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Competence-based vocational and professional education bridging the worlds of work and education

Author: Martin Mulder; Jonathan Winterton
Publisher: Switzerland : Springer Verlag, [2017]
Series: UNESCO-UNEVOC book series, v.23.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
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 field, the book distinguishes between three approaches to defining competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Martin Mulder; Jonathan Winterton
ISBN: 9783319417110 3319417118
OCLC Number: 951761479
Description: xxxiv, 1142 pages : illustrations 25 cm.
Contents: Introduction / Martin Mulder and Jonathan Winterton --
Part I Theory: Conceptual foundations, concerns and perspectives --
2. Developing domains of occupational competence: Workplaces and learner agency / Stephen Billett --
Competence, qualification and action theory / Matthias Vonken --
Competence and professional expertise / Arnoud T. Evers and Beatrice I.J.M. van der Heijden --
Competence, capability and graduate attributes / Len Cairns and Margaret Malloch --
Using an epistemological perspective to understand competence-based vocational and professional education / Richard G. Bagnall and Steven Hodge --
Mindful working and skilful means: Enhancing the affective elements of vocational education and training through the ethical foundations of mindfulness / Terry Hyland --
Competence-based education and teacher professional development / Christopher Day --
Beyond competence, thinking through the changes: Economy, work and neo-liberalism / James Avis --
The integrated view on competence / Paul Hager --
Competence and the alignment of education and work / Martin Mulder --
Part II Competence-based education as a global innovation --
Competence-based education in the United States / R. Kirby Barrick --
Competence-based education and assessment in the accounting profession in Canada and the USA / J. Efrim Bortiz and Carla Carnaghan --
NVQs and approaches to competence in the UK: Contexts, issues and prospects / Peter Stokes --
Competence development and workplace learning: Enduring challenges in the interplay of policy and practice in the UK / Karen Evans and Natasha Kersh --
Competence domains and vocational-professional education in Germany / Susanne Weber and Frank Achtenhagen --
The competence development agenda in France / Françoise Le Deist --
Competence-based approach in the education reforms of Lithuania and Estonia / Vidmantas Tūtlys and Olav Aarna --
Competence-based education in the Italian context: State of affairs and overcoming difficulties / Marco Ronchetti --
Competence-based education in China's higher TVET: The case of Shenzhen Polytechnic / Dayue (David) Fan --
Competence-based training in South Asia / Brajesh Panth and Rhona B. Caoli-Rodriguez --
Competence-based vocational education and training in Viet Nam: Input and process towards learning outcomes / Nguyen Quang Viet --
Competence and TVET innovation in Sub-Saharan Africa: The case of Rwanda / Wybe van Halsema --
Part III Competence and key aspects of education systems --
Comptencies in higher education: Experience with the academic competencies and quality assurance (ACQA) framework / Jacob Perrenet, Tijn Borghuis, Anthonie Meijers, and Kees van Overveld --
Models and principles for designing competence-based curricula, teaching, learning and assessment / Renate Wesselink, Harm Biemans, Judith Gulikers, and Martin Mulder --
"4Cyourway": A competence framework for measuring competence growth from secondary vocational to higher education and curriculum design / Frank P.C.M de Jong, Hans Corten, and Cees de Jong --
Comparing recognition of prior learning (RPL) across countries / Sandra Bohlinger --
Competence assessment as learner support in education / Cees van der Vleuten, Dominique Sluijsmans, and Desiree Joosten-ten Brinke --
Assuring quality in competence assessments: The value added of applying different assessment approaches to professional education / Sigrid Blömeke --
Quality management of competence-based education / Antje Barabasch --
Competence-based education and educational effectiveness / Lorenz Lassnigg --
Areas of learning: The shift towards work and competence orientation within the school-based vocational education in the German dual apprenticeship system / Michael Gessler --
Knowledge concepts in competence-based VET research perspectives on Cognitivist and Social-Constructivist approaches / Agnes Dietzen --
Competence and the need for transferable skills / Christof Nägele and Barbara E. Stalder --
Factors influencing professional development in teacher teams within CBE contexts / Piety Runhaar --
Self-regulation and competence in formal and informal contexts of vocational and professional education / Petri Nokelainen, Heidi Kaivuo, and Laura Pylväs --
Fostering development of work competencies and motivation via gamification / Michael Sailer, Jan Hense, Heinz Mandl, and Markus Klevers --
Software tools for scaffolding argumentation competence development / Omid Noroozi and Simon McAlister --
Part IV Competence domains --
Modeling, measurement, and development of professional competence in industrial-technical professions / Florina Ştefănică, Stephan Abele, Felix Walker, and Reinhold Nickolaus --
Competence modeling and measurement in engineering mechanics / Georg Spöttle and Frank Musekamp --
Modeling and measurement of teacher competence: Old wine in new skins? / Eveline Wuttke and Jürgen Seifried --
Competency-based medical education and its competency frameworks / Olle ten Cate --
Green skills as the agenda for the competence movement in vocational and professional education / margarita Pavlova --
Complex problem-solving in a changing world: Bridging domain-specific and transversal competence demands in vocational education / Jonas Neubert, Thomas Lans, Maida Mustafic, Samuel Greiff, and Peer Ederer --
Intuition as crucial component of profession competence: Its relevance for competence-based vocational and professional education and training / Christian Harteis --
Labour market uncertainty and career perspectives: Competence in entrepreneurship courses / Olivier Toutain and Alain Fayolle --
Becoming globally competent through student mobility / Vitaliy Popov, Dine Brinkman, and Jan Pieter van Oudenhoven --
Social competence research: A review / Susan Seeber and Eveline Wittmann --
Computational thinking as an emerging competence domain / Aman Yadav, Jon Good, Joke Voogt, and Petra Fisser --
Part V Conclusions and discussion --
Competence theory and research: A synthesis / Martin Mulder.
Series Title: UNESCO-UNEVOC book series, v.23.
Responsibility: Martin Mulder, editor.

Abstract:

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 field, the book distinguishes between three approaches to defining 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 specific competence. Lastly, it identifies 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 'global' challenges which call for innovation and a profound transformation of policies and practices. The book presents a range of different approaches to competence-based education, and demonstrates that competence based education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specific components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. The book concludes by synthesizing the different perspectives with the intention to contribute to further improving vocational and professional education policy and practice.

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