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A phenomenographic analysis of the implementation of competence-based education in higher education
Abstract
After one decade of Competence-Based Education (CBE), the need arises to investigate the experiences and implementation of CBE in contemporary higher education. A phenomenographic analysis using interviews was conducted with three different groups of stakeholders, namely curriculum coordinator, teachers and students at 26 different educational institutions, providing three different types of educational programmes (ICT and Media, Management, Teacher Education). Results suggest that CBE is emerging and that the majority of the institutions designed their education through a mix of traditional and competence-based teaching and assessment methods. Nevertheless, some obstacles appeared as restrictions to succeeding in the further implementation of CBE.
... A estrutura dos cursos superiores, que ainda apresentam sua construção baseando-se no modelo industrial de educação (Zhang & West, 2020), possui um enfoque de um ensino de conteúdo pelo professor ao aluno no contexto de uma educação supply-driven, ou seja, orientada pela oferta do mercado de trabalho (Koenen et al., 2015). ...
... Este movimento em direção à flexibilização curricular e à aprendizagem centrada no estudante reflete uma resposta das instituições de ensino superior às necessidades individuais dos alunos e aos desafios e oportunidades que virão na próxima década (Reunión de Ministros Europeos responsables de la Educación Superior, 2020). Esta abordagem responde diretamente às demandas modernas, permitindo que os estudantes definam trajetórias que se alinham com seus objetivos pessoais e profissionais, em uma educação demand-driven, com um maior protagonismo no processo de ensino-aprendizagem e um enfoque em competências (Koenen et al., 2015;van Bruggen & Ritzen, 2010). ...
... Com o capítulo voltado a cada tema, foi possível compreender que esta abordagem centrada no estudante faz com que se tenha uma mudança em todas as ações das IES, a partir da mudança drástica do sistema tradicional de desenvolvimento de competências para um que englobe as competências instrumentais, interpessoais e sistêmicas (Almeida et al., 2022;van Bruggen & Ritzen, 2010). Essa mudança reflete uma transição que se adapta não só às necessidades desta geração digitalmente incluída, mas que também atenda as habilidades do estudante para os preparar de forma real para um mercado de trabalho mais exigente, o que o incluem as aptidões não convencionais (Koenen et al., 2015;Zhang & West, 2020). Desta forma, as ACTs apresentam-se como elementos essenciais, não apenas no ambiente acadêmico, mas também no profissional, onde a capacidade de se adaptar, a iniciativa, as habilidades de comunicação e a organização pessoal são altamente valorizadas pelos empregadores (Heckman & Kautz, 2012;Swiatkiewicz, 2014). ...
The University of Aveiro (UA) values transversal skills for student development,
promoting extracurricular activities with gamification principles and recognition
through digital badges. As part of the Ser+ project, the “Students for Students
Program” (PEPE) was designed with a peer mentoring approach, providing
training courses that complement the formal learning environment. Through a
gamification strategy, badges were awarded at various stages of the program
to motivate and recognize student participation. In this context, this study
monitored the development of this gamification strategy from its conception
through dissemination to its sustained application. To this end, motivation
questionnaires, based on the Self-Determination Theory (SDT), were
administered to participating students at the end of the 2021/2022 academic
year and throughout 2022/2023. The results of these instruments were quite
positive, with the use of badges demonstrating a positive influence on student
motivation, particularly impacting intrinsic motivation and identified regulation. A
focus group was conducted with key PEPE managers to supplement the
questionnaire findings. These insights aligned with the questionnaire results,
emphasizing the importance of adopting a gamified approach grounded in a
well-structured framework that integrates with the needs of students and the job
market. Based on these results, the strategy was assessed from the
perspective of the Octalysis gamification framework. This comparison served
as the basis for creating the OCTACT model, combining Octalysis principles
structured around the European Classification of Skills, Qualifications and
Occupations (ESCO) framework for transversal competences. This model is
expected to contribute to future gamification strategies focused on transversal
competences or extracurricular activities.
... Moreover, it proves to have a more positive insight of itself, shedding light on the learners' strengths (their competences) rather than their deficits [48,49]. In fact, competence-based education (CBE) departs from the purely behavioural to embrace constructivist views [50]. Last but not least, the application of CBE is in line with the UN's Sustainable Development Goals [51], which can also be linked with the shift to a knowledge-based society [50]. ...
... In fact, competence-based education (CBE) departs from the purely behavioural to embrace constructivist views [50]. Last but not least, the application of CBE is in line with the UN's Sustainable Development Goals [51], which can also be linked with the shift to a knowledge-based society [50]. ...
... • It resorts to realistic tasks, closely connected to contextualised practice [50]. ...
This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three comparable classes were exposed to different teaching and assessment conditions. Two of them were the research groups, learning under a competence-based CLIL (Content and Language Integrated Learning) paradigm, while the control group did so under a content-based EMI (English-Medium Instruction) model. The participants (n = 76) were asked to answer two questionnaires, which collected their expectations (pre-questionnaire) and final perceptions (post-questionnaire) in regard to their levels of anxiety towards studying in English. The qualitative and quantitative comparison of their answers facilitated results that allowed to discuss and conclude the beneficial effect of CLIL as a competence-based coping strategy to diminish foreign language anxiety among student teachers who face the challenge of learning in a bilingual classroom setting.
... However, epistemological analyses are also needed of vocational competence and education that can serve as a framework for developing more knowledge about how schools and vocational enterprises can collaborate and how a more relevant education can be achieved. (Koenen et al., 2015;Schøn, 1995). The purpose of this article and the research project it concerns is to contribute knowledge about the following questions, based on analyses and a pragmatic, holistic epistemological perspective: how can schools and enterprises work together to achieve coherent, vocationally relevant education, what are the challenges at hand, and what are the benefits of collaboration for students, teachers and instructors in enterprises? ...
... They go on to say that a competence-based education is one whose main principle is that the content is based on and organised around authentic vocational tasks to which theory is linked. The results of the study show that the programmes in question were only competence-based to a rather limited extent (Koenen et al., 2015). A holistic concept of competence and the implications it has for the understanding of school-workplace collaboration is the theme of the next section. ...
... This was related to sub-questions about how the students in placements were socially and professionally welcomed in the enterprise, and what types of tasks they were assigned (Dreyfus & Dreyfus, 1986;Lave & Wenger, 1991). The vocational relevance of the tasks, prog-ress, variation, opportunities for reflection and theoretical explanations, what type of supervision and assessment the students received, were important themes seen from a pragmatic epistemological perspective (Dreyfus & Dreyfus, 1986;Koenen et al., 2015;Schøn, 1983). The relationship between the students' workplace experience and their schoolwork, the instructors' influence on the content in school and the teachers' influence on the content of the students' practical training were also topics of interest. ...
Collaboration between schools and enterprises in vocational education and training (VET) is a challenge in many countries, Norway included. There is a tendency to organise VET in separate theoretical and practical learning arenas that lack mutual coherence. This article presents the findings of a four-year action research study in which 30 vocational teachers, who were taking an in-service master’s degree programme in vocational pedagogy, completed systematic research-based projects on developing partnerships between schools and enterprises in the school-based part of Norwegian VET. The goal was to strengthen the relevance of vocational education by creating stronger links between the content of the education and the content of the vocation. The study was based on a pragmatic, holistic perspective on vocational competence and education where essential, authentic vocational tasks to which theory is related are regarded as the core educational content, both in the enterprises and in schools. The findings are based on an analysis of 30 master’s degree theses documenting each of the teachers’ development projects.
The results show examples of and principles for how collaboration between schools and enterprises can be organised around vocational tasks. Core principles include formal agreements on collaboration between schools and enterprises, regular dialogues between vocational teachers, instructors and students about educational tasks and content, joint planning and follow-up of students’ placements in enterprises, and exchanges of experience and competence between teachers and instructors. The results show that, according to students, instructors and vocational teachers, the application of such principles contributed to vocational relevance and students’ motivation and learning outcomes.
... Dette perspektivet indikerer at kunnskap for andres kulturelle preferanser og måter å kommunisere på er avgjørende for gode helsevalg. Koenen et al. (2015) hevder at kompetansebegrepet brukes veldig ulikt. Selv definerer de det som et integrert sett av kunnskaper, ferdigheter og holdninger, og sier at en kompetansebasert utdanning er en utdanning hvor kunnskaper, ferdigheter og holdninger er integrert og utvikles gjennom arbeid med autentiske yrkesoppgaver og yrkesutfordringer. ...
... Kultursensitiv omsorg, pleie og kosthold er viktige aspekter i å yrkesforankre helsearbeiderfagutdanningen for å gjøre den relevant og samfunnsnyttig. Dette er i tråd med Koenen et al. (2015) sin beskrivelse av hovedprinsippene ved kompetansebasert yrkesopplaering. Innholdet i opplaeringen bør fra deres perspektiv bygge på og vaere organisert om sentrale autentiske yrkesoppgaver, som i denne sammenheng handler om kultursensitivitet. ...
... Som Sund et al. (2009) og Hiim (2013 poengterer må yrkesopplaeringen vaere relevant for det yrket som elevene skal praktisere i. Derfor er nettopp flerkulturelle problemstillinger viktig å tematisere i opplaeringen (Gilje, 2017;Grimen, 2008;Säljö, 2014). Den flerkulturelle tilnaermingen vil også gjøre opplaeringen mer samfunnsrelevant, slik Koenen et al. (2015) mener den bør vaere for fremtidens yrkesutøvere. ...
This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training.
The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.
... Los tipos de metas de los estudiantes son consistentes con los objetivos que se abordan en la educación basada en competencias (Bartram y Roe, 2005;Fernández y Pons, 2015;Koenen et al., 2015), particularmente en lo referido a una formación integral que integra diversos tipos de conocimientos (Rodríguez Moneo, 2011) que preparan a los alumnos para afrontar los retos laborales y sociales (Bayona, 2014;Kulik et al., 2020;Martínez y González, 2018). ...
