sub_scopus_2.csv

,index,id,Authors,Author(s) ID,Title,Year,Source title,Volume,Issue,Art. No.,Page start,Page end,Page count,Cited by,DOI,Link,Affiliations,Authors with affiliations,Abstract,Author Keywords,Index Keywords,Funding Details,References,Publisher,ISSN,ISBN,CODEN,Document Type,Publication Stage,Open Access,Source,EID,Cluster
8,62,62,"Ndabaga E., Kwok P.K.P., Sabates R., Ntabajyana S., Bizimana B.",58355996800;57940725000;13103713600;57326444200;58352722100;,Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning,2023,International Journal of Educational Research,120,,102206,,,,,10.1016/j.ijer.2023.102206,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163013328&doi=10.1016%2fj.ijer.2023.102206&partnerID=40&md5=906dca2820bfdf4b8e68de6f4ff0c53e,"University of Rwanda-College of Education, Rwanda; Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom","Ndabaga, E., University of Rwanda-College of Education, Rwanda; Kwok, P.K.P., Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom; Sabates, R., Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom; Ntabajyana, S., University of Rwanda-College of Education, Rwanda; Bizimana, B., University of Rwanda-College of Education, Rwanda","In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students’ learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education schools indicate that teachers use a rich repertoire of strategies to support students’ learning, which can be clustered into four key themes: (1) communication in an unfamiliar MOI, (2) strategies for visual demonstration (3) strategies for engaging students, and (4) commitment to supporting students with different needs. The implications of these findings are discussed. © 2023",Competence-based curriculum; Medium of Instruction; Rwanda; Teaching strategies,,,"Alexander, R., Culture and pedagogy: International comparisons in primary education (2001), Blackwell Publishing Ltd; Arasomwan, D.A., Mashiy, N.J., Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills (2021) South African Journal of Childhood Education, 11 (1), pp. 1-12; Babaci-Wilhite, Z., Zanzibar's curriculum reform: Implications for children's educational rights (2015) Prospects, pp. 181-195; Ball, J., Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years (2011), www.reflect-action.org, UNESCO; Bowden, R., Barrett, A.M., (2022), Theory, practices and policies for “late exit” transition in the language of learning and teaching: A literature review (#02/2022; Bristol Working Papers in Education); Bowden, R., Uwineza, I., Dushimimana, J.C., Uworwabayeho, A., Learner-centred education and English medium instruction: Policies in practice in a lower-secondary mathematics class in rural Rwanda (2022) Compare: A Journal of Comparative and Internatinal Education, pp. 1-20; Brock-Utne, B., Whose education for all? The recolonization of the African mind (2000), Falmer Press; Brock-Utne, B., Language and inequality: Global challenges to education (2012) Compare: A Journal of Comparative and International Education, 42 (5), pp. 773-793; Bruner, J., The culture of education (1996), Harvard University Press; Carter, E., Onwuegbuzie, A., Singal, N., van der Velde, L., Perceptions of teaching quality in Rwandan secondary schools: A contextual analysis (2021) International Journal of Educational Research, 109 (August); Chamberlain, L., Rodriguez-Leon, L., Woodward, C., Disrupting language of instruction policy at a classroom level: Oracy examples from South Africa and Zambia (2022) Literacy, 56 (3), pp. 264-274; Chimbutane, F., Codeswitching in L1 and L2 learning contexts: Insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes (2013) Language and Education, 27 (4), pp. 314-328; Chumbow, B., The language question and national development in Africa (2005) African intellectuals: Rethinking politics, language, gender and development, pp. 165-192. , T. Mkandawire CODESRIA; Clegg, J., Afitska, O., Teaching and learning in two languages in African classrooms (2011) Comparative Education, 47 (1), pp. 61-77; Clegg, J., Simpson, J., Improving the effectiveness of English as a medium of instruction in sub-Saharan Africa (2016) Comparative Education, 52 (3), pp. 359-374; Davis, E., Agbenyega, J.S., Language policy and instructional practice dichotomy: The case of primary schools in Ghana (2012) International Journal of Educational Research, 53, pp. 341-347; Erling, E., Clegg, J., Rubagumya, C., Reilly, C., Multilingual learning in Sub-Saharan Africa: Critical insights and practical applications (2021) Multilingual learning and language supportive pedagogies in Sub-Saharan Africa, , C.R. Elizabeth J. Erling, J Clegg, C M. Rubagumy a Routledge; Guba, E., Lincoln, Y., Competing paradigms in qualitative research (1994) Handbook of qualitative research, pp. 105-117. , N. Denzin & Y. Lincoln Sage; Halai, A., Karuku, S., Implementing language-in-education policy in multilingual mathematics classrooms: Pedagogical implications (2013) Eurasia Journal of Mathematics, Science and Technology Education, 9 (1), pp. 23-32; Hardman, F., Abd-Kadir, J., Smith, F., Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools (2008) International Journal of Educational Development, 28 (1), pp. 55-69; Heugh, K., (2011), Theory and practice: Language education models in Africa: Research, design, decision-making and outcomes. In A. Ouane & C. Glanz (Eds.), Optimising learning, education and publishing in Africa: The language factor - A review and analysis of theory and practice in mother-tongue and bilingual education in sub-saharan Africa. UNESCO Institute for Lifelong Learning (UIL)/the Association for the Development of Education in Africa (ADEA); Kagwesage, A.M., Coping with English as language of instruction in higher education in Rwanda (2013) International Journal of Higher Education, 2 (2), pp. 1-12; Kasule, D., Mapolelo, D., Teachers’ strategies of teaching primary school mathematics in a second language: A case of Botswana (2005) International Journal of Educational Development, 25 (6), pp. 602-617; Lim, F.V., Toh, W., Nguyen, T.T.H., Multimodality in the English language classroom: A systematic review of literature (2022) Linguistics and Education, 69; Makalela, L., Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms (2015) Language and Education, 29 (3), pp. 200-217; Maniraho, J.F., Christiansen, I.M., How Rwandan grade 6 mathematics teachers teach - a first investigation (2015) Journal of Education and Practice, 6 (32), pp. 148-158. , http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1083484&site=ehost-live%0Ahttps://files.eric.ed.gov/fulltext/EJ1083484.pdf; Milligan, L.O., Clegg, J., Tikly, L., Exploring the potential for language supportive learning in English medium instruction: A Rwandan case study (2016) Comparative Education, 52 (3), pp. 328-342; (2020), MINECOFIN. 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11,69,69,"Boateng S.D., Ankrah D.A., Manteaw S.A.",6603372758;57219209144;57210862351;,Competence-based education: reflections on the context of teaching agriculture in Ghana’s pre-tertiary schools,2023,Cogent Education,10,1,2207793,,,,,10.1080/2331186X.2023.2207793,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159594453&doi=10.1080%2f2331186X.2023.2207793&partnerID=40&md5=495332f1c507d70d3cd08bb5e3ff1fd5,"Department of Agricultural Extension, School of Agriculture, College of Basic and Applied Sciences (CBAS), University of Ghana, Accra, Ghana; Council for Scientific and Industrial Research (CSIR), Institute for Scientific and Technological Information (INSTI), PMB, Accra, Ghana","Boateng, S.D., Department of Agricultural Extension, School of Agriculture, College of Basic and Applied Sciences (CBAS), University of Ghana, Accra, Ghana; Ankrah, D.A., Department of Agricultural Extension, School of Agriculture, College of Basic and Applied Sciences (CBAS), University of Ghana, Accra, Ghana; Manteaw, S.A., Council for Scientific and Industrial Research (CSIR), Institute for Scientific and Technological Information (INSTI), PMB, Accra, Ghana","The ideal context for competence-based education (CBE) in the global south appears elusive with negative ramifications on both the teacher and the student. Using Ghana as a case study, this article shines light on the research question: What are the contexts and the implications of the contexts in which agriculture is taught on competence-based education? Drawing on a mixed methods approach involving cross-sectional data on 112 students, 238 teachers, and qualitative enquiries involving key informant interviews, and on-site observations. The findings showed inadequate facilities and low enrolment in agriculture. Specifically, 34% of pre-tertiary schools had less than 5% of the total student population offering agriculture. Theory-based pedagogies still dominate contrary to the core principles of competence-based education, culminating in students limited hands-on exposure that demotivates teachers and learners. We recommend the Ministry of Education focuses on competence-based education by increasing funding allocation to address the inadequate facilities, classrooms, and equipment needed for the effective teaching, learning, and the practice of agriculture. This article argues for sustained investment and conscious efforts directed at addressing challenges constraining CBE to allay the myths, drudgery, and low potentials ascribed to agriculture, with an ultimate aim to motivate the youth to pursue agriculture as a career and game-changer in providing self-employment and resolving the high unemployment phenomenon in the sub-region. