European journal of vocational training 

About: European journal of vocational training is an academic journal. The journal publishes majorly in the area(s): Vocational education & Higher education. It has an ISSN identifier of 1977-0219. Over the lifetime, 138 publications have been published receiving 1191 citations.

Competence - the essence and use of the concept in ICVT

Abstract: The concept of competence has gained a lot of attention over the past decades. Some scholars believe we do not need the concept at all, because the vocabulary to describe, plan, implement and evaluate (vocational) education and training is sufficient, others do not see much proliferation of the concept, and still others believe competence development is difficult to measure. Many of these judgements depend on the context in which the sceptics are working. When one is focused on the concept of competence in education and training and its application in practice, it is hard to avoid it, at least in Europe. Let me describe what happened during my travels to and from Thessaloniki while I was working at Cedefop during the academic year 200405. On a mountain road, the SR 48, through the Dolomites near Cortina d’Ampezzo I came across a road sign with the words ‘tratta di competenza’. When on mission from Thessaloniki to Wageningen with a car rented at Cologne airport, the first thing I saw was a car with a German number plate, beneath which I read the advertisement: ‘Kompetenz fur Volkswagen’. And a little further on I overtook a lorry bearing the huge characters: ‘Kompetenz fur Gemuse’ (competence for vegetables).

Competence-based VET as seen by Dutch researchers

Abstract: SUMMARY The concept of competence is increasingly the basis for (re)designing VET. In competence-based VET academic disciplines are no longer starting points for curriculum development. Competence needed for working in practice, however, is. Competence-based learning is a dominant trend in VET in several countries because of fewer expected problems in the transition from school to work. In this study, by means of a focus group session and a Delphi study, a model for competence-based VET is developed. It has been constructed by Dutch researchers and can help VET institutions develop competence-based learning.

Collective Learning: Theoretical Perspectives and Ways To Support Networked Learning

Abstract: In this paper, we draw attention to collective learning from various theoretical perspectives, and discuss different forms of collective learning processes and outcomes. We argue that it is important to consider these differences when thinking of creating possibilities for groups to learn in organisations. Three types of collective learning (networks, teams, and communities) will be reviewed. We conclude that learning in communities is a powerful way to stimulate collective learning processes and shared collective learning outcomes. Finally, we argue that workers in organisations are more and more stimulated to share and develop knowledge together with the use of ICT [information and communication technology]. ICT creates possibilities for networked learning, however, we stress that it is also important to focus on group dynamics. They are crucial to coordinate and structure networked learning; two models to support this will be presented.

Towards a Framework for Assessing Teacher Competence.

Abstract: SUMMARY Developing instruments to assess teacher competence requires a model of competent performance which can guide both the collection and appraisal of evidence in task situations. Following Kane (1992), the validation of statements about teachers’ competence is regarded as the evaluation of interpretive argumentation. Based on contemporary insights into teaching and learning, an interpretive model of competent performance is described which, rather than being prescriptive in nature, offers scope for various forms of responsible professional performance. Consequences of professional performance for students/class/organisation are the basis of the model. Acceptable interventions and underlying decision-making processes as well as the associated parts of a professional knowledge base are derived from the consequences. The consequences of these insights for developing domains of competence and collecting evidence are discussed.

Competences as the core element of the European Qualifications Framework

Abstract: SUMMARY The development and implementation of the EQF, as a meta-framework for the promotion of transparency, quality assurance, mobility and mutual recognition of qualifications, has given rise to some difficulties. These are due partly to different definitions of competences, skills and knowledge. Taking the German-speaking countries as an example, the author outlines the difficulties presented by the development of a common terminology as a basis for the common reference levels and discusses some possible consequential problems of implementing the EQF in these countries.