... Lo anterior supone una grave dificultad para la comprensión de los objetivos de aprendizaje, es decir de las competencias, por parte de los estudiantes y para su implicación activa requerida en su adquisición (Halbaut et al., 2015;Koenen et al., 2015;Kulik et al., 2020). Es esencial que los alumnos entiendan la naturaleza de las competencias dado que constituyen, en gran medida, las metas planteadas en la formación universitaria. ...
... De igual manera, los profesores deben considerar las oportunidades de mejora percibidas por los estudiantes y que están relacionadas con el fortalecimiento de algunas competencias (p.ej., liderazgo y comunicación), con su participación activa en entornos de aplicación real, y con la implementación de actividades de socialización de los planes de estudio al inicio de los cursos. Estos aspectos constituyen posibles direcciones a considerar para fomentar el desarrollo docente, incrementar su efectividad en la enseñanza de competencias y en el acompañamiento del proceso de aprendizaje de sus estudiantes (Casey, 2018;Koenen, et al., 2015;Navas y Ospina, 2020). ...
El cambio a un modelo de educación basado en competencias responde a la necesidad de preparar adecuadamente a los estudiantes para afrontar los retos que plantea la sociedad y el mercado laboral, así como de promover el desarrollo individual de los estudiantes y el desarrollo económico y social de los países. Su implementación efectiva requiere que los estudiantes y profesores comprendan las bases del modelo, el rol que deben desempeñar, así como las estrategias y los recursos necesarios para alcanzar las metas educativas establecidas en términos de las competencias. A través del análisis de 50 entrevistas en profundidad, este estudio buscó comprender las concepciones acerca de las competencias que tienen los estudiantes universitarios de Bogotá (Colombia), así como sus opiniones en torno a su experiencia con relación al desarrollo de las mismas. En total, se obtuvieron 740 códigos abiertos que constituyeron siete categorías de análisis. Los resultados brindan información relevante para identificar sus concepciones sobre las competencias, sobre las estrategias, acciones y herramientas que consideran están funcionando apropiadamente, así como aquellas que pueden ajustarse. Todo ello proporciona información relevante la mejora del aprendizaje de competencias en los estudiantes.
... A holistic competence concept, as outlined by both Dreyfus and Dreyfus (1986) and Schön (1983), suggests that the content and organisation of professional education and research must be based on learning and knowledge development through the individual and collective practice of professional tasks in collaboration with the practice field. Regarding newer holistic perspectives on professional education, Koenen et al. (2015), for example, define competence as an integrated set of knowledge, attitudes and skills (p. 3), stating that competence-based education is where theoretical and practical content are organised around authentic professional key tasks. ...
... Which tasks must professional teachers be able to perform, understand and justify? (Darling-Hammond, 2006;Koenen, 2015). How must teacher education be organised and structured both on campus and at the teacher education school, to qualify student teachers for these tasks? ...
According to Norwegian and international research, many teacher education students find that their education is not sufficiently relevant for practising the teaching profession. In Norway, this has led to a political initiative, Teacher Education 2025, which focuses on developing special partnerships between teacher education institutions and schools, referred to as teacher education schools. The purpose of the partnerships is to strengthen quality and relevance so that teachers develop high-level professional competence. This article presents a project on the development of teacher education schools in vocational teacher education, where a crucial aspect is to analyse epistemological perspectives on teachers' development of professional competence and the collaboration between educational institutions and the practice field. The analysis suggests that challenges regarding relevance in teacher education are related to a one-sided rationalistic understanding of knowledge that influences the organisation and content of educational institutions, creating a division between practical and theoretical learning arenas and between professional work, learning and research. The analysis shows how pragmatic and critical perspectives can provide a more holistic understanding of teachers' professional competence and of teacher education. The article demonstrates how pragmatic and critical epistemological guiding principles and measures to develop teacher education schools can contribute to strengthening the connection between the content of the profession and the content of education. Key principles concern continuous, democratic collaboration between educational institutions and the practice field, where teacher education, school development and research are systematically rooted in professional teaching experience. The main conclusion is that strengthened professional relevance requires a holistic understanding of teacher competence and teacher education, which means that professional practice, learning, development of the school as a learning organisation, and research are integrated.
... Within this view on education and learning, focus shifted from merely transmitting knowledge and skills to obtaining complex competences (Baartman et al., 2007). According to Koenen et al. (2015), students within competence-based education curricula receive more responsibility and autonomy to formulate their learning needs based on their personal development. ...
... Students are encouraged to steer their own learning process and the development of competences is central (Koenen et al., 2015). The role of the teacher in such curricula is to adopt mentoring or coaching behaviors to facilitate the students' learning process. ...
... Higher education and the world of work are rather disconnected, and since 1999, with the Bologna declaration, the EU initiated a change from the delivery of knowledge towards putting knowledge in the context of students acquiring competences. This has influenced the emergence of competence-based education [25][26][27], expected to better prepare students for their transition to the labour market and their professional future [25][26][27][28]. Taking a competence-based approach, coaching practices have been developed to enhance students' employability competences to facilitate the transition [25]. ...
... Higher education and the world of work are rather disconnected, and since 1999, with the Bologna declaration, the EU initiated a change from the delivery of knowledge towards putting knowledge in the context of students acquiring competences. This has influenced the emergence of competence-based education [25][26][27], expected to better prepare students for their transition to the labour market and their professional future [25][26][27][28]. Taking a competence-based approach, coaching practices have been developed to enhance students' employability competences to facilitate the transition [25]. ...
The COVID-19 pandemic has disrupted higher education, imposing the need to add new strategies to academic educational models to facilitate young people’s transitions from education to work. Among the new challenges, the research study focuses on the importance of valuing and incrementing inclusion, raising awareness of equality, diversity, and inclusion (EDI) strategies and policies. Many universities have yet to develop inclusive processes and cultures that provide equality of opportunity for all, regardless of gender, ethnicity, social class, sexual orientation, physical ability, identity, and cultural background. Since 2019, the European Commission has financed “European Universities”, networks of universities creating international competitive degrees that combine excellent study programmes in different European countries. Today, 340 institutions in 44 European University Alliances (EUAs) promote European values and identity and revolutionise their quality and competitiveness to become the “universities of the future”. This article proposes a comprehensive approach to promote EDI within the EUA “ULYSSEUS” involving Spanish, Italian, Austrian, French, Finnish, and Slovakian universities through micro-actions to apply EDI principles at the project level. The authors will frame the theoretical basis of the experience through documentary analysis and their academic expertise in promoting strategies connected with the European values enshrined in Article 2 of the Treaty on European Union: pluralism, tolerance, justice, solidarity, non-discrimination and equality. Implementing these values through visible micro-actions could document and counteract the disadvantages underrepresented groups face in academia. In the mid-term, the experience had by the students in the EUA could facilitate the higher education-to-work transition, allowing them to replicate their EDI-related experience as students to their future roles as citizens and workers. The outcome could thus contribute to a life-wide learning perspective for a more inclusive Europe in the long term.
... This has influenced the emergence of competence-based education focusing on required graduates' behaviour within a range of relevant job situations and the knowledge, skills and attitudes (Baartman et al., 2007). Competence-based education is expected to better prepare students for their transition to the labour market and their professional future (Koenen et al., 2015). Within competence-based education, more emphasis is given to the coaching and guiding role of teachers. ...
... Within competence-based education, more emphasis is given to the coaching and guiding role of teachers. In addition, guiding students in acquiring and developing the necessary competences for the labour market and supporting them in formulating their own learning goals is seen as an integral part of the teaching profession (van Dijk et al., 2020;Koenen et al., 2015). However, how teachers can best coach students in higher education as well as support them in acquiring and developing competences required for the labour market remains unclear (van Dijk et al., 2020;Spence and Oades, 2011). ...
Purpose
The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach.
Design/methodology/approach
A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace.
Findings
Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market.
Practical implications
The article concludes with practical implications for novice transition coaches and teachers in higher education.
Originality/value
The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.
... The search was limited to English-language peerreviewed journal articles. Because the role of the higher education sector in the transition process only became recognized in the 1990s with the implementation of STWOA and CBE (Farmer & Key, 1997;Koenen et al., 2015;Nicholson, 1990;Teichler, 1999), only articles published between 1990 and 2020 were included in the search. ...
... Son más generales que los resultados de aprendizaje, los cuales describen de forma específica lo que el alumnado debe haber conseguido al final de la asignatura. Como se ha dicho, en una metodología competencial (Cepeda, 2004;Koenen et al., 2015) se parte de las competencias específicas de la asignatura, a las cuales hay que llegar a través de los resultados de aprendizaje que concretizan dichas competencias. Los resultados de aprendizaje se evaluarán gracias a la realización de tareas, actividades, ejercicios, proyectos, etc. que el estudiantado necesita entregar durante el curso. ...