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",agriculture; education; pedagogy; senior high schools; Teaching facilities,,Economic and Social Research Council,"Acquah, P.C., Frimpong, E.B., Borkloe, J.K., The Competency Based Training (CBT) concept of teaching and learning in the Technical Universities in Ghana: Challenges and the Way Forward (2017) Asia Pacific Journal of Contemporary Education and Communication Technology, 3 (2), pp. 172-116; Aduroja, D., (2021) What is the role of youth in agriculture? 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(Ed; Bizimana, E., Mutangana, D., Mwesigye, A., Effects of concept mapping and cooperative mastery learning strategies on students’ achievement in photosynthesis and attitudes towards instructional strategies (2022) International Journal of Learning, Teaching and Educational Research, 21 (2), pp. 107-132; Boahin, P., Hofman, W.A., Implementation of innovations in higher education: the case of competency-based training in Ghana (2012) Innovations in Education and Teaching International, 49 (3), pp. 283-293; Cate, T.O., Schumacher, D.J., Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated (2022) Advances in Health Sciences Education, 27 (2), pp. 491-499; Chauke, P.K., Teachers’ perceptions on agricultural science curriculum evolvement, infrastructure provision and quality enhancement in Limpopo Province, South Africa (2016) Infrastructure Provision and Quality Enhancement in Limpopo Province, South Africa, 14 (1-2), p. 9; Dambudzo, I.I., Competence based education and training for social economic transformation (2018) Advances in Social Sciences Research Journal, 5 (3), pp. 83-94; Diise, A.I., Zakaria, H., Mohammed, A.A., Challenges of Teaching and Learning of Agricultural Practical Skills: The case of Deploying Project Method of Teaching among Students of Awe Senior High School in the Upper East Region, Ghana (2018) International Journal of Agricultural Education and Extension, 4 (2). , 2167-0432; (2006) Ghana Employers Association Annual Report, , 24, Ghana Employers Association, (Report; Geza, W., Ngidi, M., Ojo, T., Adetoro, A.A., Slotow, R., Mabhaudhi, T., Youth participation in agriculture: A scoping review (2021) Sustainability, 13 (6), p. 9120; Gondwe, M., Walenkamp, J., (2011) Alignment of higher professional education with the needs of the local labour market: the case of Ghana, , http://hdl.voced.edu.au/10707/188184, TD/TNC 106.392, Nuffic,The Hague, Netherlands, &, (Report; Gravina, E.W., Competency-based education and its effect on nursing education: A literature review (2017) Teaching and Learning in Nursing, 12 (2), pp. 117-121; Gyadu-Asiedu, W., Dzisi, S., Asirifi, P.K., Boamaa, A.A., Competency-Based Training (CBT) approach to teaching and learning in Higher Technical Institutions (HTI) in Ghana (2017) International Journal of Technology and Management Research, 2 (2), pp. 1-17; Haddouchane, Z.A., Bakkali, S., Ajana, S., Gassemi, K., The application of the competency-based approach to assess the training and employment adequacy problem (2017) International Journal of Education, 5 (1), pp. 1-18; Hastie, P., Saunders, T.E., Effects of class size and equipment availability on student involvement in physical education (2014) Journal of Experimental Education, 59 (3), pp. 212-224; Hlophe, N., Mpandeli, N.S., (2021) The role of small-scale farmers in ensuring food security in Africa. 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14,76,76,"Nsengimana T., Mugabo L.R., Ozawa H., Nkundabakura P.",57193168397;57222388754;8967869900;6506845310;,"Science Teachers’ Knowledge, Understanding and Perceptions of Competence-Based Curriculum in Three Secondary Schools in Rwanda",2023,European Journal of Educational Research,12,1,,317,327,,,10.12973/eu-jer.12.1.317,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152706834&doi=10.12973%2feu-jer.12.1.317&partnerID=40&md5=b640b19514bea5dcccec0a393f92279b,"University of Rwanda, Rwanda; Naruto University of Education, Japan","Nsengimana, T., University of Rwanda, Rwanda; Mugabo, L.R., University of Rwanda, Rwanda; Ozawa, H., Naruto University of Education, Japan; Nkundabakura, P., University of Rwanda, Rwanda","Teachers play an important role in helping students improve their learning and achieve the intended curriculum outcomes. Therefore, it is essential to look at teachers' knowledge, understanding, and perceptions of any educational innovation. The present study aims to examine knowledge, understanding and perceptions of Rwandan science teachers with respect to the competence-based curriculum (CBC) introduced in 2015. The 2015 curriculum framework included features like the rationale for its adoption, the concept of competence, different competences to be developed by learners upon CBC implementation, principles guiding CBC implementation, and cross-cutting issues to be addressed by CBC implementation. This research is a multiple case study that adopted a qualitative approach with interpretivism paradigm. Twelve science teachers from three secondary schools, selected based on their differing teaching experience, participated in the study. Data were collected through semi-structured face-to-face interviews. The data were transcribed and qualitatively analyzed using content analysis. The findings revealed some satisfactory knowledge, understanding and perceptions of science teachers. Further, knowledge and understanding gaps as well as negative perceptions of CBC were identified. Towards the effective and efficient implementation of the CBC, this research suggests appropriate training and establishment of the school community of practices for improving teachers' experience of the CBC. © 2023 The Author(s).",Competence-based curriculum; science teachers' knowledge and understanding; science teachers' perceptions,,,"Akkari, A., Lauwerier, T., Shafei, A. A., Curriculum reforms in Africa: From policy to implementation and practice (2012) Curriculum and Teaching, 27 (2), pp. 83-101. , https://doi.org/10.7459/ct/7.2.06; Albanese, M. 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N., Pareja Roblin, P. N., (2019) Collaborative curriculum design for sustainable innovation and teacher learning, , https://doi.org/10.1007/978-3-030-20062-6, Springer; Zerafa, I., Gatt, S., Implementing a science curriculum reflecting an inquiry- based approach in the upper primary years (2014) IPSE Journal, 1 (2), pp. 13-26",Eurasian Society of Educational Research,21658714,,,Article,Final,"All Open Access, Gold",Scopus,2-s2.0-85152706834,2
