The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis

Mulder, Martin; Weigel, Tanja; Collins, Kate

doi:10.1080/13636820601145630

Cited by 267 publications

(214 citation statements)

References 19 publications

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“…When using the term Bcompetence^, we understand it in line with Mulder et al (2006), as the capability to perform by using knowledge, skills, and attitudes that are integrated in the professional repertoire of the individual; it is therefore reasonable to deduce cognitive structures from the solution of authentic situations (performance), assuming adequate item design and psychometric procedures (e.g., Chomsky 1965;Shavelson 2008;Wilson 2008). However, in this contribution we specifically consider knowledge and ability, not attitude-related aspects of vocational competence in terms of motivation and volition.…”

Section: Theoretical Background Research Context and Research Questionsmentioning

confidence: 91%

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Klotz

Winther

Festner

2015

Vocations and Learning

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This article discusses the development of vocational competence through economic vocational educational training (VET) from a theoretical and psychometric perspective. Most assessment and competence models tend to adopt a state perspective toward assessments of competence and carve out different structures of competence for diverse vocational domains. However, the order and at what stages of development these identified structures actually occur remains uncertain. This study therefore moves beyond a static perspective to denote changes in competence over the duration of vocational training, using item response theory-based scaling and a cross-sectional database of 877 economic apprentices. The resulting four-stage psychometric model represents a systematization of the development of vocational competence, characterized by the degree of occupational specificity and different forms of cognitive processing. This proposed psychometric model can be used to inform educational researchers and practitioners about the different stages of competence development, such that they can both assess and teach economic competence more effectively.

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Section: Theoretical Background Research Context and Research Questionsmentioning

confidence: 91%

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Klotz

Winther

Festner

2015

Vocations and Learning

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“…Frente a quienes afirman la falta de una definición coherente del concepto (Mulder et al, 2008), la competencia (Tejada, 1999b;Coll, 2007) integra el saber, saber hacer, saber estar y saber ser, y se define, en una primera aproximación al concepto, como un conjunto de conocimientos, procedimientos y actitudes que han de estar combinados, coordinados e integrados en el ejercicio profesional.…”

Section: Una Aproximación Al Concepto De Competenciaunclassified

Formación en competencias comunicativas de los maestros de educación infantil

Andújar

2016

Enseñanza & Teaching

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“…Mulder et al (2007) analyze "the lack of a coherent definition of the concept of competence, the lack of a one-to-one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence-based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence-based education and the many problems in the field of competence assessment" in most European countries. In their research Knowledge, skills, competence: European Divergences in Vocational Education and Training (VET), Brockmann et al (2008) also observe:…”

Section: Methodsmentioning

confidence: 99%

Scientific Legitimation of the European Unions Competence Development Policy

Maniscalco¹

2012

Journal of Social Sciences

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Abstract:This study provides an accessible account of the policy making process of the European Union in the arena of adult skills and competence development. In particular, the way skill standards for adult learners is designed in the EU official statements is investigated, analyzing the developments in the European Union's adult education policies since the Lisbon process was launched in order to verify to what extent they are evidence-based and legitimated through scientific research and specific ex-ante studies. In fact, because of the ageing work force in Europe, but also in the light of the recent economic downturns and the increased labor market's flexibility and dynamics, many governments have tried to foster the involvement and participation of adults in lifelong learning paths for them to suit the transformations of the knowledge-based societies and be active and competitive even in older ages. This empirical paper is based on literature review and content analysis of the relevant policy documents and official EU statements. The main findings show how, beyond declared purposes and political slogans, the way the EU is shaping the adult learners' upskilling significantly appears to aim at the substantial bolstering of basic and digital skills in order to cope with the knowledge economy rather than giving emphasis to more comprehensive sets of competences for lifelong learning and active ageing, which are going to be needed more than ever in the years to come.

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The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis

Cited by 267 publications

References 19 publications

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Formación en competencias comunicativas de los maestros de educación infantil

Scientific Legitimation of the European Unions Competence Development Policy

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The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis

Cited by 267 publications

References 19 publications

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Modeling the Development of Vocational Competence: a Psychometric Model for Economic Domains

Formación en competencias comunicativas de los maestros de educación infantil

Scientific Legitimation of the European Unions Competence Development Policy

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Scientific Legitimation of the European Unions Competence Development Policy