INTRODUCCIÓN La enseñanza online de la Traducción y la Interpretación es un reto al que las universidades españolas están comenzando a enfrentarse. De manera innegable, el e-learning cobra cada vez más fuerza y se hace especialmente indispensable a consecuencia de la crisis sanitaria que estamos viviendo. Aunque en España existen muchos ejemplos de formación online no oficial de contenidos, normalmente especializados, relacionados con la profesión, la enseñanza universitaria oficial de esta disciplina ostenta todavía un corto recorrido. Dentro de estos estudios, y al igual que ocurre con el resto de materias, la enseñanza online de la traducción literaria debe adaptarse al entorno de enseñanza/aprendizaje virtual, y para ello realizará los ajustes que permitan que los contenidos teóricos y prácticos se trasmitan como si se tratara de docencia tradicional presencial, al tiempo que intentará que la experiencia del alumnado no se vea perjudicada por el medio. Entre estos ajustes, la práctica docente encuentra una serie de ventajas, pero también algunos obstáculos que el profesorado necesita ir salvando. Este trabajo pretende describir la metodología y los recursos para la impartición de la asignatura Traducción literaria del Grado en Traducción e Interpretación de la Universidad Internacional de Valencia a través de un caso práctico que permitirá observar si el medio virtual tiene alguna incidencia sobre la adquisición de competencias por parte del alumnado. MÉTODO La Universidad Internacional de Valencia es una institución universitaria privada que centra su actividad en el modelo de enseñanza virtual. Como es sabido, el e-learning requiere de una importante autonomía en el alumnado, algo en lo que dicha universidad basa su filosofía, pero al mismo tiempo, refuerza esta autonomía con conceptos clave como la flexibilidad. Esta flexibilidad se traduce en la impartición a cargo de profesores de clases semanales virtuales a las que el alumnado puede conectarse en vivo, pero que quedan grabadas para su posterior visualización cuando y donde el alumnado lo desee. Se trata de clases online
... In the Finnish context, the narrowing of the approach underlying the UAS curriculum towards a competence-based approach has been seen as problematic both for the education they provide and for their role in developing new knowledge for the benefit of regional economy and its development. The ways of adopting a competence-based education may vary, as the study by Koenen, Dochy, and Berghmans (2015) points out. However, Heikkinen and Kukkonen (2019) have called for reflection regarding the mission of UAS vis-à-vis the competence, research, and social tasks they aim for and what kinds of interests they are promoting in relation to these. ...
This article examines how Finnish universities of applied
sciences (UAS) have developed as a form of higher vocational
education and their current role in the education system, and
how this is reflected in student flows and the share of
research funding. Furthermore, we have aimed to increase
understanding of the frameworks and conceptualisations
that have contributed to modelling the position of UAS
with respect to their relation to knowledge. Our study thus
explores the central frameworks that have been important in
framing their mission from this perspective. We present how
approaches such as the Triple Helix model and innovation
ecosystem and the competence-based approach have been
important in shaping our understanding of their role in
society and regions and in developing curricula. The study
critically examines the relationship between UAS and knowl-
edge by presenting a framework for a restricted versus
expansive view of the relationship between UAS and knowl-
edge. Finally, trends in UAS research, student enrolment,
student progression and transition to the world of work are
presented to give further ground for discussing the role of
UAS with respect to knowledge. To conclude, the need for
a future review of the purpose and role of UAS in the educa-
tion system and new research and frameworks for envision-
ing their role are discussed.
... A competency is dynamic over time and can be developed to a certain extent. A competency consists of an integrated set of knowledge, skills and attitudes, where also personal characteristics and professional functioning aspects influence in some way the development of competencies" (Dochy & Nickmans, quoted in Koenen et al., 2015). ...
A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability.
... In developing countries like Libya, student engagement is conceived as participation in institutional governance in both academic and administrative matters such as affairs services, student representation, active participation in student unions or councils, teacher evaluations, and participation in university events (Almarghani and Mijatovic, 2017). Student engagement, despite such conceptual haziness, was introduced in higher education with the aim of shifting from knowledge sharing to the development of competencies to bridge the disconnection between what was taught in classes and what was needed in the labor market (Koenen et al., 2015). ...
Purpose
The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types.
Design/methodology/approach
The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns.
Findings
The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant.
Originality/value
The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.
... For Sulaiman et al. (2015), competence can be described as a worker's performance related to the organizational performance in doing a task or job that can be assessed or measured. Likewise, according to Koenen et al. (2015), competence can be conceptualized as the knowledge, skills, abilities, and attitudes that are measurable and could be attained by learners. For some authors, competence is defined as the ability to perform particular tasks and roles to the expected standards (Mulder et al., 2007). ...
The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country’s economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers’ competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers’ competence, which in turn enhances the employability of graduates.
... The aim of competence-based education is to put students at the centre of the learning process by deploying progressive pedagogies such as project work and problem solving (Koenen et al., 2015). In this regard, it is important to define what a progressive pedagogy is; the distinction between traditional and progressive education was first drawn by Dewey (1938). ...
This paper evaluates an interfaculty entrepreneurship program delivered by means of challenge-based learning, where 25 students from diverse faculties and degree programs worked in teams on diverse challenges for a week. Students' learning was assessed through an online survey based on the EntreComp framework and focus groups, both administered at the end of the experience. The results suggest that the main competence developed was teamwork in the context of heterogenous groups, although teamwork also fostered the development of a wide range of other EntreComp competences. The EntreComp framework was useful for evaluating competence development, providing a "top-down" framework that acted as a benchmark, provided it was complemented by a contextual "bottom-up" approach that accounted for the learning outcomes achieved by students. Taking the literature on wicked problems as a basis, the paper next focuses on the features a challenge should have to trigger learning in students. The results suggest that the choice and formulation of challenges should take account of the degree of wickedness of the problem and the solution as well as learners' previous knowledge of the business.
... Likewise, local college personnel are still open its door to any opportunities along with the changes. Koenen et al. (2015) revealed that teachers can be motivated to learn and develop when faced with changes and challenges. Overcoming obstacles can lead to stronger motivation and engagement. ...
Change is indeed one of the struggles of any employee and company itself when there are changes in administration, leadership, and in-office occurs. Cognitive, affective, and behavioral adaptability in times of change are the three main facets of adaptability that are considered intrinsically related (Ashford and Taylor, 1990; Ployhart and Bliese, 2006; Van Dam, 2013). Marques (2016) concluded that acceptance grows as the changed situation loses its threats. Different dimensions are being distinguished such as open expressively, concealed, active, and passive support. Meanwhile, Rehman et al. (2021) mentioned that it is vital to shape the employees' resistive attitudes for the successful implementation of change, while their readiness greatly influences resistance (Banguntopo, 2018). The researchers further evaluated the personnel's adaptability, determined the personnel's acceptance, and assessed the personnel's resistance to change in local colleges. The researcher used descriptive-correlational research was valuable in providing facts that could form the basis of scientific judgment, which provided essential knowledge. The results revealed that the respondents displayed a high level of adaptability and acceptance, and strongly agreed to be resistant to change. Significant differences were observed in behavioral adaptability and openly expressive and passive support when grouped to position. Gen X group exhibited greater resistance to change in terms of behavioral response. Moreover, positive relationships among variables in different dimensions of change were identified as highly significant. The art of change allows organizations to ensure that new policies, procedures, and controls are adapted, accepted, and free from any form of resistance.
... 1. Human capital -(Applying) disciplinary knowledge 2. Social capital -Transversal skills 3. Emotional regulation 4. Lifelong learning and (active and passive) flexibility -Career development skills 5. Reflection on self and organisation -Self-management 6. Self-efficacy 7. A healthy work-life balance Higher professional education has for a long time focussed on content knowledge transmission, but in more recent times shifted from teaching content to competence (Koenen et al., 2015). This resulted in curricula in which students worked on tasks to which they applied their knowledge (Geitz and De Geus, 2019). ...
The current study explores to what extent design thinking supports students in hospitality education to develop higher-order thinking skills. A survey and student portfolios were used to gain insight into students’ thinking skills. Findings demonstrated that industry partners were more satisfied with the students’ thinking and innovation skills than facilitators (educators). In addition, findings showed a variation in students’ higher-order thinking skills depending on students’ prior education and/or experiences in the hospitality industry. The study suggests that a holistic and integrative approach to design thinking in the hospitality educational curriculum is needed to support the development of higher-order skills.
... The idea of competences was introduced in higher education to bridge the gap between the education system and the labor market (Koenen, Dochy, and Berghmans 2015). By taking the core professional problems as the starting point in CBE, education can be better aligned with the labor market. ...
Purpose
This study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system.
Design
This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles.
Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories.
Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics.
Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system.
Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems.
... Competence-based education is expected to better prepare students for their transition to the labour market and their professional future (Koenen et al., 2015). ...
The trend towards digitalization of processes in the modern economy through the use of information and communication technologies modifies the models of carrying out business activities. Professions are changing as activities become more and more technology-intensive. This makes the use of digital technologies a key element of workforce training. As a result, digital transformation radically changes the labour market. It affects the quantity of job positions and the quality characteristics of workforce. These changes pose the question of developing the digital skills and competences of working people, especially those of young people who are about to start their career. This problem is particularly relevant given the fact that youth unemployment is a serious challenge both at national and European level. The analysis outlines the possible obstacles regarding the labour market inclusion of young people through a self-assessment of their digital competences. Emphasis is placed on the skills that economics students must develop or improve in order to meet the demands of the labour market in Bulgaria. This is an important condition for their professional realization. The self-assessment of skills and the awareness of the shortage of digital skills with students will facilitate the process of developing a vision for improving their digital literacy. The ability to identify the necessary skills in perspective is the basis on which to build the education system in Bulgaria. The latter can ensure the readiness of young people to realize in the labour market. However, the development of new technologies suggests that the skills required will continue to change for all job positions, making lifelong learning a vital necessity.
... designed) (Entwistle and Petersen, 2004;Tynjälä et al., 2021). The assumption is that the way (future) professionals learn isdat least in partdafforded by the learning environments they are part of and the interactions with significant others while active in these learning environments (Koenen et al., 2015;Bouw et al., 2021a). ...
The focus of this chapter is on learning for and in practice and learning environments that afford such learning. In a systematic review of literature on learning processes and learning activities of (future) professionals we searched for designable elements of learning environments which may elicit learning. We start from a socio-cultural perspective on learning. 30 studies were included, in which three specific foci of learning were recognized, namely (a) learning how to act in vocational practice, (b) developing vocational knowledge, and (c), developing a vocational identity. Results showed several designable elements of learning environments that seem promising in supporting learning.