15,79,79,"Saadvandi M., Abbasi E., Biemans H., Zarafshani K., Farhadian H.",57194105180;55584406800;6603110521;24068227300;57204911944;,Identifying characteristics of a competence-based agricultural higher education system: a literature review,2023,Journal of Agricultural Education and Extension,,,,,,,,10.1080/1389224X.2023.2192706,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151995646&doi=10.1080%2f1389224X.2023.2192706&partnerID=40&md5=38091d199077d6b23cee9798e68445ed,"Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Iran; Education and Learning Sciences (ELS), Wageningen University & Research, Wageningen, Netherlands; Department of Agricultural Extension and Education, College of Agriculture, Razi University, Kermanshah, Iran","Saadvandi, M., Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Iran; Abbasi, E., Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Iran; Biemans, H., Education and Learning Sciences (ELS), Wageningen University & Research, Wageningen, Netherlands; Zarafshani, K., Department of Agricultural Extension and Education, College of Agriculture, Razi University, Kermanshah, Iran; Farhadian, H., Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Iran","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. © 2023 Wageningen University.",agricultural higher education system; competence-based education; curriculum; educator; learner; learning environment,,,"Alibaygi, A., Pouya, M., Needs Assessment of Senior Agricultural Students Regarding Sustainability Knowledge (2011) African Journal of Agricultural Research, 6 (31), pp. 6542-6546; Aromataris, E., Pearson, A., The Systematic Review: An Overview (2014) AJN the American Journal of Nursing, 114 (3), pp. 53-58; Biemans, H., Van Mil, M., Learning Styles of Chinese and Dutch Students Compared Within the Context of Dutch Higher Education in Life Sciences (2008) The Journal of Agricultural Education and Extension, 14 (3), pp. 265-278; Carlone, H.B., Johnson, A., Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens (2007) Journal of Research in Science Teaching, 44 (8), pp. 1187-1218; Corder, J., Irlbeck, E., Agricultural Communications Skills, Abilities and Knowledge Desired by Employers Compared to Current Curriculum: A Literary Review (2018) Journal of Agricultural Education, 59 (4), pp. 177-193; Garton, B.L., Ball, A.L., Dyer, J.E., The Academic Performance and Retention of College of Agriculture Students (2002) Journal of Agricultural Education, 43 (1), pp. 46-56; Gruppen, L.D., Mangrulkar, R.S., Kolars, J.C., The Promise of Competency-Based Education in the Health Professions for Improving Global Health (2012) Human Resources for Health, 10 (1), pp. 10-43; Hovakimyan, H., Klimek, M., Freyer, B., Vogel, S., Participation in Higher Education Curricula Development in Armenia and Possible Effects for the Labour Market—The Case of an “Organic Agriculture” Master’s Program (2021) Social Sciences, 10 (9), p. 331; Jamaludin, K.A., Alias, N., DeWitt, D., Kenayathulla, H.B., Razzaq, A.R.A., Employability Skills Valued by Employers in Malaysia (2019) Jurnal Kurikulum Pengajaran Asia Pasifik, 7 (2), pp. 30-37; Jjuuko, R., Tukundane, C., Zeelen, J., Exploring Agricultural Vocational Pedagogy in Uganda: Students’ Experiences (2019) International Journal of Training Research, 17 (3), pp. 238-251; Khoshnodifar, Z., Abbasi, E., Farhadian, H., Sadighi, H., Pouratashi, M., Comparative Comparison of Lecture and Team Member Teaching Design Methods in Agricultural Higher Education System of Iran (2020) Journal of Agricultural Science and Technology (JAST, 22 (4), pp. 891-904; Khoshnodifar, Z., Abbasi, E., Farhadian, H., Sadighi, H., Pouratashi, M., Alambaigi, A., Teamwork Behavior in Relation to Teacher, Student, Curriculum, and Learning Environment in Iranian Agricultural Higher Education System (2020) Journal of Agricultural Science and Technology (JAST), 22 (6), pp. 1431-1447; Koenen, A.K., Dochy, F., Berghmans, I., A Phenomenographic Analysis of the Implementation of Competence-Based Education in Higher Education (2015) Teaching and Teacher Education, 50, pp. 1-12; Kuijpers, M., Meijers, F., Gundy, C., The Relationship Between Learning Environment and Career Competencies of Students in Vocational Education (2011) Journal of Vocational Behavior, 78, pp. 21-30; Mankin, K.R., Boone, K.M., Flores, S., Willyard, M.R., What Agriculture Students Say Motivates Them to Learn (2004) Journal of North American Colleges and Teachers of Agriculture, 48 (4), pp. 6-11; Miller, S., Fredendall, L., Ferreira, W., Nilson, L., (2006), Identifying Competencies Possessed and the Skills Needed of Entry-Level College Graduate Agribusiness Employees Research Reports 187459, Clemson University, Department of Agricultural and Applied Economics; Misbah, Z., Gulikers, J., Maulana, R., Mulder, M., Teacher Interpersonal Behaviour and Student Motivation in Competence-Based Vocational Education: Evidence from Indonesia (2015) Teaching and Teacher Education, 50, pp. 79-89; Modak, S., Patel, M.C., Pal, P.K., Das, L., Nain, S., A Study of Entrepreneurial Competencies of Post Graduate Students in Agriculture (2018) Indian Journal of Agricultural Sciences, 88 (9), pp. 1391-1395; Mulder, M., Competence Development - Some Background Thoughts (2001) The Journal of Agricultural Education and Extension, 7 (4), pp. 147-158; Mulder, M., (2004), Education, competence and performance. 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(2009) Journal of European Industrial Training, 33 (9), pp. 755-770; Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., (1986) Methods of Teaching Agriculture, , Dnville, IL: The Interstate Printers & Publishers, Inc; Pande, P., Chandrasekharan, S., Representational Competence: Towards a Distributed and Embodied Cognition Account (2016) Studies in Science Education, 53 (1), pp. 15-48; Pant, L., Learning and Innovation Competence in Agricultural and Rural Development (2012) The Journal of Agricultural Education and Extension, 18 (3), pp. 205-230; Pawlak, K., Kołodziejczak, M., The Role of Agriculture in Ensuring Food Security in Developing Countries: Considerations in the Context of the Problem of Sustainable Food Production (2020) Sustainability, 12 (13), p. 5488; Pouratashi, M., Higher Education and Activities to Improve Students' Employability Skills (2019) Journal of Education for Business, 94 (7), pp. 433-439; Pouratashi, M., Zamani, A., University and Graduates Employability: Academics’ Views Regarding University Activities (the Case of Iran) (2019) Higher Education, Skills Work-Based Learning, 9 (3), pp. 209-304; Saadvandi, M., Abbasi, E., Farhadian, H., Zarafshani, Z., Biemans, H., Teachers and Students' Perception of Competence-Based Education in the Agricultural Higher Education System (Case of a Student Cooperative in Iran) (2019) The Journal of Agricultural Education and Extension, 25 (4), pp. 307-322; Sasidhar, P., Reddy, P.G., SWOT Analysis of Veterinary and Animal Science Education in India: Implications for Policy and Future Directions (2012) The Journal of Agricultural Education and Extension, 18 (4), pp. 387-407; Slavin, R.E., Best-evidence Synthesis: An Alternative to Meta-Analysis and Traditional Reviews (1986) Educational Researcher, 15 (9), pp. 5-11; Smalley, S.W., Retallick, M.S., Paulsen, T.H., Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher (2015) Journal of Agricultural Education, 56 (1), pp. 73-91; Strong, R., Harder, A., Influence of Selected Personal Characteristics on Florida Master Gardener’s Instructional Efficacy (2011) Journal of Agricultural Education, 52 (3), pp. 27-35; Sturing, L., Biemans, H., Mulder, M., De Bruijn, E., The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands (2011) Vocations and Learning, 4 (3), pp. 191-210; Suvedi, M., Ghimire, R., Channa, T., Examination of Core Competencies of Agricultural Development Professionals in Cambodia (2018) Evaluation and Program Planning, 67, pp. 89-96; Unay-Gailhard, İ., Bavorová, M., Bednaříková, Z., Ponkina, E.V., I Don’t Want to Work in Agriculture!” The Transition from Agricultural Education to the Labor Market in Rural Russia (2019) Rural Sociology, 84 (2), pp. 315-349; Van den Berg, N., De Bruijn, E., (2009) The Glass is Filling up. Knowledge About the Design and Effects of Competence-Based Vocational Education. A Review Study, , Amsterdam/ ‘s Hertogenbosch: ECBO; Wesselink, R., Biemans, H.J.A., Gulikers, J.T.M., Mulder, M., Models and Principles for Designing Competence-Based Curricula, Teaching, Learning and Assessment (2017) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education. (Technical and Vocational Education and Training: Issues, Concerns and Prospects; Vol. 23), pp. 533-553. , Mulder M., (ed), Cham, Switzerland: Springer International Publishing, and,. edited by; Wesselink, R., Biemans, H.J., Mulder, M., Van den Elsen, E.R., Competence-Based VET as Seen by Dutch Researchers (2007) European Journal of Vocational Training, 40 (1), pp. 38-51; Wesselink, R., Dekker-Groen, A.M., Biemans, H.J., Mulder, M., Using an Instrument to Analyse Competence-Based Study Programmes: Experiences of Teachers in Dutch Vocational Education and Training (2010) Journal of Curriculum Studies, 42 (6), pp. 813-829; Wilkes, J., Burns, A., A Decade of Agriculture Graduates’ Employability and Career Pathways (2019) International Journal of Innovation in Science Mathematics Education, 27 (4), pp. 2-13; Witteveen, L., Put, M., Leeuwis, C., Learning About Complex Multi-Stakeholder Issues: Assessing the Visual Problem Appraisal (2010) The Journal of Agricultural Education and Extension, 16 (1), pp. 39-54",Routledge,1389224X,,,Article,Article in Press,,Scopus,2-s2.0-85151995646,2
