Search results

The development of competence‐based assessment in the UK has been strongly influenced by the introduction, in the 1980s, of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications. The introduction of these qualifications has raised the profile of competence‐based assessment and, arguably, its credibility. But it is responsible for creating some misconceptions. Attempts to centralise and prescribe criteria and processes have stifled innovation and have restricted the wider application of and involvement in competence‐based assessment, particularly at the higher levels. This article describes the background of competence‐based assessment and NVQs and identifies some of the misconceptions which exist in this area. Taking the Association of Accounting Technicians as a case study, the article aims to correct these misconceptions and demonstrate the real potential of competence‐based assessment in vocational and professional contexts.

Most firms select their information technology outsourcing (ITO) vendors based on the two methods of the weighted-criteria evaluation technique – the “qualification score plus the lowest bid price for the highest price score (QS-LBHPS)” and the “qualification score plus the average bid price for the middle price score (QS-ABMPS).” This paper aims to understand whether these two methods provide the same or different results of vendor selection and how the proportional weights of a vendor's qualification and bid price affect the vendor selection results under the two methods.

–In total, 1,000 experimental tests were carried out using the developed spreadsheet template to examine vendor selection results of the two methods (QS-LBHPS and QS-ABMPS) and compare the vendor selection results under three conditions of vendors’ qualification and price weights. A correspondence analysis was also used to determine the proximal relationships among the selection results of the weighted criteria technique under the comparable methods.

The results indicate that, when using the two methods of the weighted criteria technique for a vendor selection, the selection results are significantly correspondent. In addition, the proportions of qualification and price weights affect the selection results under the two methods. The different proportions of qualification and price weights under the two methods yield the same selection results rather than different results.

This study fills the gap in ITO literatures concerning the vendor selection strategy. No empirical studies have been undertaken to compare the results of vendor selection under the two methods of the weighted-criteria evaluation technique. The findings enable a firm's selection team to apply the weighted-criteria evaluation technique effectively and realize that vendor selection results are altered based on the predefined proportions of qualification and price weights.

This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution.

Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET.

The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications.

The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes.

The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

The chapter describes the refugee crisis, its various challenges, and followed by arguments on recognizing refugee qualifications. Key contexts related to refugees including human rights (especially to education and work), access and equity in education and the labor force, and refugee integration into host countries. The Norwegian Quality Assurance Agency’s initiatives on the recognition of refugee qualifications and the establishment of a European Passport for Refugees are presented to highlight the importance of increasing refugee access to further education and entry to the labor force through facilitating recognition of their qualifications.

This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements.

The authors use qualitative content analysis to analyse 43 country reports of the “European inventory on validation” published by the European Centre for the Development of Vocational Training (Cedefop) in 2019.

This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited.

VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.

The paper is concerned with the tourism industry's increased demand for better educated and/or trained manpower and the general requirements of higher levels of know‐how on account of secular changes in the demand for higher quality tourism products, technological changes and a more competitive global environment. After discussing the general patterns of skill and know‐how acquisition in tourism in the context of today's labour markets and tourism schooling/training systems the paper speculates on possible causes for know‐how deficits assumed to be particularly prevalent in alpine tourism (section II and III). Following this section IV reports on qualification and know‐how deficits on the basis of a self‐assessment survey carried out among 144 tourism enterprises comprising the typical tourism value chain of alpine tourism. Conclusions are drawn up in V.

Reports the findings and conclusions of a study of five small businesses in the hotel and catering sector which had adopted national vocational qualifications (NVQs). Using an open system model, a comparative case study design and a range of data sources and methods of data collection within each organization, traces the preconditions, processes, outcomes and problems/issues associated with NVQ adoption and implementation. In a small business context, this is shown more likely to be successful where there is an existing training culture and infrastructure; where on‐the‐job training is positive, supportive and monitored; and where there is a senior management NVQ “champion” and an enthusiastic cadre of in‐house trainers and potential assessors. Shows that NVQs give a sharper focus to training activity, improve candidates’ perceived job satisfaction, morale and career prospects; enhance work flexibility and performance; and have a perceived, if hard‐to‐measure payoff in terms of business performance.

Mass lay-offs tremendously impact employees and companies. Helping people toward new employment could help organizations manage costs and reputation. The authors sought to test a model, based on regulatory focus theory, predicting which employees are more likely to consider leaving the company during this uncertain time (turnover intentions) and indirectly to engage in behavior to strengthen their external labor market position (mobility-oriented behavior).

With a mass lay-off impending, the authors studied employees (N = 326) in a financial services organization. The authors reasoned that employees' perception that they have higher (vs lower) qualifications than their job requires, may be able to spur turnover intentions for some because it enhances perception that movement to another job is desirable and feasible. The authors proposed perceptions of being overqualified vs perceptions of being underqualified only affect the turnover intentions and mobility-oriented behavior of promotion-focused employees.

Supporting the expectations, promotion-focused employees (but not prevention-focused employees) who perceived themselves to be overqualified, compared with promotion-focused employees who perceived themselves to be underqualified, showed higher turnover intentions and, indirectly, mobility-oriented behavior.

This research is one of few studies that have examined intentions and behavior of employees who are facing impending mass lay-off, as most lay-off research has studied survivors or victims post lay-off. To the best of the authors’ knowledge, this is the first study to apply a regulatory focus perspective on overqualification/underqualification, as well as to turnover intention and mobility behavior.

Discusses the introduction of competence‐based standards for training and development and the impact on the training of teachers by requiring changes in the assessment skills learned in teacher training. Compares the standards for training and development with the guidance given to teacher‐training institutions. Suggests that the fuller introduction of competence‐based, NVQ‐style learning and assessment would have some further impact on teacher training and, despite the opposition of academics, the effects could be beneficial. Sees these possible changes as part of a process which is democratic without lowering standards.

The purpose of this research is to ascertain data in relation to courses that are currently on offer in seven third‐level institutions in Ireland which include elements of workplace learning. It is intended that the research findings will contribute to the provision of new workplace learning programmes in Irish third‐level colleges.

A questionnaire was designed for this research and was administered in seven higher education colleges in Ireland. In total, 433 courses were examined in relation to workplace learning.

The findings illustrate that there is still an over‐reliance on the provision of traditional classroom‐based courses. The findings further suggest that, for the successful operation of workplace learning programmes, there is scope for developing further employer engagement with higher education colleges in the design, development and delivery of such programmes.

As a result of the data collected for this research, recommendations for implementing workplace learning programmes for both third‐level education providers and employers are included here.

The paper provides value by identifying courses in Irish third‐level colleges which include elements of workplace learning and suggests that an attitudinal and cultural shift must be engaged with to overcome the traditional reliance on classroom‐based programmes in order to successfully develop new workplace learning programmes.