... The biggest issue in TE is the failure to build a bridge between theory and practice. This is why CBE, which entails knowledge use in authentic work context rather than knowledge transmission, has become widespread in TE (Koenen et al., 2015). CBE focuses on what an individual can do regarding a particular profession after completing training and in doing this, rather than their achievements in comparison to others, but the sector"s standards and requirements are determined as a benchmark (Guthrie, 2009). ...
Kuram ve uygulamayı bağlam odaklı bütünleştirebilen ve biçimlendirici değerlendirmeyi öğretmenlerin kişisel ve mesleki gelişiminde kullanan pek az öğretmen eğitimi modeli geliştirilebilmiştir. Bunlar arasında Klinik Öğretmen Eğitimi Modeli ile Yansıtmaya Dayalı Gerçekçi Öğretmen Eğitimi modelleri öne çıkmaktadır. Bu iki model, öğretmen adaylarının mesleki bilgi ve becerisini, mesleğe yönelik inanç ve tutumlarını kişilik özellikleri ile bütünleştirerek onları mesleklerine olabilecek en erken zamanda ve en etkili biçimde hazırlamaktadır. Türkiye’de de öğretmen eğitimi alanında yapılması gereken felsefeler üstü bir zihniyet değişimidir ve bu çalışma ile bunun temellerinin atılması amaçlanmaktadır. Bu kuramsal çalışmada, bu iki modelden esinlenerek Türk öğretmen eğitimi sisteminin yapısı ve olanakları göz önünde bulundurularak yansıtmaya ve yeterliliklere dayalı yeni ve özgün bir öğretmen eğitimi modeli önerilmektedir. Bu modelde, öğretmen adayları belirlenen yeterlilikleri her sene sarmal bir yapıda içselleştirmekte, sürecin tüm aşamalarında sistematik yansıtma yapmakta, akranlarından, danışmanlarından ve uygulama okullarındaki öğretmenlerinden düzenli dönüt alarak kişisel ve mesleki gelişimlerini bir öğrenme topluluğu içinde gerçekleştirmektedir. Çalışma kapsamında, kuram ve uygulamayı dört yıllık öğretmen eğitiminde bütünleştiren bu modelin kuramsal altyapısı ve dayanakları açıklanmakta ve somut uygulama örnekleri sunulmaktadır.
... Competence-based education (CBE) is a leading paradigm for educational reform in the Vocational Education and Training (VET) sector, in which the competences (e.g., knowledge and skills) needed in later vocational practice form the foundation for curriculum development rather than the general academic subjects (Koenen et al., 2015;Wijnia et al., 2016;Antonietti et al., 2022). In most cases, VET is built upon the alternation between theory and practice. ...
The declaration of the COVID-19 pandemic forced humanity to rethink how we teach and learn. The metaverse, a 3D digital space mixed with the real world and the virtual world, has been heralded as a trend of future education with great potential. However, as an emerging item, rarely did the existing study discuss the metaverse from the perspective of education. In this paper, we first introduce the visions of the metaverse, including its origin, definitions, and shared features. Then, the metaverse in education is clearly defined, and a detailed framework of the metaverse in education is proposed, along with in-depth discussions of its features. In addition, four potential applications of the metaverse in education are described with reasons and cases: blended learning, language learning, competence-based education, and inclusive education. Moreover, challenges of the metaverse for educational purposes are also presented. Finally, a range of research topics related to the metaverse in education is proposed for future studies. We hope that, via this research paper, researchers with both computer science and educational technology backgrounds could have a clear vision of the metaverse in education and provide a stepping stone for future studies. We also expect more researchers interested in this topic can commence their studies inspired by this paper.
... Phenomenography is an appropriate methodology as it assumes a secondorder perspective, where teachers' own descriptions of their perceptions, along with associated practices, form an integral part of the analysis. This type of analysis elucidates a range of understandings of specific concepts, like the modeling practices of teacher educators (Montenegro, 2020) or what constitutes a successful lesson (Durden, 2019), which can offer inspiration for practitioners to think in ways detailed through the research (e.g., Koenen et al., 2015;Korhonen et al., 2017). Categories of description that depict variations in the teachers' perceptions were constructed and ordered hierarchically to illustrate relationships between categories and how higher ordered categories were more complex than others. ...
This study explored secondary teachers' perceptions of students performing at a low level and of these students' academic success, and how these perceptions shape instructional practices. Employing strength- and deficit-based perspectives, and phenomenography, we constructed categories to capture a range of conceptions that displayed varying degrees of student agency, with teacher empathy manifested at different levels. Ordering the categories based on phenomenographic methods enabled the identification of potentially ‘powerful’ ways the teachers responded to students' needs, which included engaging in partnerships to improve students' potential and moving away from examination-oriented definitions of success. Implications for research and practice are discussed.
... This is a basic progression model that could overcome the issue of diversity in the definitions of entrepreneurship, learning outcomes, and teaching methods in enterprise education (Gibb 2008;Hytti 2008;Blenker et al. 2011; Rasmussen and Nybye 2013). The concept of "competence" has been introduced in higher and vocational education to more effectively link the classroom with the workplace; instead of the mere accumulation of knowledge, students are expected to focus on understanding the content of education and training and practical application (Koenen, Dochy, and Berghmans 2015;Mulder 2012). Competence is a combination of knowledge, skills, and attitudes required to solve problems in a given context (Baartman et al. 2007;Mulder 2012). ...
This study explores the expectations of enterprise recruiters regarding job seekers in terms of required competencies and how higher education should contribute to preparing students for future employment. This study employs an occupational competency-based pedagogical model. Based on in-depth interviews with ten senior workers in the aviation and education industries, a four-year longitudinal qualitative research was conducted. After the conclusion of the training program, data on the employment status of research participants were collected. Further, a holistic interpretation and validation was provided for the competency-based pedagogical model. The results demonstrate that students developed stronger learning motivation and better employability because of a competency-based curriculum and training.
... 1. Human capital -(Applying) disciplinary knowledge 2. Social capital -Transversal skills 3. Emotional regulation 4. Lifelong learning and (active and passive) flexibility -Career development skills 5. Reflection on self and organisation -Self-management 6. Self-efficacy 7. A healthy work-life balance Higher professional education has for a long time focussed on content knowledge transmission, but in more recent times shifted from teaching content to competence (Koenen et al., 2015). This resulted in curricula in which students worked on tasks to which they applied their knowledge (Geitz and De Geus, 2019). ...
This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education, whilst the other practiced Problem-Based Learning. The choice to combine the advantages of both methods, as well as to develop an entirely new concept that provided a better response to the fast and ever-increasing pace of changes in the workplace, was made by both institutions together. This approach was called Design-Based Education (DBE). Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform. DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
... 1. Human capital -(Applying) disciplinary knowledge 2. Social capital -Transversal skills 3. Emotional regulation 4. Lifelong learning and (active and passive) flexibility -Career development skills 5. Reflection on self and organisation -Self-management 6. Self-efficacy 7. A healthy work-life balance Higher professional education has for a long time focussed on content knowledge transmission, but in more recent times shifted from teaching content to competence (Koenen et al., 2015). This resulted in curricula in which students worked on tasks to which they applied their knowledge (Geitz and De Geus, 2019). ...
... 1. Human capital -(Applying) disciplinary knowledge 2. Social capital -Transversal skills 3. Emotional regulation 4. Lifelong learning and (active and passive) flexibility -Career development skills 5. Reflection on self and organisation -Self-management 6. Self-efficacy 7. A healthy work-life balance Higher professional education has for a long time focussed on content knowledge transmission, but in more recent times shifted from teaching content to competence (Koenen et al., 2015). This resulted in curricula in which students worked on tasks to which they applied their knowledge (Geitz and De Geus, 2019). ...
This study was conducted to investigate the impact of applying a Design Based Education approach to teaching on International Branch Campuses. A focus group was held with staff from Stenden Hotel Management School’s IBCs after which themes were identified from the transcripts and the academic literature on Transnational Education, Design Based Education and Problem Based Education. Four themes were identified – definitions and understanding of DBE; the impact of culture on teaching using DBE; opportunities and challenges of DBE, and Recommendations. Within these themes key findings were that the focus in DBE is on validation and creativity; that local culture plays a role in its adoption; that there is much confusion amongst both staff and students about what is expected of them; that there may be different challenges depending on whether the subjects are social sciences or technical; that management processes must also support DBE in their systems, and that IBCs are sometimes ahead of ‘home’ campus in DBE implementation and experimentation. In order for this approach to teaching to be adopted successfully across all campuses, significant amount of time needs to be spent explaining and allowing staff and students to experiment with this new approach. Additional training and support may be required to move students from rote and surface learning to a DBE approach. How this can best be achieved will need to be an act of co-creation between, campuses, staff, students, and industry.
... This curriculum was implemented through the structured mentoring model, which is another component of this curriculum. Mentoring refers to the idea of encouraging learners to identify their learning needs so that they can complete their learning process based on self-regulation and self-reflection [34]. The results of a systematic review by Nowell et al. (2017) indicated that there is an obvious gap in describing the processes in mentoring programs. ...
Background
Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs.
Methods
A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study.
Results
After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005).
Conclusions
This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.
... In Education 4.0, the traditional ways of implementing education are not enough, but we need to rethink learning and education to match the needs of the changing world." (Kunnari, Ho, & Nguyen, 2019) The first competence area Pedagogy in Edu 4.0 refers to competencies with which teachers can design and implement competence-based and student-centred education to match the needs of Industry revolution 4.0, such as offering realistic tasks and authentic learning settings, stimulating students' own responsibility of the learning process, especially students' reflective learning ability, taking a teacher facilitating role, and being able to deploy different competence-based assessment methods (Koenen, Dochy, & Berghmans, 2015). Further, a socio-constructivist perspective (e.g., Lave & Wenger, 1991;Salomon & Perkins, 1998;Vygotsky, 1978) was also emphasized here to develop students' learning. ...