26,124,124,"Misbah Z., Gulikers J., Widhiarso W., Mulder M.",56663189400;55886508300;56803824700;15136874400;,"Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments",2022,Learning Environments Research,25,3,,641,661,,3.0,10.1007/s10984-021-09395-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117790807&doi=10.1007%2fs10984-021-09395-6&partnerID=40&md5=82071f692726b0960d639cea22fcc880,"Directorate General of Teachers and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia; Education and Learning Sciences, Wageningen University and Research Center, Wageningen, Netherlands; Faculty of Psychology, Gadjah Mada University, Yogyakarta, Indonesia","Misbah, Z., Directorate General of Teachers and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia, Education and Learning Sciences, Wageningen University and Research Center, Wageningen, Netherlands; Gulikers, J., Education and Learning Sciences, Wageningen University and Research Center, Wageningen, Netherlands; Widhiarso, W., Faculty of Psychology, Gadjah Mada University, Yogyakarta, Indonesia; Mulder, M., Education and Learning Sciences, Wageningen University and Research Center, Wageningen, Netherlands","Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students’ intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed. © 2021, The Author(s).",Competence-based vocational education; Competency level; Intrinsic motivation; Teacher interpersonal behaviour,,,"Ahmed, W., Minnaert, A., van De Werf, M.P.C., Kuyper, H., Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions (2010) Journal of Youth and Adolescence, 39 (1), pp. 36-46; Arbuckle, J.L., (2012) IBM SPSS Amos 21 user’s guide., , Amos Development Corporation; Bentler, P.M., Comparative fit indexes in structural models (1990) Psychological Bulletin, 107, pp. 238-246; Bentler, P.M., Bonnet, D.G., Significance tests and goodness of fit in the analysis of covariances structures (1980) Psychological Bulletin, 88, pp. 588-606; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence based VET in the Netherlands: Backgrounds and pitfalls (2004) Journal of Vocational Education and Training, 56 (2), pp. 523-538; Billett, S., Knowing in practice: Re-conceptualising vocational expertise (2001) Learning and Instruction, 11 (6), pp. 431-452; Billett, S., Vocational curriculum and pedagogy: An activity theory perspective (2003) European Educational Research Journal, 2 (1), pp. 6-19; Bollen, K.A., (1989) Structural Equations with Latent Variables, , Willey; Brekelmans, M., (1989) Interpersonal teacher behaviour in the classroom. 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28,132,132,Bayley S.H.,57194907585;,Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools,2022,International Journal of Educational Development,93,,102642,,,,1.0,10.1016/j.ijedudev.2022.102642,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134764112&doi=10.1016%2fj.ijedudev.2022.102642&partnerID=40&md5=1fbc0c3fdde3765c05e198f47a99205e,"Faculty of Education, University of Cambridge, United Kingdom","Bayley, S.H., Faculty of Education, University of Cambridge, United Kingdom","Recent global challenges like the COVID-19 pandemic have highlighted the growing importance of children learning 21st-century skills for adaptation and flexibility. Competence-based curricula encourage creativity and problem solving but little is known about their development in low-income countries or relationship with conventional academic outcomes like literacy. This study examines pupils’ cognitive flexibility, the underlying basis for many 21st-century skills, in Rwandan primary schools and finds little association with their reading abilities. The findings advance international knowledge regarding child development in resource-poor contexts, suggest a need for more holistic measurement and offer a new approach for understanding learners’ adaptability. © 2022 The Authors",21st-century skills; Adaptability; Cognitive flexibility; Creativity; Problem solving; Rwanda,adaptive management; child development; cognition; COVID-19; knowledge; learning; literacy; primary education; student; twenty first century; Rwanda,Economic and Social Research Council,"Abadzi, H., Training 21st-century workers: facts, fiction and memory illusions (2016) Int. Rev. Educ., 62 (3), pp. 253-278; Abbott, P., Sapsford, R., Rwirahira, J., Rwanda's potential to achieve the millennium development goals for education (2015) Int. J. Educ. 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29,133,133,"Tarekegne C., Wesselink R., Biemans H.J.A., Mulder M.",57195562293;35097905700;6603110521;15136874400;,Effectiveness of a competence-based planting support training programme for development agents in Ethiopia,2022,International Journal of Training and Development,26,3,,381,406,,1.0,10.1111/ijtd.12265,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128761406&doi=10.1111%2fijtd.12265&partnerID=40&md5=6758ee164b12625dff753eff572aef68,"Education and Learning Sciences Group, Wageningen University and Research, Wageningen, Netherlands","Tarekegne, C., Education and Learning Sciences Group, Wageningen University and Research, Wageningen, Netherlands; Wesselink, R., Education and Learning Sciences Group, Wageningen University and Research, Wageningen, Netherlands; Biemans, H.J.A., Education and Learning Sciences Group, Wageningen University and Research, Wageningen, Netherlands; Mulder, M., Education and Learning Sciences Group, Wageningen University and Research, Wageningen, Netherlands","Competence-based education and training (CBE/T) has been implemented in Ethiopia to develop the competences of (future) professionals and to improve their performance. However, empirical evidence that demonstrates the effectiveness of CBE/T is scarce. Positioning the study within the theory of strategic alignment and comprehensive competence-based training, we used the authentic core job task ‘On-Site Helping of Farmers during the Planting of Maize’, of Development Agents as problem context and conducted an experimental-longitudinal research study including multirater performance assessment. The study compared competence development of the Development Agents who received training that could be characterized as ‘High-CBT’ (N = 33) and ‘Low-CBT’ (N = 32). ‘High-CBT’ means that in these training programmes, principles of competence-based training were used more completely than in the ‘Low-CBT’ programmes. Experts rated the competence levels of the Development Agents and Development Agents rated their own competence levels. Both groups did that before and after the training. Individual Development Agent performance was also rated by Trained Assessors. Longitudinally, Development Agent performance data was collected during one production year at three points in time. Development Agent's competence development in the ‘High-CBT’ training condition was higher than in the ‘Low-CBT’ condition. Observations made on each Development Agent's performance by Trained Assessors both in the Farmer Training Centres and in the authentic job situations, generally confirmed better performance of the ‘High-CBT’ group compared with the ‘Low-CBT’ group. The finding contributes to the state of research on the relationship between competence development and performance improvement, which is theoretically postulated although less empirically tested. © 2022 The Authors. 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36,161,161,"Nissilä S.-P., Karjalainen A., Koukkari M.",9336059700;7004973901;56707392800;,"It is the Shared Aims, Trust and Compassion that Allow People to Prosper: Teacher Educators´ Lifelong Learning in Competence-based Education",2022,European Journal of Educational Research,11,2,,965,980,,1.0,10.12973/eu-jer.11.2.965,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127043265&doi=10.12973%2feu-jer.11.2.965&partnerID=40&md5=55436ff14ecfa4eac5d1f25b09d694b8,"Oulu University of Applied Sciences, Finland","Nissilä, S.-P., Oulu University of Applied Sciences, Finland; Karjalainen, A., Oulu University of Applied Sciences, Finland; Koukkari, M., Oulu University of Applied Sciences, Finland","Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work. © 2022 The Author(s).",Co-passion; Dialogue; Professional identity; Sociocultural environment; Transformation,,,"Ahlvik, C., Paakkanen, M., Itsemyötätuntoa työelämään [Self-compassion to work life.] (2017) Myötätunnon mullistava voima [The revolutionary power of compassion], pp. 151-165. , A. P. Pessi, F. Martela, & M. Paakkanen (Eds), PS Kustannus; Bakke, D. W., (2005) Joy at work: A revolutionary approach to fun on the job, , Penguin Group; Bass, B. M., (1985) Leadership and performance beyond expectations, , https://doi.org/10.1002/hrm.3930250310, Free Press; Billett, S., Developing domains of occupational competence: Workplaces and learner agency (2017) Competence-based vocational and professional education. Bridging the worlds of work and education, pp. 47-66. , https://doi.org/10.1007/978-3-319-41713-4, M. 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M., Enriched job design, high involvement management and organizational performance: The mediating roles of job satisfaction and well-being (2012) Human Relations, 65 (4), pp. 419-446. , https://doi.org/10.1177/0018726711432476",Eurasian Society of Educational Research,21658714,,,Article,Final,"All Open Access, Gold, Green",Scopus,2-s2.0-85127043265,2
