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Article

Martin Mulder, Judith Gulikers, Harm Biemans and Renate Wesselink

The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence‐based education approach are being used in, and perceived…

Abstract

Purpose

The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence‐based education approach are being used in, and perceived as being fruitful for, academic education.

Design/methodology/approach

In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case‐study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated.

Findings

The opinions of the respondents on the usefulness of the competence‐based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence‐based education approach. Many hurdles exist for actually implementing this in university curricula.

Research limitations/implications

Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study.

Practical implications

With some exceptions, the competence‐based education approach is currently not much used in academic education. Possibilities and limitations of competence‐based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs.

Originality/value

The competence concept has been underexposed in university education practices and in research.

Details

Journal of European Industrial Training, vol. 33 no. 8/9
Type: Research Article
ISSN: 0309-0590

Keywords

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Article

Inger Boyett and Graeme Currie

This paper presents a case study of a management development programme, which adopts a competence‐based approach aimed at middle managers in a further education college…

Abstract

This paper presents a case study of a management development programme, which adopts a competence‐based approach aimed at middle managers in a further education college. The programme takes place in a context that promotes the concept of general management. However, the programme, in which the general management approach is embedded, is resisted by the participating middle managers, to the extent that the programme “collapses” half way through and is never revived. As the paper suggests, there may be two reasons for this. First, in considering any potential relationship between public and private sectors, a key question is whether generic transfer of managerial ideas and practices from private to the public sector is appropriate. Second, it may be a question of the way in which the programme was implemented and delivered.

Details

Personnel Review, vol. 30 no. 1
Type: Research Article
ISSN: 0048-3486

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Article

Jonathan Winterton

The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common…

Abstract

Purpose

The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European approach to underpin the European Qualifications Framework.

Design/methodology/approach

The paper uses a literature review and interviews with policy makers.

Findings

Despite the central role of competence in policy initiatives, conceptual approaches to competence vary not only between but also within different member states. This diversity embodies not only language issues but also fundamental cultural differences in approaches to skill formation. Whether the models have sufficient common ground to permit a “best‐fit” European‐wide approach is open to question, although this is clearly an essential prerequisite for removing barriers to labour mobility. Despite initiatives like the European Qualifications Framework there is still no consensus for adopting a common competence model and policy discussions continue to reveal confusion.

Research limitations/implications

The focus on policy discussions at the European level may be a limitation, and readers should see this as the introductory scene setting to more detailed discussions in the following papers of important developments within member states. Beyond this, much is happening at the level of sectors and occupations that is the focus for practical implementation.

Practical implications

The paper highlights the urgent need to develop a coherent conceptual underpinning for competence descriptors in qualifications frameworks that will work as a best‐fit approach across Europe. Without this, occupational and inter‐sector mobility will be hindered.

Originality/value

The paper offers the most comprehensive assessment of European approaches to competence to date.

Details

Journal of European Industrial Training, vol. 33 no. 8/9
Type: Research Article
ISSN: 0309-0590

Keywords

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Article

Audrey Seezink and Rob F. Poell

The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing…

Abstract

Purpose

The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence‐based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and from the acquisition and participation metaphors can be identified in the individual action theories of their teachers.

Design/methodology/approach

A case study was conducted in one school for vocational education, where 12 teachers engaged in an innovation project around the development of a new competence‐based education program for pupils. They participated in concept mapping, cued interviews (based on video recordings), semi‐structured interviews, and a joint feedback session. These four sources were used for an in‐depth content analysis of teachers' action theories.

Findings

No distinctive, crystallized action theories about competence‐based vocational education emerged at the individual teacher level; let alone individual teachers' action theories well in line with the two normative frameworks on competence‐based education. The case study shows the struggle that individual teachers are going through to get their every‐day teaching repertoire more in line with new ideas on competence‐based education.

Research limitations/implications

Only qualitative data are gathered, in one school, representing one school type, in one country only, limiting the statistical generalizability of the results. Not all respondents are able to participate in all four data sources.

Practical implications

Schools should develop HR policies that offer teachers CPD activities in the crucial area of competence‐based education; the frameworks presented in the study can be used to this end, by teacher educators as well as by HRD professionals interested in combining training programs with informal employee learning.

