Knowledge Concepts in Competence-based VET Research Perspectives on Cognitivist and Social-Constructivist Approaches

Dietzen, Agnes

doi:10.1007/978-3-319-41713-4_33

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Education increasingly determines social status, opportunities for meaningful participation, and well-being. Simultaneously with rising educational expectations, in terms of achievement and attainment, and extended duration of educational careers (see Dietzen et al 2015;Leemann et al 2016), inclusive education has become a global norm. Indeed, the UN Convention on the Rights of Persons with Disabilities (UN CRPD) and the United Nations' 2030 Agenda for Sustainable Development broadly diffuse policy recommendations to fight inequalities and ensure that no one is left behind (see Kangas/Karonen 2022).…”

Section: Introduction: the Growing Relevance Of Education And Dis/abi...mentioning

confidence: 99%

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

Powell

Blanck²

2023

sozialpolitik.ch

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Education increasingly determines social status and opportunities for meaningful participation. To ensure more equity among diverse student bodies, inclusive education has become a human right and a global norm. Sociological research has to some extent analyzed the nexus of dis/ability, education, and inequalities, yet far more attention has been paid to socio-economic status, gender, and race and ethnicity. While studies of educational opportunities of disabled youth and young adults exist, systematic approaches to understand stigmatization, segregation, and educational and social exclusion as well as their consequences are less advanced than for other ascriptive characteristics. Examining constrained learning opportunities in vocational training and higher education in Germany’s selective and segregated education system, we explore the nexus of dis/ability, education, and social inequality.

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Section: Introduction: the Growing Relevance Of Education And Dis/abi...mentioning

confidence: 99%

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

Powell

Blanck²

2023

sozialpolitik.ch

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“…One notable exception is the VET-LSA feasibility study initiated by the University of Göttingen (Baethge & Arends, 2009) -also referred to as "the PISA-VET" (Baethge, Achtenhagen, Arends, Babic, Baethge-Kinsky, & Weber, 2006). It is presented as based on a holistic understanding of competence, although such claims have been challenged by Dietzen (2017). The latter recognizes the multidimensional logic of the VET-LSA, but criticizes its underlying model of professional action competence (Weinert, 2001) for separately examining cognitive, motivational and social components, and not in an integrative manner.…”

Section: Introductionmentioning

confidence: 99%

Large scale studies of holistic professional competence in vocational education and training (VET): The case of Norway

Lahn

Nore

2019

IJRVET

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Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa.Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey.Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.

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Adult Learning Theories and their Role in Instructional Design, Curriculum Development and Educational Technology

Quratulain

Basit

Bakhsh

et al. 2021

Wseas Transactions on Environment and Development

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Modern lifelong learning, and especially when it involves technical issues, is absolutely necessary in any modern form of development and environmental protection. States and societies need to constantly focus on lifelong learning because it is the best investment that pays off in the short and long term. A critical stage was emergence of adult learning theories in learning process. Cognitivism, constructivism, Behaviorism and connectivism have been broadly applied in educational learning process to enhance the educational learning system according to the students capabilities and requirements. This study analyzed four adult learning theories namely constructivism, behaviorism, connectivism and cognitivism and their importance in lesson design, curriculum development and educational technology. The current review study's findings revealed that cognitivism, constructivism and behaviourism are foundations for syllabus development, instruction design and technology development. To incorporate technology into the learning process, the connectivism learning theory connects the learning theories of cognitivism, behaviourism and constructivism. The difficulties in putting learning theories into practice, as well as potential solutions, are addressed in this article.

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Knowledge Concepts in Competence-based VET Research Perspectives on Cognitivist and Social-Constructivist Approaches

Cited by 3 publications

References 17 publications

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

The Nexus of Dis/Ability, Education and Social Inequality: Vocational Training and Higher Education in Germany

Large scale studies of holistic professional competence in vocational education and training (VET): The case of Norway

Adult Learning Theories and their Role in Instructional Design, Curriculum Development and Educational Technology

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