48,226,226,Virkkula E.,56593288600;,Student teachers’ views of competence goals in vocational teacher education,2022,European Journal of Teacher Education,45,2,,250,265,,1.0,10.1080/02619768.2020.1806229,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089461718&doi=10.1080%2f02619768.2020.1806229&partnerID=40&md5=a560eb9114ee8c6b129b8cf97967bd9f,"School of Professional Teacher Education, Oulu University of Applied Sciences, Oulu, Finland","Virkkula, E., School of Professional Teacher Education, Oulu University of Applied Sciences, Oulu, Finland","Competence-based education (CBE) is an international educational trend and a core issue in developing Finnish vocational upper secondary and higher education. The theory and practice of the competence-based approach should preferably be included in vocational teacher studies. Yet, there are still relatively few organisations implementing competence-based vocational teacher education in Finland. This article examines the realisation of competence-based vocational teacher education. The small-scale mixed-method case study explains the student teachers’ conceptions of the competence goals in their studies. The competence goals describe the competencies to be achieved as a result of training. According to the research findings, competence goals clarify the student teachers’ understanding of the demands of a teacher’s work, facilitate students to reflect on their competences and help in preparing individual study plans and promoting their studies. However, the student teachers need university teachers’ guidance to get their studies started and to promote the competences flexibly. © 2020 Association for Teacher Education in Europe.",coaching; Competence-based education; learning objectives; student mentoring; student teacher,,European Research Council; Hong Kong University of Science and Technology,"Andersson, P., Fejes, A., Sandberg, F., Introducing Research on Recognition of Prior Learning (2013) International Journal of Lifelong Education, 32 (4), pp. 405-411; (2007) The Bologna Process and Finnish Universities of Applied Sciences: The Final Report of The Project, , Helsinki: Arene; Baartman, L.K., Bastiaens, T.J., Kirschner, P.A., van der Vleuten, C.P.M., The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs (2006) Studies in Educational Evaluation, 32, pp. 153-170; Berg, B.L., Lune, H., (2012) Qualitative Research Methods for the Social Sciences, , 8th, Upper Saddle River, NJ: Pearson, and, ed; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: Background and Pitfalls (2004) Journal of Vocational Education and Training, 56 (4), pp. 523-538; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards Competence-based VET: Dealing with the Pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Billett, S., Knowing in Practice: Re-conceptualising Vocational Expertise (2001) Learning and Instruction, 11, pp. 431-452; Boud, D., (1995) Enhancing Learning Through Self-Assessment, , London: Kogan Page; Boud, D., Molloy, E., Rethinking Models of Feedback for Learning: The Challenge of Design (2012) Assessment and Evaluation in Higher Education, 38 (6), pp. 698-712; Bowden, J., Marton, F., (1998) The University of Learning: Beyond Quality and Competence in Higher Education, , London: Kogan Page; Brodie, K., Sanni, R., ‘We Won’t Know It since We Don’t Teach It’: Interactions between Teachers’ Knowledge and Practice (2014) African Journal of Research in Mathematics, Science and Technology Education, 18 (2), pp. 188-197; Brooks, S., Dobbins, K., Scott, J.J.A., Rawlinson, M., Norman, R.I., Learning About Learning Outcomes: The Student Perspective (2014) Teaching in Higher Education, 19 (6), pp. 721-733; Check, J., Schutt, R.K., Survey Research (2012) Research Methods in Education, pp. 159-185. , Check J., Schutt R.K., (eds), Thousand Oaks, CA: Sage, and,. edited by; Colman, A.M., (2009) Dictionary of Psychology, , 3rd, Oxford: Oxford University Press, ed; Creswell, J.W., (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, , Thousand Oaks, CA: Sage; Day, C., Competence-based Education and Teacher Professional Development (2017) Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, pp. 165-182. , Mulder M., (ed), Switzerland: Springer Verlag,. edited by; de Bruijn, E., Leeman, Y., Authentic and Self-directed Learning in Vocational Education: Challenges to Vocational Educators (2011) Teaching and Teacher Education, 27, pp. 694-702; de Brujin, E., Teaching in Innovative Vocational Education in the Netherlands (2012) Teachers and Teaching: Theory and Practice, 18 (6), pp. 637-653; De Bruyckere, P., Kirschner, P.A., Hulshof, C.D., (2015), pp. 54-57. , De Bruyckere P., Kirschner P.A., Hulshof C.D., (eds), London: Elsevier, and,. 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49,233,233,"Bükki E., Fehérvári A.",57338195800;57195804925;,"How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors",2021,Empirical Research in Vocational Education and Training,13,1,2,,,,3.0,10.1186/s40461-020-00108-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119040932&doi=10.1186%2fs40461-020-00108-6&partnerID=40&md5=1e8ad1bf185a59e34338775ec6bffe98,"Doctoral School of Education, Institute of Education, ELTE Eötvös Loránd Tudományegyetem, Budapest, Hungary; Institute of Education, ELTE Eötvös Loránd Tudományegyetem, Budapest, Hungary","Bükki, E., Doctoral School of Education, Institute of Education, ELTE Eötvös Loránd Tudományegyetem, Budapest, Hungary; Fehérvári, A., Institute of Education, ELTE Eötvös Loránd Tudományegyetem, Budapest, Hungary","Background: This study investigates teacher collaboration in Hungarian vocational education and training (VET) schools based on an online survey of teachers (n = 303). Collaboration of teachers has long been appreciated for its significant benefits including increased motivation, job satisfaction, self- and collective efficacy, as well as its role in teacher professional development and school improvement. Collaboration of teachers working in VET schools, especially in VET systems where initial VET is provided to young people and (in part) within compulsory education, appears as particularly desirable, given the special context, objectives and challenges of this sector and the spread of competence-based education. However, relatively little is known about VET teacher collaboration, especially in Hungary, where three different profiles of teachers—general subject and vocational teachers and vocational trainers—work in VET schools. The aim of our study was to provide data about how Hungarian VET teachers collaborate, which could validate prior research results on teacher collaboration as well as identify any special features of the VET context. Method: Our study design was exploratory, descriptive and correlational, applying quantitative statistical analysis. We measured teacher collaboration (practice and perception of impact) and explanatory individual and organisational factors selected for our research framework by adapting instruments of previous empirical studies (most importantly, OECD’s TALIS). We analysed connections between collaboration and independent variables created by principal component analysis. Results: Our data show that sharing-type collaboration (professional discussions and exchange of materials) are widespread among Hungarian VET teachers. They are much less likely to participate in deeper collaborative activities that presuppose higher levels of interdependence, and they also appreciate the impact of deeper collaboration less. Female respondents participate in sharing-type activities more than their male colleagues, and middle-aged (40–55) are most active in both types of collaboration and perceive the most impact. Collaboration practices correlate most with perceptions of their impact. More frequent collaboration and perceptions of higher impact are related to teachers’ sense of higher self-efficacy and relaxed, tolerant and encouraging collegial relationships. Structural barriers seem to influence only sharing and perceptions of impact. Small, but statistically significant differences in collaboration were found between the three teacher profiles. Vocational trainers (who instruct vocational school practice) showed the highest level of participation in deeper collaboration, while vocational teachers were least likely to participate and perceived the least impact. No significant associations were found between collaboration and prior or current work experience in the taught vocation. Conclusions: Our results largely confirm and validate previous research on teacher collaboration in lower level and general educational contexts by providing data on VET teacher collaboration. They also note the role of some VET-specific factors, such as structural barriers and small, but statistically significant differences between different VET teacher profiles. © 2021, The Author(s).",Collegiality; Teacher collaboration; Teacher professional development and learning; Teacher survey; Vocational education and training,,,"Ainley, J., Carstens, R., (2018) Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, , https://doi.org/10.1787/799337c2-en, OECD Working Papers, No. 187. OECD Publishing, Paris. 