Originality/value

The study draws on literature from various disciplines (especially educational psychology and HRD), which traditionally have remained mostly separate. It combines insights from four separate data sources.

Details

Journal of European Industrial Training, vol. 34 no. 5
Type: Research Article
ISSN: 0309-0590

Keywords

Content available
Article

Daniele Morselli

The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in…

Abstract

Purpose

The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff.

Design/methodology/approach

This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour.

Findings

The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant).

Originality/value

Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.

Details

Education + Training, vol. 60 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

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Article

K.J.P. Truijen, P.J.C. Sleegers, M.R.M. Meelissen and A.F.M. Nieuwenhuis

At a time when secondary vocational education is implementing competence‐based education (CBE) on a large scale, to adapt to the needs of students and of the labour market…

Abstract

Purpose

At a time when secondary vocational education is implementing competence‐based education (CBE) on a large scale, to adapt to the needs of students and of the labour market in a modern society, many vocational schools have recognised that interdisciplinary teacher teams are an important condition for this implementation. In order to provide students with the right competences for the labour market, different subject teachers should work and learn together and, by doing so, should be able to develop changes and improvements to ensure the effective implementation of CBE. In spite of the appeal of forming teacher teams in vocational education, studies on this subject show that teams in educational settings are not easily implemented. This paper aims to address this issue.

Design/methodology/approach

In this study, 28 managers from a Vocational Education and Training (VET) college in The Netherlands were interviewed in order to find factors that are related to effective team functioning. The authors choose to rely on a qualitative approach, because there has hardly been any empirical validation of factors that are related to effective team functioning in a vocational education context. In order to determine what factors influence team effectiveness, the results from the interviews have been related to what is known about team effectiveness from the literature.

Findings

By relating the results from the interviews to what is known about team effectiveness from the literature, a framework for future research on team effectiveness in schools is provided. In line with the organisational and psychological literature on team effectiveness, the managers distinguished several aspects in their definition of team effectiveness. Moreover, the findings of the study highlight the importance of the development of task interdependence, transformational leadership, and group efficacy for producing effective teams in education.

Originality/value

Although teams and team functioning have been the focus of researchers from different disciplines and have been studied from different perspectives, studies on the conditions that support or limit the successful implementation of teacher teams in vocational education are still scarce. The results of this study are expected to provide a deeper understanding of the mechanism that underlies the ability of teacher teams in vocational education to function effectively.

Details

Journal of Workplace Learning, vol. 25 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

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Article

Giuseppe Tacconi, Vidmantas Tūtlys, Marco Perini and Genute Gedvilienė

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers…

Abstract

Purpose

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.

Design/methodology/approach

A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.

Findings

Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.

Originality/value

The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

Details

European Journal of Training and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-9012

Keywords

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Article

Christoph Bohne, Friedhelm Eicker and Gesine Haseloff

The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational…

Abstract

Purpose

The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET).

Design/methodology/approach

VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach.

Findings

The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed.

Practical implications

This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning.

Originality/value

The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.

Details

European Journal of Training and Development, vol. 41 no. 1
Type: Research Article
ISSN: 2046-9012

Keywords

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Article

Brian O′Reilly and Patrick McCrystal

Evaluates a partnership approach employed in the delivery andimplementation of a competence‐based approach to teacher training. Thepartnership was composed of the…

Abstract

Evaluates a partnership approach employed in the delivery and implementation of a competence‐based approach to teacher training. The partnership was composed of the university course team, the college staff who carry out the work‐based assessments, and the education and Library Boards (LEAs in England and Wales). Uses quantitative research techniques to generate research data. Identifies the central issues as: the additional workload placed on college staff as a result of the work‐based assessments; the integration of work‐based competences into staff development programmes and the liaison within the partnership. Concludes that overall there was general satisfaction with the nature of the course both as a teacher training course and as a programme for professional development. Highlights the liaison between the three bodies as being problematic. Discusses these issues with specific recommendations being made.

Details

Education + Training, vol. 37 no. 8
Type: Research Article
ISSN: 0040-0912

Keywords

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Abstract

Details

The Emergence of Teacher Education in Zambia
Type: Book
ISBN: 978-1-78756-560-9

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