The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
... В качестве методологической основы для решения поставленных задач были избраны компетентностный (A.-K. Koenen, F Dochy, W. Lambrechts и др.) [18][19], деятельностный (А. И. Иргалиева и др.) [20], технологический (E. ...
Introduction. The process of professional training in most economic sectors is now thoroughly developed and regulated by global science. Today, the exception is the creative directions of professional activity, which play an important role in society. Therefore, there is a reasonable request for the professional training in creative industries. However, in science and practice, it is still not clear how professional training in creative industries should be carried out. An educational model, based on modern approaches and principles of learning, can be an effective solution to this problem.
Aim. The present research aimed to disclose the content and results of approbation of the model of professional training in computer-based music production.
Methodology and research methods. The research methodological framework is based on the concepts of competency-based, activity-based, technological and personality-oriented approaches to education; research papers on the problems of using computer music technologies in education; theory and practice of teaching models application in higher education.
The leading method was the modelling of the educational process in specialised training in the field of computer-based music production. An experimental research study was carried out with the participation of students and teachers of higher education (n = 83 people). The authors employed the following methods: a questionnaire survey, testing, practical assignments, measurement of motivation for educational computer-based music production, the Fisher’s method.
Results and scientific novelty. The current research paper presents the authors’ model of specialised computer-based musical instruction, which includes four main units: motivational-targeted, content-logical, activity-technological and diagnostic (evaluative-productive). The novelty of the model is determined by the implementation of the leading innovative educational activity of students, which is characterised by the production, processing and reproduction of musical material using musical computer technologies. An important component of the model is a complex of pedagogical technologies, which is a part of the activity-technological unit and includes the following technologies: interactive, design, research, modelling technologies, individualisation of training, computer and information technologies. The effectiveness of the content of the proposed educational model is confirmed by the results of the experimental research study on the implementation of this model in the conditions of student mastery of computer-based music production disciplines in the real educational process of a pedagogical university. The data obtained revealed a high (sufficient and advanced) level of formation of computer-based musical competencies among students.
Practical significance. The model for specialist training can become a separate element of the educational programme, which provides training for specialists in computer-based music production. The research materials may have implications for the further development of educational science and the practice of specialist training in other creative industries.
The continuously evolving labor market increases the need to develop students’ employability competencies in higher education. Engaging in reflection is crucial for developing these competencies, as reflection supports students in learning from their experiences and identifying their skills gaps. Nevertheless, without guidance or structure, students find it challenging to engage in deep levels of reflection. Therefore, mentoring programs are frequently introduced to provide reflection-inducive conditions. Existing research has already demonstrated the positive relationship between mentoring and reflection but has not explored students' perceptions of which types of mentoring support actually induce reflection and how these relate to the depth and content of reflection. In this study, semi-structured interviews were conducted with 13 master's students in an employability-oriented mentoring program in higher education. Data were analyzed using direct content analysis and co-occurrence analyses. Results showed that autonomy support, empathy, trust, and availability especially induce student reflection. Regarding reflective depth, students mainly reflected on the levels of reflection and critical reflection. Psychosocial support (i.e., empathy, trust, and availability) especially evoked students’ critical reflection. All students reflected on non-cognitive and cognitive content, but only half of them were about affective content. Finally, the results suggested making a distinction between reflecting back, up, and forward, which is in line with the feedback literature (feedback, feedforward, and feed up). The findings add depth and specificity to the scientific discourse on mentoring and reflection in higher education, and provide practical guidance to mentors on how to stimulate reflection in students.
Introduction. The creative industries sphere, being one of the areas of economic development of society, namely creative, covers the process of creating, through intellectual labor, a sought-after creative product in the field of digital and applied art, functional creativity that affects the well-being of people. One of the key actors stimulating the development of this area is the teacher who provides vocational training for the labor market in the field of creative industries. Considering the scarce nature of research devoted to this problem, this article proposes a model for the professional teaching staff training for the creative economy areas.
Materials and Methods. The methodological basis of the study was competence-based (I. A. Zimnyaya, A.-K. Koenen, F. Dochy, etc.), activity-based (A. I. Irgalieva, etc.), convergent (M. V. Deev, E. Fonseca, I. Molderez, J. Overberg, etc.) and personality-oriented (A. V. Petrovsky, I. S. Yakimanskaya, etc.) approaches. The research methods are analysis of scientific works, regulatory documents and media publications (n=36) devoted to the phenomenon of creative industries, as well as experience in training vocational teaching stafffing for this branch of the creative economy. An important research method was the modeling of the process of professional teaching staff training for the creative industries.
Results. This article is devoted to modeling the process of vocational and pedagogical training for the creative industries. The article presents a historical overview of the phenomenon of creative industries, the creative economy corresponding sector’s directions’ classification. As a scientific novelty, there is an educational model for training teaching staff at the master's level, capable of providing high-quality training of specialists for various creative industries, the demand for which in the labor market is increasing every year. The model’s content is determined by four blocks: motivational-target, content-logical, activity-technological and diagnostic one.
Discussion and Conclusions. The presented teachers for the creative industries’ professional training model takes into account important modern trends in these areas: training for professional practice in an entrepreneurial environment, implementation in the format of blended learning, activation of creativity in the process of implementing creative practices, etc. Experience of successful implementation in the educational process vocational and pedagogical training of specialists for the creative industries through the presented model will contribute to the growth of highly qualified creative specialists in demand in the creative economy sector’s labor market.
Sustainable marketing harnesses the power of social media as a technology tool, facilitating direct interactions between consumers and the potential influence on their beliefs and behavior. Influencers generate both organic and sponsored content across social media platforms. Despite the significance of sustainable marketing in production and consumption, this study seeks to enrich the existing academic discourse on the subject. By delving into a more intricate analysis and accurate examination, the research will focus on sustainable marketing within the social media environment, particularly through influencers. Sustainable marketing is emphasized as a process that involves sharing information about products and services, their applications, and fostering mindset transformations among consumers. The primary objective of this study is to propose a model for sustainable marketing by leveraging the influence of social media. This research aims to address the question of how social media influencers impact sustainable marketing. Consequently, the study seeks to offer a descriptive model that effectively utilizes influencer-based marketing within the context of social media. The research approach adopted for the study is qualitative, employing the theoretic method, and drawing upon Strauss and Corbin's database or the grounded theory approach. The research's statistical population
This chapter explains the current trends in higher education, the overview of neuroscience, the multifaceted applications of neuroscience, the overview of knowledge management (KM), the perspectives of KM, the significance of neuroscience in higher education, and the significance of KM in higher education. Neuroscience is a multidisciplinary science that is concerned with the study of the structure and function of the nervous system. KM is the practice of organizing, storing, and sharing vital information, so that individuals can benefit from its use. The achievement of neuroscience and KM is required in higher education institutions (HEIs) in order to serve school administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in higher education. The chapter argues that encouraging neuroscience and KM has the potential to improve educational performance and reach educational goals in higher education.
Aims: To describe healthcare professionals' self-assessed competence in stroke care pathways based on their self-evaluation and identify the factors associated with competence. Design: A cross-sectional, descriptive explorative study design was used. Methods: The data were collected during May and September 2021 through a survey sent to healthcare professionals (N = 1200, n = 215) working in neurological care. Competence in stroke care pathways was measured using the RN-STROKE, PT-STROKE and OT-STROKE instruments defined by four-factor model. The instruments' validity and reliability were confirmed through exploratory factor analysis and Cron-bach's alpha. K-means clustering, one-way ANOVA, Chi Square, Mann Whitney U and Kruskal-Wallis were used to analyze the data. The results were reported as frequencies, percentages, mean and standard deviation. The results were reported according to STROBE guidelines. Results: Four main areas of healthcare professionals' competence in stroke care pathways were identified: (1) counseling and interaction competence (2) competence to use evidence-based information, (3) self-management and development competence, and (4) multiprofessional and collaboration competence. The study then identified three competence profiles of healthcare professionals working in the stroke care pathway. Professionals in Profile A evaluated their competence at the highest level, those in Profile B at the average level, and those in Profile C at the lowest level. Healthcare professionals' occupation and participation in their organisation's expert network were found to be associated with competence profiles. Conclusion: The overall competence of healthcare professionals in the stroke care pathway was rated as good, but competence to use evidence-based information in clinical practice, in particular, should be im-* Corresponding author. E-mail address: anne.oikarinen@oulu.fi (A. Oikarinen).
L’approche par compétences occupe toujours une place centrale dans les discours et les débats en éducation. Elle continue, de la maternelle à l’université, à exercer une influence déterminante sur les programmes et les pratiques d’enseignement, de formation et de recherche. Il nous semble important de ne pas traiter l’approche par compétences comme une mode passagère. C’est dans cette perspective que ce numéro thématique de la Revue des sciences de l’éducation s’inscrit en prenant le temps nécessaire d’étudier et d’interroger ses fondements et ses divers usages, en référence aux contextes d’organisation des pratiques qui s’en inspirent, notamment, dans le champ éducatif et de la formation professionnelle.