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52,241,241,Brauer S.,57205586676;,Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles,2021,Education and Training,63,9,,1376,1390,,10.0,10.1108/ET-07-2020-0216,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115785117&doi=10.1108%2fET-07-2020-0216&partnerID=40&md5=c96fd1dd61de43ce26495afcb0aa7530,"School of Professional Teacher Education, Oulu University of Applied Sciences, Oulu, Finland; Learning and Educational Technology Research Unit, University of Oulu, Oulu, Finland","Brauer, S., School of Professional Teacher Education, Oulu University of Applied Sciences, Oulu, Finland, Learning and Educational Technology Research Unit, University of Oulu, Oulu, Finland","Purpose: The twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper aims to discuss the qualities of competence-oriented educational processes and the recent movement towards competence-based curricula in higher education. Design/methodology/approach: This study follows a systematic literature review (SLR) methodology to explore the concept of competence within the context of educational science. The subsequent thematic synthesis analyses the findings of reviewed publications regarding graduate attributes in competence-oriented higher education and their perspectives and working-life expectations on exit profiles. Findings: Interest in competence-oriented education, training and learning has grown in recent years, resulting in numerous theoretical and technical pedagogical applications in higher education. Nonetheless, ambiguous terminology presents a significant challenge, which is demonstrated by the inconsistent language of the study's results. Moreover, there is an obvious need for teachers' in-service training. The qualitative synthesis of this article will be useful for both educational and working life sectors to inform and promote different perspectives on competence-oriented educational processes. A clear articulation of competences is crucial for reforming higher education to meet students' interests and recognise their work-life needs. Originality/value: The concept of competence has been under-investigated in higher education research and practices. This study offers novel insights and practical implications for competence-oriented learning concerning the paradigmatic change across higher education. © 2021, Sanna Brauer.",Competence-oriented education; Curricular development; Exit profile; Higher education; Working life,,Opetus- ja Kulttuuriministeriö,"Baartman, L., Ruijs, L., Comparing students' perceived and actual competence in higher vocational education (2011) Assessment and Evaluation in Higher Education, 36 (4), pp. 385-398; Barman, A., Konwar, J., Competency-based curriculum in higher education: a necessity grounded by globalization (2011) Revista Romaneasca Pentru Educatie Multidimensionala, 3 (6), pp. 7-15; Beneitone, P., Bartolomé, E., Global generic competences with local ownership: a comparative study from the perspective of graduates in four world regions (2014) Tuning Journal For Higher Education, 1 (2), pp. 303-334; Billett, S., Knowing in practice: re-conceptualising vocational expertise (2001) Learning and Instruction, 11, pp. 431-452; Boelens, R., De Wever, B., Voet, M., Four key challenges to the design of blended learning: a systematic literature review (2017) Educational Research Review, 22, pp. 1-18; Borrego, M., Foster, M.J., Froyd, J., Systematic literature review in engineering education and other developing interdisciplinary fields (2014) Journal of Engineering Education, 103 (1), pp. 45-76; Brauer, S., (2019) Digital Open Badge-Driven Learning: Competence-Based Professional Development for Vocational Teachers, , (Doctoral dissertation), Acta Universitatis Lapponiensis 380, Lapland University Press, Rovaniemi; Bravenboer, D., Lester, S., Towards an integrated approach to the recognition of professional competence and academic learning (2016) Education and Training, 58 (4), pp. 409-421; Costley, C., Organizational and employee interests in programs of work based learning (2001) The Learning Organization, 8 (2), pp. 58-63; Dannefer, E., Henson, L., The portfolio approach to competency-based assessment at the cleveland clinic lerner college of medicine (2007) Academic Medicine, 82 (5), pp. 493-502; Davies, H., Competence-based curricula in the context of Bologna and EU higher education policy (2017) Pharmacy: Journal of Pharmacy, Education and Practice, 5 (2); de los Ríos-Carmenado, I., Sastre-Merino, S., Fernández Jiménez, C., Núñez del Río, M., Reyes Pozo, E., García Arjona, N., Proposals for improving assessment systems in higher education: an approach from the model working with people (2016) Journal of Technology and Science Education, 6 (2), pp. 104-120; Eraut, M., Informal learning in the workplace (2004) Studies in Continuing Education, 26 (2), pp. 247-273; Recommendation on the establishment of the European Qualifications Framework for lifelong learning (2008) Official Journal of the European Union, 51, pp. 1-7. , C 111; Council conclusions on a renewed EU agenda for higher education (2017) Official Journal of the European Union, 60, pp. 3-7. , C 429; Recommendation on key competences for lifelong learning (2018) Official Journal of the European Union, 61, pp. 1-6. , C 189; Gessler, M., Siemer, C., Umbrella review: methodological review of reviews published in peer-reviewed journals with a substantial focus on vocational education and training research (2020) International Journal for Research in Vocational Education and Training, 7 (1), pp. 91-125; Hart, C., (2018) Doing a Literature Review: Release the Research Imagination, , 2nd ed., Sage Publications, London; Hodge, K., Lear, J.L., Employment skills for 21st-century workplace: the gap between faculty and student perceptions (2011) Journal of Career and Technical Education, 26 (2), pp. 28-41; (2013) Graduate attributes and professional competencies, , http://www.ieagreements.org/assets/Uploads/Documents/Policy/Graduate-Attributes-and-Professional-Competencies.pdf, v, ersion 3:21: accessed, 28 July 2020; Ion, G., Cano, E., Cabrera, N., Competency Assessment Tool (CAT). 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68,313,313,"Chen P., Goncharova A., Pilz M., Frommberger D., Li J., Romanova O., Lin Y.",57240065100;57209685838;7003332637;56976286600;56127258800;24512702800;57240227100;,International curriculum comparison in vocational education and training: A collaborative development of an analysis instrument,2021,International Journal for Research in Vocational Education and Training,8,4,,16,43,,4.0,10.13152/IJRVET.8.4.2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113993917&doi=10.13152%2fIJRVET.8.4.2&partnerID=40&md5=295ff65593e04c667723225c054ac1e0,"University of Cologne Chair of Economics and Business Education, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Osnabrück University Chair of Vocational and Business Education, Katharinenstr. 24, Osnabrück, 49078, Germany; Higher School of Economics, Institute of Education, Centre for Vocational Education and Skills Development, Potapovsky Pereulok 16, Moscow, 101000, Russian Federation; East China Normal University, Institute of Vocational and Adult Education, N. Zhongshan Rd.3663, Shanghai, 200062, China","Chen, P., University of Cologne Chair of Economics and Business Education, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Goncharova, A., Osnabrück University Chair of Vocational and Business Education, Katharinenstr. 