaling Approach 884
40.7.2 Results 884
40.7.2.1 Evaluation Objectivity and Model Validity 885
40.7.2.2 Correlations Between the Four Process Dimensions in the Statics Model 885
40.7.2.3 Correlations Between EM Competence and General Cognitive Abilities (IQ) 886
40.8 Conclusions 886
References 887
Chapter 41: Modeling and Measurement of Teacher Competence: Old Wine in New Skins? 890
41.1 Introduction 890
41.2 The Origins: Competence-based Teacher Education (CBTE) 891
41.3 New Approaches to Competence-based Teacher Education: Competence Modeling and Measurement as Basis for CBTE 894
41.4 Modeling and Measuring CK and PCK of Teachers in Business and Economic Education as a Basis for Teacher Education and Training in This Domain 896
41.4.1 General Considerations on the Measurement of Teacher Competence 896
41.4.2 Competence Measurement in Business and Economic Education 898
41.4.2.1 The ILLEV Study 898
41.4.2.2 The PEC (Professional Error Competence) Study 899
41.4.2.3 Competence Testing 901
41.5 Conclusions 902
References 903
Chapter 42: Competency-Based Medical Education and its Competency Frameworks 909
42.1 Introduction 909
42.2 History and Justification of CBME 912
42.3 Models of CBME: CanMEDS, the ACGME Framework and Tomorrows Doctors 913
42.3.1 CanMEDS Framework 913
42.3.2 The ACGME Framework 913
42.3.3 GMC’s Tomorrow Doctors 921
42.4 Controversies Around CBME 922
42.4.1 Conceptual and Ideological Issues 923
42.4.2 Assessment Issues 924
42.4.3 Practical Issues 925
42.5 Recent Developments 925
42.5.1 Milestones 926
42.5.2 Entrustable Professional Activities 927
42.5.3 Combining Milestones, EPAs and Assessment Technology 929
42.6 Conclusions 930
References 930
Chapter 43: Green Skills as the Agenda for the Competence Movement in Vocational and Professional Education 936
43.1 Introduction 936
43.2 Green Skills 938
43.2.1 Key/Generic Green Skills 939
43.2.2 Topping-Up Skills 941
43.2.3 Specialised Green Skills 942
43.3 Greening of Vocational and Professional Education 943
43.3.1 Generic Green Skills 945
43.3.2 Specific Green Skills 946
43.3.3 Pedagogy 947
43.3.4 Green Campus and Extracurricular Activities 948
43.4 Innovation 950
43.4.1 Green Innovation 951
43.5 Conclusions 953
References 954
Chapter 44: Complex Problem-Solving in a Changing World: Bridging Domain-Specific and Transversal Competence Demands in Vocational Education 957
44.1 Introduction 957
44.2 Competence-based Vocational Education 959
44.3 Current Trends in the Broader Context of Formal Education 960
44.4 A Potential of Problem-Solving Research Focused on Vocational Education? 961
44.5 Features of Complex Problem-Solving Assessment 963
44.6 Vocational Education Demands and Complex Problem-Solving 965
44.7 Conclusions 968
References 969
Chapter 45: Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training 974
45.1 Introduction 974
45.2 What Makes an Individual Excellent? Characteristics of Excellence 975
45.2.1 Comprehensive Stock of Knowledge 975
45.2.2 Routines 976
45.2.3 Intuition 976
45.3 A Theoretical Classification of Intuition 976
45.3.1 Cognitive Theories on Intuition 977
45.3.2 Dual-Mode Theory of Information Processing 978
45.3.3 Intuition as Highest Level of Expertise 979
45.4 How Best to Support Intuition? 980
45.4.1 Deliberate Practice 981
45.4.2 Mental Simulations 981
45.4.3 Social Embedding into a Community of Peers 982
45.5 Conclusions 982
45.5.1 Teaching Intuition 983
45.5.2 Challenges 984
References 985
Chapter 46: Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses 988
46.1 Introduction 988
46.2 What Do We Know About Entrepreneurship Education and Entrepreneurial Competencies? 990
46.2.1 The Learning Object 992
46.2.1.1 Competencies Related to New Business Start-Up 992
46.2.1.2 Competencies Related to an Entrepreneurial Mindset 992
46.2.1.3 Competencies Related to Didactic Models 993
46.2.2 The Environment 994
46.2.2.1 The Environment: A Key Resource for Learning 994
46.2.2.2 A Collective Construction of Competencies 995
46.2.3 The Educator 996
46.2.3.1 Who Teaches Entrepreneurship? 996
46.2.3.2 A Profile of the Entrepreneurship Teacher 997
46.3 What’s Next? Towards Entrepreneurial Competencies Based on Uncertainty and Self-Regulated Learning 999