Introduction. The main problem of the article lies in the search for optimal and objective principles and methods for assessing vocational education teachers’ soft-competencies, as well as valid diagnostic tools. The purpose of the article is to evaluate the vocational education teachers’ soft-competencies and to identify correlations between them. Materials and Methods. The research methodology is based on the principles of a competency-based approach to education (D. C. McClelland, A.-K. Koenen, F Dochy, W. Lambrechts, etc.). To assess the teachers’ soft-competencies, a set of diagnostic tools was developed and used during the pilot study from March 21 to July 17, 2022 (n=132), consisting of the following components: a motivational questionnaire; a business game (includes self-presentation, solution of a universal case, group discussion); a set of tests (for intelligence, an individual psychological questionnaire, etc.). The study applied a methodological approach to assessing the vocational education teachers’ soft-competencies with the help of the Assessment Center, which involves complex diagnostics, including both standardized tests, self-reports, cases, and observation of real behavior. The analysis of the results obtained was carried out using the methods of statistical (descriptive statistics, measures of data scatter, normal distribution) and correlation analysis (nonparametric correlation coefficient r-Spearman) using the IBM SPSS Statistics 24 software. Results. The findings show that the most developed soft-competencies include the ability for self-organization and self-development, as well as the ability to communicate. The remaining competencies are at the basic level and are used only within the framework of solving familiar, standard problems. Statistically significant positive correlations were found between the ability for systemic and critical thinking and the ability to communicate; between the readiness to become a leader in the educational community and the ability to communicate. Statistically significant negative correlation was found between the willingness to accept personal responsibility and the ability to communicate. Conclusions. Conclusions are drawn that there is a risk associated with the human resources potential of teachers in the vocational education system: soft-competencies are at the threshold level of development, and even with the potential for self-development formed, it will take time, additional development programs and systematic work to support vocational education teachers.
Most businesses today have started utilizing innovative informational technologies such as digital marketing, fin-tech, digital human resources management and business analytics. Educating people on these new skills presents a business opportunity for educational technology (edtech) companies. Many technology-enhanced learning (TEL)-based business education programmes are being developed recently, promising to enhance professional skills and knowledge. The marketing information surrounding these programmes overloads learners’ minds and makes it impossible to determine which programmes are worth their time and money. Such learning solutions are developed using competency-based education (CBE) frameworks and by leveraging TEL environments. Moreover, the complexity of CBE-TEL-based interventions makes it difficult to evaluate their quality. The present study intends to overcome this challenge by identifying the qualitative factors that enhance professional competence in TEL environments. The study proposed a new model called ‘Competence Based Technology Enabled Learning’ (COBTEL), which has been empirically tested for its validity and reliability. The model is analysed using partial least squares algorithm-based structural equation modelling to evaluate TEL-based programmes’ competence-enhancing aspects from the learners’ perspective. In addition, the utilization of the COBTEL model would assist institutes, universities and governments in improving the quality of management education programmes.
Introduction. The transition of the state to the digital economy is characterized by turbulence in the development processes of various industries and services. New economic and technological conditions require the creation and implementation of approaches to assist citizens in the development of new competencies in the digital economy, which is only possible if the architecture of the country's vocational education system is improved. From September 1, 2022, the Ministry of Education of Russia is launching an experimental program "Professionalitet", within the framework of which about 150 thousand students of secondary vocational education organizations will start studying, taking into account the requirements of leading industry enterprises. In addition, one of the initiatives of the "Professionalitet" involves the training of teaching staff who are able to carry out advanced training of qualified competitive personnel. Today, the issue of improving the content of training a master of industrial training, as a key figure in the vocational education system, is again becoming relevant. Therefore, the competence portrait of a master who meets the challenges of modern society and provides high-quality and effective training of personnel requires a significant update.
Materials and Methods. The presented research is based on competence-based and personalityoriented approaches to vocational education. Modeling and analysis of domestic and foreign scientific literature and regulatory documents were chosen as research methods.
Results. A competency-based model of a vocational training master format 2.0 is proposed, which includes universal (over-professional or soft-), methodical, organizational and managerial, research and digital competencies in new descriptors.
Discussion and Conclusions. During the Panel discussion "Competence portrait of a vocational training master as the basis of the human resources of the Russian VET system" within the framework of the business program of the WorldSkills National Final, held in August 2021 in the city of Ufa, experts in the field of professional and vocational pedagogical education, as well as representatives of regional ministries that determine the policy in the field of education, have confirmed the importance of each of the highlighted block of competencies for the masters of industrial training of the future. However, the gap between the psychological, pedagogical and professional components in the content of Master 2.0 training is obvious. In this regard, the task of finding ways to overcome this gap in the design of educational programs that integrate the parallel formation of pedagogical skills through the prism of sectoral content becomes relevant today.
The path towards Education 4.0 in Vietnam requires new mindsets and new competencies of teachers and educational institutions. In the Empowering Vietnamese VET Teachers for Transformation towards Education 4.0 (EMVITET) Capacity Building in Higher Education Erasmus+ project, Education 4.0 competencies in pedagogy, digital technologies and learning ecosystems were developed during a three-and-a-half-year process (2019–2022). Six Vietnamese educational institutions participated in the project and three European universities provided the facilitation of the process. This article describes how the EMVITET project was designed and implemented to create an empowering and effective learning process by utilising a participatory and collaborative approach. The other aim is to illustrate the impacts and implications of the project and draw conclusions on how to build a sustainable learning ecosystem for Education 4.0 in Vietnam.
In Norway there exist two different educational pathways for vocational teachers, a bachelor programme and a postgraduate programme in education. This article reports on a comparison of teacher preparation in these two programmes that qualify vocational teachers for work in schools. The purpose is to explore the competence vocational teachers develop during teacher education that is particularly relevant for the broad introductory courses in vocational education and training (VET). Previous research has found that teachers should choose authentic learning activities relevant for working life, as well as developing students’ interests in a vocation. Cross-sectional survey data were collected among vocational teacher graduates (n = 279). Tests of mean differences indicated that the bachelor sample reported being significantly better prepared for teaching in broad courses than the postgraduate sample. However, the same difference could not be found in teachers’ report of different learning activities in school. The discussion points to how differences and similarities between content and practice arenas in teacher education can explain teachers' experiences and whether both teacher programmes develop the competence needed to teach in the broad structure of Norwegian VET.
The status and quality of vocational education and training (VET) represent a challenge in many countries, including Norway. The political goal in Norway in recent decades has been to ensure that vocational programmes at upper secondary level achieve equal status with academic programmes. Considerable efforts have been made to enhance the quality of vocational programmes to achieve this. A further goal has been to equate the scope and status of VET teacher education with teacher education in other fields, the rationale being that quality in VET teacher education is closely linked to quality in VET. This chapter presents an analysis of challenges in school-based Norwegian VET related to reforms implemented in recent decades. The analysis is particularly directed at issues of vocational relevance and coherence between educational content and the qualification needs of the vocations. The aim is to identify obstacles to relevance and coherence and to discuss the attempts that were made to enhance both status and quality. The results indicate that one key principle for improving the status and quality of VET is equal opportunities for vocational and academic students in terms of scope and level. Another key principle is a holistic organisation of VET where learning and work experience, knowledge, skills, theory and practice are integrated.KeywordsVET modelVocational relevanceCollaboration VET schools – CompaniesVET curriculaHolistic vocational competence
Eğitim bilimleri alanında bazı terimler ve kavramlar üzerinde henüz bir anlam ve tanım birliği sağlanamamıştır. Bazı kavramlar farklı araştırmacılar tarafından farklı biçimlerde tanımlanmakta ya da kavramlara farklı anlamlar yüklenebilmektedir. Bazı kavramlar ise zaman içinde farklı isimlere evrilebilmekte ve bu alanyazında bir kavram karmaşasına sebep olmaktadır. Çünkü bu durum aynı kavramın farklı ya da yanlış yorumlanmasına yol açabilmektedir. Bazen de bu kavramlar için yanlış Türkçe-İngilizce karşılıklar kullanılabilmektedir. Türkçede bu kavramlardan en çok kullanılan ve birbiriyle karıştırılanları yeterlik, yeterlilik ve yetkinlik, İngilizcede ise “competence” “competency” ve “competent” kavramlarıdır. “Yeterlik ve yeterlilik” ile “competence ve competency” kavramları çoğu zaman birbirlerinin eşanlamlıları olarak kullanılmaktadır. Bu ise kavramların tam olarak ne ifade ettiğinin anlaşılmasını zorlaştırmaktadır. Bununla birlikte aynı kavram karmaşası yalnızca ulusal alanyazınla sınırlı değildir. Uluslararası alanyazında da kavramlar birbirleriyle karıştırılabilmektedir. Bu nedenle, bu kavramların aslında ne anlam ifade ettiklerine yönelik ortak bir anlayışın geliştirilmesinin ve doğru Türkçe karşılıklarının kullanılmasının eğitim bilimleri ve insan kaynakları alanlarına katkı sağlayabileceği düşünülmektedir. Doküman analizine dayanan bu çalışmada yeterlik ve yeterlilik kavramlarının eğitim bilimleri ve insan kaynakları alanında incelenen çalışmalarda gerçekte ne anlama geldiği açıklanmaktadır. Kavramların ulusal ve uluslararası alanyazında nasıl ve hangi anlamlarda kullanıldığı örneklerle gösterilmekte ve anlam karmaşalarının önüne geçmek için nasıl ve hangi anlamlarda kullanılmaları gerektiği açıklanmaktadır.
Background
Historical research shows that influencing student motivation is a factor in achieving academic success. The use of a competency-based educational (CBE) model provides a challenge in recognition of students who exceed the competency requirements of a given task or written paper. This study provides the opportunity to see if providing formal recognition of excellence in a student's work would improve their academic resilience and persistence in a CBE model. This is a retrospective longitudinal qualitative and quantitative study of all award recipients from August 2016 to August 2019, with a content analysis and correlation research investigation.
Data Analysis
Content analysis of 11,664 grateful responses showed 15.6% students receiving the excellence award who were on the verge of withdrawing their enrollment, decided to continue their studies and were more motivated. Quantitative analysis (n = 30,340) comparing students receiving an excellent award with those who did not, showed the students who were awarded had a significant overall lift of 10.9% in persistence (p < .01), with students in the lower quartile as the ones with the most lift in persistence (20.23%, p < .01). Subsequent data analysis validated initial findings (10 weeks: 5.9% persistence lift, p < .01, n = 27,510; 20 weeks: 3.6% persistence lift, p < .01, n = 27,490).