24, Osnabrück, 49078, Germany; Pilz, M., University of Cologne Chair of Economics and Business Education, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Frommberger, D., Osnabrück University Chair of Vocational and Business Education, Katharinenstr. 24, Osnabrück, 49078, Germany; Li, J., University of Cologne Chair of Economics and Business Education, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Romanova, O., Higher School of Economics, Institute of Education, Centre for Vocational Education and Skills Development, Potapovsky Pereulok 16, Moscow, 101000, Russian Federation; Lin, Y., East China Normal University, Institute of Vocational and Adult Education, N. Zhongshan Rd.3663, Shanghai, 200062, China","Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison. © 2021 European Research Network Vocational Education and Training. All rights reserved.",Analysis instrument; Competence-based education; Curriculum; International comparative research; VET; Vocational education and training,,,"Adamson, B., Morris, P., Comparing curricula (2014) Comparative education research, pp. 309-332. , https://doi.org/10.1007/978-3-319-05594-7, M. Bray, B. Adamson & M. Mason (Eds), –). Springer International Publishing; Baumeler, C., Competence-based vocational education and training and its cultural context sensitivity (2019) European Education, 51 (1), pp. 1-15. , https://doi.org/10.1080/10564934.2017.1344503; Bereday, G. Z. 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Amos (Eds), Internationale und vergleichende Erziehungswissenschaft: Geschichte, Theorie, Methode und Forschungsfelder (1st ed). Waxmann; Phellas, C. N., Bloch, A., Seale, C., Structured methods: Interviews, questionnaires and observation (2011) Researching society and culture, pp. 181-205. , C. Seale (Ed), –). Sage; Phillips, D., Aspects of educational transfer (2009) International handbook of comparative education, pp. 1061-1077. , https://doi.org/10.1007/978-1-4020-6403-6_67, R. Cowen & A. M. Kazamias (Eds), –). Springer Netherlands; Pilz, M., International comparative research into vocational training: Methods and approaches (2012) The future of vocational education and training in a changing world, pp. 561-588. , https://doi.org/10.1007/978-3-531-18757-0_30, M. Pilz (Ed), –). Verlag für Sozialwissenschaften; Pilz, M., Harris, R., Zenner-Höffkes, L., Zirkle, C., Undertaking comparative VET research in international teams: The example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States (2020) Comparative vocational education research, pp. 291-309. , https://doi.org/10.1007/978-3-658-29924-8_17, M. Pilz & J. Li (Eds), –). Springer Fachmedien Wiesbaden; Pilz, M., Krisanthan, B., Michalik, B., Zenner, L., Li, J., Learning for life and/or work: The status quo of pre-vocational education in India, China, Germany and the USA (2016) Research in Comparative and International Education, 11 (2), pp. 117-134. , https://doi.org/10.1177/1745499916637173; Pilz, M., Li, J., What teachers in pre-vocational education should each and what they actually teach: A comparison of curricula and teaching in Germany and China (2012) Research in Comparative and International Education, 7 (2), pp. 226-247. , https://doi.org/10.2304/rcie.2012.7.2.226; Pilz, M., Li, J., (2020) Comparative vocational education research, , https://doi.org/10.1007/978-3-658-29924-8, Springer Fachmedien Wiesbaden; Raivola, R., What is comparison? Methodological and philosophical considerations (1985) Comparative Education Review, 29 (3), pp. 362-374. , https://doi.org/10.1086/446527; Schreier, M., Varianten qualitativer Inhaltsanalyse: Ein Wegweiser im Dickicht der Begrifflichkeiten (2014) Forum qualitative Sozialforschung / Forum: Qualitative Social Research, 15 (1); Shkedi, A., From curriculum guide to classroom practice: Teachers’ narratives of curriculum application (2009) Journal of Curriculum Studies, 41 (6), pp. 833-854. , https://doi.org/10.1080/00220270902927030; Solomon, G. H., (2016) Towards competence-based technical-vocational education and training (TVET) in Ethiopia, , [Doctoral dissertation, Wageningen University]; Sturing, L., Biemans, H. J. 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Hogrefe & Huber; Wesselink, R., Biemans, H., Gulikers, J., Mulder, M., Models and principles for designing competence-based curricula, teaching, learning and assessment (2017) Competence-based vocational and professional education: Bridging the worlds of work and education, pp. 533-553. , https://doi.org/10.1007/978-3-319-41713-4_25, M. Mulder (Ed), –). Springer International Publishing; Wesselink, R., Biemans, H., Mulder, M., Elsen, E., Competence-based VET as seen by Dutch researchers (2007) European Journal of Vocational Training, 40, pp. 38-51; Wesselink, R., Dekker-Groen, A. M., Biemans, H. J. A., Mulder, M., Using an instrument to analyse competence-based study programmes: Experiences of teachers in Dutch vocational education and training (2010) Journal of Curriculum Studies, 42 (6), pp. 813-829. , https://doi.org/10.1080/00220271003759249; Winterton, J., Varieties of competence: European perspective (2012) Research. The future of vocational education and training in a changing world, pp. 455-480. , M. Pilz (Ed), (1st ed., –). Springer; Wragg, E. C., (1999) An introduction to classroom observation, , (2nd ed). Routledge; Zeer, J., Symanjuk, J., Kompetentnostnyj podhod k modernizacii professionalnogo obrazovanija [Competence approach to modernization of professional education (2005) Vysshee Obrazovanie [Higher Education], 4, pp. 23-30",European Research Network Vocational Education and Training,21978638,,,Article,Final,"All Open Access, Gold, Green",Scopus,2-s2.0-85113993917,2
72,330,330,"Nsengimana T., Mugabo L.R., Ozawa H., Nkundabakura P.",57193168397;57222388754;8967869900;6506845310;,Science Competence-based Curriculum Implementation in Rwanda: A Multiple Case Study of the Relationship between a School’s Profile of Implementation and its Capacity to Innovate,2021,"African Journal of Research in Mathematics, Science and Technology Education",25,1,,38,51,,4.0,10.1080/18117295.2021.1888020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102553815&doi=10.1080%2f18117295.2021.1888020&partnerID=40&md5=09e76cc944029068e371644dac015eb6,"University of Rwanda, College of Education, School of Education and African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Kigali, Rwanda; Naruto University of Education, Graduate School of Education, Tokushima, Japan","Nsengimana, T., University of Rwanda, College of Education, School of Education and African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Kigali, Rwanda; Mugabo, L.R., University of Rwanda, College of Education, School of Education and African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Kigali, Rwanda; Ozawa, H., Naruto University of Education, Graduate School of Education, Tokushima, Japan; Nkundabakura, P., University of Rwanda, College of Education, School of Education and African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Kigali, Rwanda","In order to prepare Rwandan citizens for a competitive world, a competence-based curriculum (CBC) has been implemented since 2016. The problem addressed by this study is “under which conditions will the implementation of the intended science curriculum be realised in classroom”. Framed by the Rogan and Grayson theory of curriculum implementation, a multiple case study was conducted to explore the relationships between a school’s profile of science CBC implementation and its capacity to support innovation. This was done by interviewing 12 teachers, observing and recording 23 of their science lessons, and surveying school facilities in their three schools. The data were presented in narrative form based on ratings (1–4) of lessons and schools’ capacity to innovate. Despite the variations between teachers and schools in CBC implementation caused by differences in individual professional development and schools’ capacity to innovate, the results revealed high levels of appropriate CBC implementation in aspects of classroom interactions, teaching and learning activities, and assessment. On the other hand, a low implementation level was noticed in the aspect of science-in-society. The study findings relate the profile of science CBC implementation to some aspects of a school’s capacity to innovate, particularly individual teacher’s experience, inadequate preparedness to enact CBC and inadequate teaching and learning resources for science. For successful