Competence and the Need for Transferable Skills

Nägele, Christof; Stalder, Barbara E.

doi:10.1007/978-3-319-41713-4_34

Cited by 50 publications

(59 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ferdigheter kan forstås og forankres bredt -som kognitive, sosiale og emosjonelle ferdigheter (NOU, 2018;OECD, 2017). Et fellestrekk for ferdigheter generelt er at de etterspørres og brukes i ulike situasjoner og kontekster, som overførbare ferdigheter eller "transferable skills" (Filliettaz, Billett, Bourgeois, Durand & Poizat, 2015;Losa & Filliettaz, 2017;Nägele & Stalder, 2017). Overførbare ferdigheter har ulike betegnelser avhengig av hva disse vektlegger innenfor ulike områder.…”

Section: Innledningunclassified

“…Overførbare ferdigheter har ulike betegnelser avhengig av hva disse vektlegger innenfor ulike områder. I engelsk terminologi benyttes blant annet "basic skills", "generic skills" og "employability skills" for slike overførbare ferdigheter (Nägele & Stalder, 2017). Ferdigheter som synes å gå igjen for alle er skriftkompetanse, kommunikasjon, evne til samarbeid og ferdigheter i bruk teknologiske verktøy.…”

Section: Innledningunclassified

“…Det skjer gjerne en transformasjon, en omforming, når det laerte skal anvendes i nye kontekster. For å betone den komplekse laeringsprosessen i transformasjonen, må oppmerksomheten rettes mot mentale, sosiale og organisatoriske forandringer (Jørgensen, 2011;Nägele & Stalder, 2017;Saks, Salas & Lewis, 2014). Slik sett kan transformasjon vaere et egnet begrep, som i nyere litteratur erstatter transferbegrepet.…”

Section: Transfer Og Transformasjonunclassified

“…Undervisning, som i hovedsak må knyttes til skoledelen av opplaeringen, har som utgangspunkt at elevene skal kunne anvende og bruke sine kunnskaper og ferdigheter i nye sammenhenger (Aarkrog, 2012, s. 23). Skriveferdigheter og skrivepraksiser betraktes på denne måten som overførbare eller "transferable" ferdigheter (Nägele & Stalder, 2017). Dette harmonerer med selve formålet for opplaeringen, der elever og laeringer skal kunne overføre sine kunnskaper og ferdigheter til arbeidslivets stadig skriftende yrkesoppgaver.…”

Section: Transfer Og Transformasjonunclassified

See 3 more Smart Citations

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

Hellne-Halvorsen

2019

NJVET

View full text Add to dashboard Cite

The topic of this article is literacy and writing practices in Technical and Vocational Education and Training (TVET). In Norway, TVET is organised as two years in school context followed by two years in enterprise. Based on a socio-cultural theoretical approach, the research question is: How is writing practiced in school and enterprise -as similar or as different practices? Writing skills are integrated in curriculum and part of vocational competences. Teachers and trainers are committed to work with and develop writing skills to students and apprentices. Different contexts may imply different writing practices by transfer and transformation from school to enterprises. My research shows that this is not the case, as writing in both contexts is mainly mediating learning outcomes from the school-based curriculum and not related to writing competences required in work life. The main purpose of writing practices is to assess and control skills and knowledge, related to vocational specific terminology and argumentation. Teachers and trainers appear to be main target group and not writing to different target groups in students´ and apprentices´ future working life as trained workers. These findings also indicate that generic or trans-contextual writing skills are not prioritized in neither of these contexts.

show abstract

Section: Innledningunclassified

Section: Transfer Og Transformasjonunclassified

See 2 more Smart Citations

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

Hellne-Halvorsen

2019

NJVET

View full text Add to dashboard Cite

show abstract

“…Generic graduate attributes are expected to develop regardless of the discipline of study (Barrie, 2004), are transferable to many areas of life (Bohlscheid & Clark, 2012; Nägele & Stalder, 2017), and are suggested to embrace the “employability skills” to prepare graduates for employment (Small, Shacklock, & Marchant, 2018; Yorke & Knight, 2006; refer to Figure 1). Generic graduate attributes include communication and numeracy skills, technology skills such as computer literacy, problem solving skills, planning and organizational skills, and life‐long learning skills (Confederation of British Industry [CBI] & Universities UK, 2009).…”

Section: Introductionmentioning

confidence: 99%

Graduate capabilities required of South African food science and technology students

Metcalfe

Fourie

Myburgh

2020

J of Food Science Edu

View full text Add to dashboard Cite

South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self-developed questionnaire, administered as a web-based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the founda-

show abstract

A Reflection on the Value Implications for Learner Well-Being of Engagement in Vocational Education and Training

Bagnall

2023

Springer International Handbooks of Education

View full text Add to dashboard Cite

Competence and the Need for Transferable Skills

Cited by 50 publications

References 54 publications

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

Graduate capabilities required of South African food science and technology students

A Reflection on the Value Implications for Learner Well-Being of Engagement in Vocational Education and Training

Contact Info

Product

Resources

About