Results
The study's results are significant and have shown that student recognition positively impacts student retention and academic success. The results of this research investigation provide quantifiable and qualitative evidence that adds to the literature and contributes additional factors in the domain of competency-based education by which future research can proceed.
Purpose
The information security field requires standardised education. This could be based on generic job profiles and a standard competence framework. The question is whether this is possible and feasible. To find out, the author did a case study: developing an information security master curriculum based on a generic PVIB job profile and the underlying competence framework e-CF.
Design/methodology/approach
The research is a case study, using Design Science. Starting point is the specification of the learning goals for a cybersecurity master curriculum, using a generic PvIB job profile and the underlying competence framework e-CF. The curriculum has subsequently been developed, using backward design. Thereafter, the curriculum has been submitted for accreditation to test the successfulness of the approach.
Findings
A generic job profile and a competence framework such as the e-CF support the development of standardised education. The generic PVIB job profile used works well. The e-CF can be useful, but requires modifications and the introduction of sub-competences. However, the main complaint concerning the e-CF is the use of examples instead of mandatory content.
Originality/value
Competence frameworks are available to formulate job descriptions, and are also suited for developing standardised education. Little research has been done on this. This case study shows that a competence framework is a useful tool for developing standardised education, although the e-CF may not be the most appropriate.
The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
Al in de Oudheid zijn er voorbeelden van testonderzoek bekend. Zo beoordeelde vierduizend jaar geleden de keizer van China zijn dienaren met een soort van vorderingentoets. Op basis hiervan volgde promotie of ontslag. Pas aan het begin van de twintigste eeuw hebben tests een meer wetenschappelijke aandacht gekregen en is testonderzoek tot bloei gekomen.Dit boek, dat vooral een studieboek is, behandelt in het bijzonder de zaken op het gebied van de testtheorie die algemeen geaccepteerd zijn. Het accent ligt hierbij op gevestigde methoden en procedures. Daarbij wordt ernaar gestreefd diepgang aan helderheid te koppelen.Helderheid staat voorop in deze vierde, ingrijpend gewijzigde editie, allereerst op het gebied van het taalgebruik. Waar nodig zijn is de formulering zakelijker en bondiger gemaakt. Ingewikkelde begrippen en procedures worden meer nog dan in eerdere edities uitgelegd en verhelderd met concrete voorbeelden. Elk hoofdstuk sluit af met vragen en opdrachten, die niet alleen de beheersing van de stof toetsen, maar vooral nieuwe inzichten te ontwikkelen. Nieuw is ook de bijlage met uitleg over de belangrijkste statistische begrippen.Dit boek maakt studenten vertrouwd met de logica, de procedures en de belangrijkste begrippen van de testtheorie.
Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point.
This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.
The paper discusses some elementary concepts and issues in competence based education (CBE) in general and in a competence-based approach to teaching English as a foreign language in particular. It is shown how some basic assumptions and concepts apparently widely adopted in CBE and language pedagogy are confusing, misguided, and incoherent and how some of the incoherence and inconsistencies may be resolved.
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17 years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback’s perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed.
The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students’ motivation and learning. This article investigates empirical literature about the role of students’ self-efficacy in education by focusing on the following research question: which are the factors shown to affect the self-efficacy of students within higher educational settings? The results of a review reveal that educational programmes have the possibility to enhance students’ self-efficacy, and that educational programmes based on social cognitive theory proved to be particularly successful on this score. Several factors appeared to influence students’ self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated.
Research evidence shows that a career dialogue is a central part of any powerful learning environment for career learning. In vocational education and training, there are three important parties in this dialogue: the student, the teacher and the mentor from practice. In this paper the communication between these parties is investigated in secondary vocational training in the Netherlands. Results suggest that the potential of the dialogue (or trialogue, as it concerns three parties) is hardly utilised: the communication between student, teacher and mentor from practice is not dialogical and only discusses the most successful way to a degree, but not to a career.
In the Dutch Vocational Education and Training (VET) system,
competence-based education is the leading paradigm for innovation, both at
the system level and at the level of learning environments. This article
provides an historical analysis of the development of competence-based
education in various countries and explores the concept of competence and
its popularity. Possible pitfalls with respect to the concept of competence,
standardisation, school and workplace learning, determining learning
activities, assessment of competencies, changing teacher roles/identity and
competence-based management will be discussed. Taking these pitfalls into
account, roads for future development will be sketched. A learning policy
connecting governance, practice and research is believed to be the most
fruitful way to develop flexible VET systems that are suited to the emerging
knowledge-based economy.
Sloep, P., & Jochems, W. (2007). De e-lerende burger. In J. Steyaert & J. De Haan (Eds.), Jaarboek ICT en samenleving 2007; Gewoon digitaal (pp. 171-187). Amsterdam: Boom.
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which "academic" students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.
NASPAA adopted new accreditation standards in October 2009, requiring Masters programs of public administration, public policy, and public affairs to adopt and implement competency-based learning. This learning approach, however, is not new to public administration. Scholars have been promoting competency-based education for more than 25 years (Greenhill, Metz, & Stander, 1982). This article expands on the previous work of competency-based education, presenting lessons learned from the experience of the Master of Public Administration (MPA) program at the University of North Carolina at Chapel Hill (UNC). A systematic competency-based learning system was adopted and implemented in support of its mission statement of preparing public service leaders. The purpose of these lessons is to help NASPPA-accredited programs, of all sizes, conceptualize and advance their approaches to competency-based learning, including the need for a shared understanding of the program’s mission and the need for faculty flexibility when making curriculum changes.
Major changes in education policy in South Africa have affected teacher education on the whole and assessment in particular. Assessment policies changed to include transparency in assessment. The Norms and Standards for Educators identified seven roles that teachers must demonstrate when they teach, including foundational, practical and reflective competencies which inform the training and assessing of student teachers in schools. The new Policy on the Minimum Requirements for Teacher Education Qualifications proposes 11 basic competencies of a beginner teacher, but retains the seven roles of the teacher. It is against this background tha t this article explores the changing nature of assessment in teacher education. Currently student teachers at the University of Limpopo are assessed on content knowledge in major subjects and practical skills of teaching. Re-conceptualisation of the initial teacher education qualification in the new policy documents requires institutions to examine their assessment practices. This article examines the implications of policy changes on assessment practices at higher education institutions through a critical analysis of the policy documents. It suggests ways in which changes in assessment practice can be implemented in order to address the changing school curriculum, as put forward in the Curriculum and Assessment Policy Statement. The recommendation is that the assessment of student tea chers should change and a different format should be adopted, considering the amount of time that they spend in the field. There should also be greater focus on mentoring, reflection, cooperative and collaborative learning and different methods of assessing.
This article reviews the nature of "phenomenographic" research and its alleged conceptual underpinnings in the phenomenological tradition. In common with other attempts to apply philosophical phenomenology to the social sciences, it relies on participants' discursive accounts of their experiences and cannot validly postulate causal mental entities such as conceptions of learning. The analytic procedures of phenomenagraphy are very similar to those of grounded theory, and like the latter they fall foul of the "dilemma of qualitative method" in failing to reconcile the search for authentic understanding with the need for scientific rigor. It is argued that these conceptual and methodological difficulties could be resolved by a constructionist revision of phenomenagraphic research.
The purpose of this study was to investigate the implementation ofcompetency based teaching approaches in education in Morogoro Teachers’ Training College Tanzania. A total of 78 pre-service teachers from Morogoro Teachers’ Training College participated in the study. To draw an understanding of the extent to which pre-service teachers were well trained to implement competency based teaching approaches in their teaching, a questionnaire was administered to all 78 pre-service teachers, and 46 of them also participated in a structured interview. Results revealed that pre-service teachers perceived their understanding and ability to implement competency based teaching approaches as high, but during interviews it was revealed that they had difficulties in explaining some competency based concepts. Thus, it is concluded that, competency basedteaching approaches are not well implemented in schools in Tanzania and more efforts need to be devoted in the development of tutors’ and principals’ understanding of competency based teaching approaches.
Purpose
– The purpose of this paper is to explore the various approaches and tools of assessment used in both schools and tertiary education in New Zealand and their impact on the improvement of the quality of teaching and learning. The objective is to answer the research question: “Does one size fit all?”
Design/methodology/approach
– The paper comprises an analysis of the existing assessment tools (i.e. traditional and new modes of assessments) being practised in New Zealand, relating them to real cases from the author's practical experience in the field, i.e. drawing on both primary and secondary data.
Findings
– Assessment is found to be an integral part of providing a quality teaching and learning experience for the adult learners, their long life learning process and their participation in the community and the national economy. The study indicated that one size does not fit all if we are aiming at serving our students the best way.
Originality/value
– The paper proposes criteria required for an effective quality learning experience, for both educators and earners. It further emphasizes the importance of “assessment for learning” techniques rather than “assessment of learning”.
Purpose
This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice.
Design/methodology/approach
The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records.
Findings
Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem‐based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace.
Research limitations/implications
To guide the implementation of reforms in higher education, more must be learned about possible trade‐offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.
Originality/value
To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace.
The title Assessment 2000 would have sounded like science fiction a few decades ago, an opportunity to use my imagination in making creative and wild speculations about assessment in a distant future. However, less than half a decade before the due date, this chapter entails more modest and careful speculations, based on contemporary theories and on lessons gained from current practice. Indeed, it starts by introducing the most generic term currently used in educational literature with respect to assessment, i.e., alternative assessment. It briefly explains to what and why an alternative is sought and describes the main features of this type of assessment, as it is currently viewed. Of the various devices subsumed under the alternative assessment umbrella a focus is put on the portfolio describing its various types, uses and criteria for judgment. Next, criteria for evaluating alternative assessment and lessons to be learnt from current practice are discussed, and finally, a rationale for a pluralistic approach to assessment is presented.
