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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.

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

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.

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.

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.

This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania.

A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work.

The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions.

The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.

It has been recognised that management training and development in SMEs is a relatively poorly researched area and that the influencing factors for SMEs are not well understood. This paper outlines a regional study of the interest in competence based management development amongst SMEs. This is compared with a study of the providers’ approach to management development provision for the SME market. It is apparent, from the study, that the value of Management NVQs remains unclear both to the provider and the SME recipient. Unless a means can be found to demonstrate value and benefits to both sides it is unlikely that take‐up will improve significantly within the SME community or that quality providers will continue to deliver to the sector. The paper highlights the major issues to be addressed for, and with, both parties if progress is to be made.

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.

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.

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.

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.

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.

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.

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.

Takes as its starting‐point the need for new ways of approaching management development. Introduces the competence‐based model promoted by the Management Charter Initiative and outlines a conceptual framework for conceiving the value of qualifications. Distinguishes and explores notions of use and exchange value. Uses a case study based on interviews with 58 managers to examine perceptions on, and experiences of, a competence‐based management development programme. Discusses the wider implications of the findings and concludes that biographical information helps to explain individuals′ reactions to training and qualifications opportunities.

The former Soviet economies have, for the past 12 years, looked to the advanced economies in the west for help in reforming their systems of vocational education and training. These “transition” economies still bear much of the legacy of the previous system and culture – academic in orientation, firmly supply led and implemented through vocational schools which are in economic crisis. They are offered the western “consensus” – competence‐based training systems and the introduction of common or “core” skills. However, in introducing these methods, approaches and concepts, fundamental flaws appear, flaws that have not been seriously addressed in their countries and cultures of origin. This paper tries to address the problems in dealing with concepts like “competence” and “core skills”, and suggests that we need a coherent, grounded concept of occupational competence to replace the relatively unquestioned “deficiency model” which these concepts represent.

This article reports and evaluates how a traditional approach to recruitment and selection in the Social Services Department of West Sussex County Council was superseded by a competency‐based approach. The authors discuss the impacts of external and internal changes on the local authority and the need to develop less subjective and more effective methods of recruitment and selection, at all levels. After describing and reviewing existing practices, they outline the results of an internal research investigation involving managers and personnel and training specialists. The research participants acknowledged the limitations of the existing recruitment and selection practices and recognised the need for a more competence‐based approach. This was clearly an important stage in the change process which the authors proceed to describe. Here, they highlight the key role of training and relationship‐building between line managers and personnel specialists. Examples are provided of traditional and competence‐based job descriptions, person specifications and forms of assessment. The authors conclude that the new system fits well into the department’s overall human resources strategy for improving workplace performance and reducing workplace conflict.

The twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper aims to discuss the qualities of competence-oriented educational processes and the recent movement towards competence-based curricula in higher education.

This study follows a systematic literature review (SLR) methodology to explore the concept of competence within the context of educational science. The subsequent thematic synthesis analyses the findings of reviewed publications regarding graduate attributes in competence-oriented higher education and their perspectives and working-life expectations on exit profiles.

Interest in competence-oriented education, training and learning has grown in recent years, resulting in numerous theoretical and technical pedagogical applications in higher education. Nonetheless, ambiguous terminology presents a significant challenge, which is demonstrated by the inconsistent language of the study's results. Moreover, there is an obvious need for teachers' in-service training. The qualitative synthesis of this article will be useful for both educational and working life sectors to inform and promote different perspectives on competence-oriented educational processes. A clear articulation of competences is crucial for reforming higher education to meet students' interests and recognise their work-life needs.

The concept of competence has been under-investigated in higher education research and practices. This study offers novel insights and practical implications for competence-oriented learning concerning the paradigmatic change across higher education.