46.3.1 Dealing with Uncertainty 999
46.3.2 Entrepreneurial Competencies Gained Through Self-­Directed Learning 1001
46.3.2.1 Origins of Self-Directed Learning 1001
46.3.2.2 The Three Key Elements of Self-Directed Learning 1001
46.4 Conclusions 1004
References 1005
Chapter 47: Becoming Globally Competent through Student Mobility 1009
47.1 Introduction 1009
47.1.1 Globalization as Driving Force 1010
47.1.2 Technological Advances as Driving Force 1011
47.1.3 Climate Instability as Driving Force 1013
47.2 What Are the Effects of International Student Mobility on Global Competence? 1014
47.2.1 At a Glance 1014
47.2.2 Research Regarding Global Competence and Student Mobility: Scope, Assessment Methods, and Instruments 1015
47.2.3 Studies on the Effects of Physical International Mobility on Global Competence 1017
47.2.3.1 Studies Focusing on Students’ Attitudes and Knowledge in the Domain of Global Competence 1017
47.2.3.2 Studies Focusing on Students’ Attitudes and Skills in the Domain of Global Competence 1019
47.2.4 The Effects of Virtual Mobility on Global Competence 1021
47.3 Implications for Educators 1022
47.3.1 The Curriculum and Content of the Program 1023
47.3.2 Quality and Activities of Teachers and Trainers 1024
47.4 Conclusions 1025
References 1026
Chapter 48: Social Competence Research: A Review 1031
48.1 Introduction 1031
48.2 Conceptualising ‘Social Competence’: Generic vs. Domain Specific 1033
48.3 Social Competence as a Generic Construct 1034
48.3.1 Defining the Construct 1034
48.3.2 Social Competence as a Prerequisite and an Outcome of Vocational and Professional Learning 1035
48.3.3 Social Competence as a Prerequisite for Workplace Performance and Professional Success 1037
48.3.4 Problems with a Generic Construct in the Context of Vocational and Professional Education 1038
48.4 Social Competence as a Domain-Specific Construct 1039
48.4.1 Fundamental Considerations of Conceptualising Social Competence as a Domain-Specific Construct 1039
48.4.2 Sales and Services 1040
48.4.3 Social and Health Care 1043
48.5 Measurement of Social Competencies 1045
48.6 Conclusions 1046
References 1047
Chapter 49: Computational Thinking as an Emerging Competence Domain 1053
49.1 Introduction 1053
49.2 Three Country Cases 1054
49.2.1 Computing in the National Curriculum in England 1055
49.2.2 Computational Thinking in the Netherlands 1057
49.2.3 USA: Fostering CT in K-12 1059
49.3 Computational Thinking Competencies 1061
49.4 Developing CT Competence in Education 1062
49.5 Implications for Vocational Education 1064
49.6 Conclusions 1066
References 1067
Part V: Conclusions and Discussion 1070
Chapter 50: Competence Theory and Research: A Synthesis 1071
50.1 Introduction 1071
50.2 Competence-based Education: A Global Innovation 1072
50.2.1 European Union 1073
50.2.2 Sectoral Initiatives 1074
50.2.3 Beyond the European Union 1075
50.3 Answers to the Questions in This Volume 1076
50.4 Common Misunderstandings About Competence-based Education 1086
50.5 Further Research for Competence-based Vocational and Professional Education 1091
50.6 Further Observations and Comments 1093
50.7 Final Conclusions 1101
References 1103
Erratum 1107
Author Index 1110
Subject Index 1132

Produkt-Details

• Erscheint lt. Verlag: 8.9.2016
• Reihe/Serie: Technical and Vocational Education and Training: Issues, Concerns and Prospects
• Reihe/Serie: Technical and Vocational Education and Training: Issues, Concerns and Prospects
• Zusatzinfo: XXXIV, 1142 p. 56 illus.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Schlagworte: Adult Education • Behavior-oriented competence • Competence approaches • Competence Assessment • Competence-based education • Competence conceptualizations • Competence framework • Competence Model • Education to work transition • Entrepreneurship competence • higher education • Intercultural Competence • Labour market development • Labour market needs • Situated professionalism • Task-oriented competence • technical education • VET • Vocational Training • Work-related education
• ISBN-10: 3-319-41713-4 / 3319417134
• ISBN-13: 978-3-319-41713-4 / 9783319417134