Gulikers, J.T.M. (2006). Authenticity is in the eye of the beholder. Beliefs and perceptions of authentic assessment and the influence on student learning. Unpublished doctoral dissertation. Open University of the Netherlands, The Netherlands.
Met de nieuwe accreditatieregeling voor het universitaire onderwijs wordt de nadruk verlegd van kennisoverdracht naar competentieverwerving. Een voor de hand liggende operationalisering in termen van vaardigheden doet deze omslag tekort. Het begrip 'competentie' biedt meer dan dat, namelijk het samenkomen van drie dimensies: het specifieke vakgebied, de persoon van de (toekomstige) professional, en de externe omgeving waarmee contact wordt onderhouden. De bedoeling van dit artikel is het verkennen van dit drieledige terrein, zonder direct in een operationele definitie terecht te komen. Aan de hand van de inmiddels gevleugelde term 'the reflective practitioner' wordt geprobeerd de drie elementen te verbinden. Daarbij wordt aandacht besteed aan verschillende soorten van 'reflectie' en aan de bijzondere kenmerken van een 'praktijk'. Een tweetal voorbeelden (geschiedenis en scheikunde) wordt gebruikt om de concepten te illustreren.
Competentiegericht beroepsonderwijs is zowel nationaal als internationaal een populair concept. Een eenduidige definitie ontbrak echter, maar is wel noodzakelijk als uitspraken moeten worden gedaan over de effectiviteit er van. Door middel van het vaststellen van acht principes, die zijn uitgewerkt in vier fasen is een comprehensive (ofwel allesomvattend en samenhangend) model ontwikkeld dat beschrijft wat competentiegericht beroepsonderwijs inhoudt. Het model laat onder andere zien dat als competentieontwikkeling het doel van beroepsonderwijs is, de instructiemethoden daarop moeten worden aangepast. Met behulp van dit model is nader onderzoek gedaan hoe competentiegericht beroepsonderwijs zich manifesteert in de onderwijspraktijk. Op basis hiervan kan worden geconcludeerd dat competentiegericht beroepsonderwijs daadwerkelijk plaatsvindt in het agrarische MBO en HBO in Nederland; zowel studenten als docenten herkennen in zekere mate de principes van competentiegericht beroepsonderwijs in hun dagelijkse onderwijspraktijk. Dit vereist vervolgens andere rollen en taken van docenten. Naast expert, zijn de rollen ontwikkelaar, onderzoeker, coach en manager belangrijk volgens de docenten. Tot slot biedt het model handvatten om de verbinding tussen leren in de school en leren in de praktijk te verbeteren.
This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practitioner, programme leader, and organisational manager. The core professional challenges for the education practitioner entail: developing demand‐driven instructional programmes and spontaneous, ad‐hoc programmes, and addressing task and goal orientations. For the programme leader, they are acquisition of new projects, quality assurance, and project management; and for the organisational manager, they are human resource management, financial management, representing the organisation and showing its performance. The results of the study should inform educational institutions how to develop relevant programmes for future environmental educators, and for the professional development of environmental educators in environmental education organisations.
Dit hoofdstuk is een nadere uitwerking van de ontwerpstap ‘evalueren’ in het CLUontwerpmodel. Nadrukkelijk is gekozen voor
een visie waarin evaluatie wordt opgevat als leerinstrument. De kwaliteit van de evaluatie wordt sterk afgemeten aan de mate
waarin beoordelingen in de vorm assessments diepgaand leren bevorderen. Aanknopingspunten voor het waarborgen van deze kwaliteit
biedt het werk van Birenbaum en Messick.
Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the research question that is central to the current study. An online survey inquiry was set up in eight elementary teacher education institutions using two questionnaires; one for final year elementary institution pre-service teachers, who were about to graduate at the time of completing the questionnaire (N = 218), the other for teacher trainers throughout the elementary teacher training program (N = 51). Ten years after the decree was issued, results show that competence-based education has become a reality in terms of its implementation. However, the process has not yet come to an end. Whereas some competences are clearly present in the institutions’ policies and practices (e.g. teacher as guide to learning and development, teacher as subject expert), others are poorly represented (e.g. teacher as partner of parents, external parties and as a member of the educational community). Moreover, teacher trainers tend to take four different approaches to the implementation of competences (1) during internship, (2) through the institution’s policy and program planning, (3) by means of their integration in both theoretical and practical components of the curriculum and finally, (4) a lack of implementation because the competences are considered insufficiently applicable by the teacher trainers. In particular, more experienced and subject expert teacher trainers tend to adopt the final approach more often than do younger colleagues and pedagogues. Student teachers’ results, on the other hand, suggest important differences between institutions concerning their understanding of competences and the integration of these competences in the curriculum; suggesting different paces of adaptation between teacher education institutions. Moreover, even within schools, the trajectory towards implementation is not always clear for all members of the teaching team, nor for the students of most teacher education institutions. Consequently, there is still important work to be done in order for successful competence-based change to occur.
Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes were computed for 270 comparisons. The results suggest that students and graduates from the particular curriculum perform much better in the area of interpersonal skills, and with regard to practical medical skills. In addition, they consistently rate the quality of the curriculum as higher. Moreover, fewer students drop out, and those surviving need less time to graduate. Differences with respect to medical knowledge and diagnostic reasoning were on average positive but small. These outcomes are at variance with expectations voiced in recent contributions to the literature. They demonstrate that constructivist curricula can have positive effects on learning even if they deemphasize direct instruction.
Constructivism in education emerged after the behaviorist movement as a welcome and refreshing view of learning that centers on the active learner within the teaching-learning process. This emphasis on the individual (within the greater social context) during instruction has drawn attention to the prior beliefs, knowledge, and skills that individuals bring with them. Prior knowledge has been shown to significantly influence the ways individuals make meaning out of instruction. The constructivist focus on the social context and larger community of learners has resulted in a major shift away from individually-based instruction to instruction that incorporates and embeds teaching within the larger community of peers, younger students, as well as those who are older. Finally, contructivism's greatest contribution to education may be through the shift in emphasis from knowledge as a product to knowing as a process. This legacy of constructivism will likely prove to be a lasting and meaningful shift in the structure of schooling.
Reflection is currently a key concept in teacher education. The reflection process is often described in terms of a cyclical model. In the present article, we explain how such a model can be used for supporting student teachers’ reflection on practical situations they are confronted with, and on their behaviour, skills and beliefs in such situations. In some cases, however, more fundamental issues appear to influence teachers’ practical functioning. For example, their self‐concept can have a decisive influence on the way they function, or they may do what is expected of them, and yet not feel truly involved. In such cases, a more fundamental form of reflection is needed, which in this article we refer to as ‘core reflection’. The focus on core reflection concurs with the recent emphasis in psychology on attending to people’s strengths rather than their deficiencies.
Discusses the levels of educational reform that have taken place during the past century and proposes a reframing of the fundamental questions about school reform and how it works. Includes 4 references. (Author/MD)
The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment.
Background. The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the topic revealed the need to clarify the terminology and approaches used to assess competence using portfolios, and therefore the literature review was conducted to inform the study.
Aims. To clarify definitions, theoretical bases and approaches to competence and the use of portfolios in the assessment of learning and competence in nursing education.
Methods. A comprehensive literature review was conducted using the CINAHL and MEDLINE databases and the keywords competenc*, portfolios and nursing. Articles published in the period 1989–2001 in English were obtained and their reference lists scrutinized to identify additional references. Twenty articles were found using a combination of the keywords competenc* and portfolios, and 52 using the combination portfolios and nurse education. Articles were included in the review if they focused on the use of portfolios in nursing, and those concerned with professional or transitional portfolios were excluded. This article will analyse definitions of and approaches to competence and its measurement and to portfolios and their use as discussed in the articles identified.
Results. Three approaches to competence were identified, each with its appropriate forms of assessment. With regard to portfolios, a number of definitions were again found, but there was a consensus that the theoretical basis of their use is theories of adult learning. A number of reasons for and advantages and disadvantages of their use were found, as well as varying ideas about what a portfolios should consist of and how it should be assessed.
Conclusions. A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student–teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.
1. Executive summary The following position paper sets out to inform policy makers, educators, and fund raisers about the state-of-the-art, the possibilities, and the needs for innovation in assessment. The position paper is divided into the following sections: • Why current assessment systems fail learners and teachers This section describes the shortcomings of current assessment practices for both learners and teachers. Current assessments focus on assessment of learning rather than assessment for learning. They are limited in scope, and lead to teaching for assessment, NOT teaching for learning. They ignore individual learner differences. These current assessment practices also tend to be uneconomical and prevent teachers from developing teaching skills as part of their continuous professional development as assessments can develop into teaching 'straightjackets'. In general, current assessment practices do not fit the needs and demands of today's information and knowledge societies. Learning in today's knowledge and information society requires learners to become problem solvers and creative thinkers in all subjects and areas. These needs are currently not reflected. • The need for fundamental change Re-thinking assessment forms part of a larger drive to effect change across the curriculum. Whilst modern societies have dramatically changed with the advent of technological changes and the development of information technology systems, most schools still rely on teaching according to an out of date information transmission model. Current assessment practices fail to address the needs of today's learners and the modern, complex and globalised societies that they are a part of. Teachers need to be supported in changing their current practices in order to assess learners in ways that reflect the future needs that will be placed upon them. This position paper is written by members of the European Association for Research on Learning and Instruction. The opinions and conclusions expressed in this paper represent the views of the author(s) and should not be seen as an official standpoint by EARLI as an organisation.