Competence Development and Assessment in TVET (COMET)

Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Haasler, Bernd

doi:10.1007/978-94-007-4725-8

Cited by 19 publications

(26 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results from research on change in employees' organizational commitment also suggest that affective commitment typically declines over time, which is interpreted to be a consequence of adjustment to the work environment (e.g., Bentein, Vandenberghe, Vandenberg, & Stinglhamber, 2005;Lance, Vandenberg, & Self, 2000). However, other studies (e.g., Rauner et al, 2013, in the field of technical VET) did not find a significant change in AOC over time. In our study, we examine change in apprentices' AOC in the second half of VET, when preparing for the national qualification procedures poses a new challenge and demands extra efforts, and when costs of leaving the training program raise, compared to time and effort that have already been invested.…”

Section: Change In Aoc Over Timementioning

confidence: 94%

Apprentices’ Affective Occupational Commitment During Vocational Education and Training

Salzmann

Berweger

Ark

2017

Journal of Career Development

View full text Add to dashboard Cite

Affective occupational commitment (AOC) during training is considered to prevent occupational turnover and positively influence later work-related outcomes and learning processes. However, little is known about AOC development in a training context. This study examines antecedents and consequences of AOC and its development during vocational education and training. Participants were 497 Swiss apprentices who took part in a longitudinal survey throughout their 3-year training program. The results of latent growth curve modeling showed a slight average decrease in AOC over time. Initial AOC was negatively related to occupational turnover intention and positively related to satisfaction with the apprenticeship. Perceived person-occupation fit and feelings of competence during in-company training were positively correlated with initial AOC. Change in AOC was the smallest when apprentices felt autonomous and larger when they felt competent. The results indicate how in-company training environments can be arranged that foster apprentices' AOC.

show abstract

Section: Change In Aoc Over Timementioning

confidence: 94%

Apprentices’ Affective Occupational Commitment During Vocational Education and Training

Salzmann

Berweger

Ark

2017

Journal of Career Development

View full text Add to dashboard Cite

show abstract

“…The precondition of competence diagnostic is competence model and measurement model based on modern pedagogical and psychometrical theory. The COMET international competence assessment project led by Rauner has made progress in many aspects (see Rauner et al 2012).…”

Section: Competence Assessment Research As a Conclusionmentioning

confidence: 99%

“…Professional competences focus above all on skills that are difficult or impossible to objectivise and which extend beyond current professional tasks to the mastering of future tasks Rauner et al (2012) Professional competence is based on the unique intelligence as well as the part of competence which is manifested by specialists when human beings interact with machines. It is to understand, reflect, assess and accomplish professional tasks.…”

Section: Qualifications Competencesmentioning

confidence: 99%

“…Rauner (see Rauner et al 2012) makes a distinction between competence and qualification with the help of the criteria of ''object and subject relatedness'', ''learning'' and ''objectivitisation''.…”

Section: (Vocational) Qualification and Skillmentioning

confidence: 99%

“…The model is featured with good trans-occupational domain and trans-culture (see Rauner et al (2012) for further information).…”

Section: Competence Assessment Research As a Conclusionmentioning

confidence: 99%

See 2 more Smart Citations

Competence Research

Zhao¹

2014

Areas of Vocational Education Research

View full text Add to dashboard Cite

The most important target of TVET is to promote professional competence development. The professional competence research is not only an essential theoretical foundation of the curriculum research in TVET, but also an important part of the qualification research. This chapter introduces the latest research on professional competence in different countries/cultures and different disciplines, presents different interpretations on competence and professional competence, i.e. professional action competence and cross-vocational competences including shaping competence and key competence. Various terms related to professional competence and prospect of the development of professional competence research are also exposed. It is mentioned that if solid competence research is to be implemented, there should be a breakthrough in the empirical and quantitative research.Competence is an intensely discussed concept in TVET research and innovative projects worldwide. There are two reasons leading to the phenomena. First, huge changes were brought out in the workplaces by globalisation, the development of knowledge-based economy and the fundamental reorganisation of work (Maag Merki 2008, p. 517). Second, more attention is devoted to the leading role of education. All these reflect the development and advances in TVET research and practice.Nevertheless, a common understanding on competence is still absent. Many discussions are merely based on subjective perception and simple experience summary. Inadequate understanding on (professional) competences lies in indefinite differentiation on competence and skill. Many terms such as 'key competence' and 'core competence', etc., were used to explore cross-curricula competence. Some studies intend to categorise competences and establish competence models in the absence of empirical evidences. They could only give hints

show abstract