implementation of science CBC, strong and regular training programmes that focus on how the new ideas are put into practice, together with the provision of teaching and learning resources for science, are recommended. © 2021 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).",capacity to innovate; Competence-based curriculum; profile of science curriculum implementation; Rwanda,,,"Albanese, M.A., Mejicano, G., Mullan, P., Kokotailo, P., Gruppen, L., Defining characteristics of educational competencies (2008) Medical Education, 42 (3), pp. 248-255; Altinyelken, H.K., Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum (2010) International Journal of Educational Development, 30 (2), pp. 151-161; Bainton, D., Barrett, M.A., Tikly, L., (2016) Improving secondary school teacher quality in Sub Saharan Africa: Framing the issues, , University of Bristol, &,. Working papers education series; Bellanca, J., Brandt, R., (2010) 21st century skills: Rethinking how students learn, , Solution Tree Press; Bhaw, N., Kriek, J., The alignment of the Grade 12 physics examination with the CAPS curriculum: (November 2014–March 2018) (2020) South African Journal of Education, 40 (1), pp. 1-9; Chisholm, L., Leyendecker, R., Curriculum reform in post-1990 sub-Saharan Africa (2008) International Journal of Educational Development, 28 (2), pp. 195-205; Green, W., Naidoo, D., Knowledge contents reflected in post-apartheid South African physical science curriculum documents (2006) African Journal of Research in Mathematics, Science and Technology Education, 10 (1), pp. 71-80; Kumar, A., Curriculum studies in South Africa: Colonialism, constructivism, and outcomes-based education (2019) Curriculum in international contexts, pp. 21-48. , Kumar A., (ed), Palgrave Macmillan,. (Ed; Lubben, F., Bennett, J., From novel approach to mainstream policy? The impact of context-based approaches on chemistry teaching (2008) Educación Química, 19 (4), pp. 252-262; Msimanga, A., Denley, P., Gumede, N., The pedagogical role of language in science teaching and learning in South Africa: A review of research 1990–2015 (2017) African Journal of Research in Mathematics, Science and Technology Education, 21 (3), pp. 245-255; Ndihokubwayo, K., Habiyaremye, H.T., Why did Rwanda shift from knowledge to competence based curriculum? Syllabuses and textbooks point of view (2018) African Research Review, 12 (3), pp. 38-48; Ndihokubwayo, K., Habiyaremye, H.T., Rukundo, J.C., Rwandan new competence base: Curriculum implementation and issues; sector-based trainers (2019) LWATI: A Journal of Contemporary Research, 16 (1), pp. 24-41. , https://www.ajol.info/index.php/Lwati/article/view/185966; Ndihokubwayo, K., Uwamahoro, J., Ndayambaje, I., Implementation of the competence-based learning in Rwandan physics classrooms: First assessment based on the reformed teaching observation protocol (2020) EURASIA Journal of Mathematics, Science and Technology Education, 16 (9), p. em1880; Nsengimana, T., Habimana, S., Mutarutinya, V., Mathematics and science teachers’ understanding and practices of learner-centred education in nine secondary schools from three districts in Rwanda (2017) Rwandan Journal of Education, 4 (1), pp. 55-68. , https://www.ajol.info/index.php/rje/article/view/160062; Nsengimana, T., Mugabo, L., Hiroaki, O., Nkundabakura, P., Reflection on science competence-based curriculum implementation in Sub-Saharan African countries (2020) International Journal of Science Education, Part B, pp. 1-14; Nsengimana, T., Ozawa, H., Chikamori, K., The implementation of the new lower secondary science curriculum in three schools in Rwanda (2014) African Journal of Research in Mathematics, Science and Technology Education, 18 (1), pp. 75-86; Onwu, G.O.M., Kyle, W.C., Jr., Increasing the socio-cultural relevance of science education for sustainable development (2011) African Journal of Research in Mathematics, Science and Technology Education, 15 (3), pp. 2-26. , https://doi.org/10.1080/10288457.2011.10740715; Oyoo, S.O., Enhancing and sustaining teacher effectiveness as the “Trojan Horse” in successful science education in Kenya (2013) From teacher thinking to teachers and teaching: The evolution of a research community, pp. 457-477. , Craig C., Meijer P., Broeckmans J., (eds), Emerald Group,. (Eds; Porter, P., Policy perspectives on the study of educational innovations (1980) Educational Evaluation and Policy Analysis, 2 (4), pp. 73-84; (2015) Competence-based curriculum. Curriculum framework pre-primary to upper secondary; Rogan, J.M., Aldous, C.M., Relationships between the constructs of a theory of curriculum implementation (2005) Journal of Research in Science Teaching, 42 (3), pp. 313-336; Rogan, J.M., Grayson, D.J., Towards a theory of curriculum implementation with particular reference to science education in developing countries (2003) International Journal of Science Education, 25 (10), pp. 1171-1204; Schweisfurth, M., Learner-centred education in developing country contexts: From solution to problem? (2011) International Journal of Educational Development, 31 (5), pp. 425-432; Verspoor, A.M., (2008) At the crossroads choice for secondary education in Sub-Saharan Africa, , World Bank; Wee, B., Shepardson, D., Fast, J., Harbor, J., Teaching and learning about inquiry: Insights and challenge in professional development (2007) Journal of Science Teacher Education, 18 (1), pp. 63-89",Taylor and Francis Ltd.,18117295,,,Article,Final,,Scopus,2-s2.0-85102553815,2
73,334,334,"Diego-Mantecón J.-M., Blanco T.-F., Ortiz-Laso Z., Lavicza Z.",56049559900;55313420000;57220588695;35269199400;,STEAM projects with KIKS format for developing key competences [Proyectos STEAM con formato KIKS para el desarrollo de competencias clave],2021,Comunicar,29,66,,34,43,,14.0,10.3916/C66-2021-03,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099130710&doi=10.3916%2fC66-2021-03&partnerID=40&md5=0b5e8ae77723a376e4fa162cf7a8b64d,"Departamento de Matemáticas, Estadística y Computación, Universidad de Cantabria, Spain; Departamento de Didácticas Aplicadas, Universidad de Santiago de Compostela, Spain; Centro de Educación STEM, Johannes Kepler University, Linz, Austria","Diego-Mantecón, J.-M., Departamento de Matemáticas, Estadística y Computación, Universidad de Cantabria, Spain; Blanco, T.-F., Departamento de Didácticas Aplicadas, Universidad de Santiago de Compostela, Spain; Ortiz-Laso, Z., Departamento de Matemáticas, Estadística y Computación, Universidad de Cantabria, Spain; Lavicza, Z., Centro de Educación STEM, Johannes Kepler University, Linz, Austria","Secondary education curricula highlight competence-based learning; although meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into53teams from29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS. Data were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitate the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes. © 2021, Revista Científica de Educomunicación. All Rights Reserved",Competence; internationalization; KIKS format; project-based learning; secondary education; STEAM,,"Ministerio de Ciencia, Innovación y Universidades; Federación Española de Enfermedades Raras; Agencia Estatal de Investigación","Acar, D., Tertemiz, N., Ta?demir, A., The effects of STEM training on the academic achievement of 4th graders in science and mathematics and their views on STEM training (2018) International Electronic Journal of Elementary Education, 10 (4), pp. 505-513. , https://doi.org/10.26822/iejee.2018438141; Afriana, J., Permanasari, A., Fitriani, A., Project based learning integrated to stem to enhance elementary school’s students scientific literacy (2016) Jurnal Pendidikan IPA Indonesia, 5 (2), pp. 261-267. , https://doi.org/10.21831/jipi.v2i2.8561; Agirreazkuenaga, L., Education for Agenda 2030: What direction do we want to take going forward? (2020) Sustainability, 12, pp. 2035-2035. , https://doi.org/10.3390/su12052035; Al-Salami, M.K., Makela, C.J., Miranda, M.A., Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching (2017) International Journal of Technology and Design Education, 27 (1), pp. 63-88. , https://doi.org/10.1007/s10798-015-9341-0; Álvarez Álvarez, C., Vejo-Sainz, R., Mejora de la competencia lectora con un club de lectura escolar (2017) Biblios, 68, pp. 110-122. , https://doi.org/10.5195/BIBLIOS.2017.351; Ayerbe-López, J., Perales-Palacios, F.J., ‘Reinventa tu ciudad’: Aprendizaje basado en proyectos para la mejora de la conciencia ambiental en estudiantes de Secundaria (2020) Enseñanza de las Ciencias, 38, pp. 181-203. , https://doi.org/10.5565/rev/ensciencias.2812; Blanco, T.F., Ortiz-Laso, Z., Diego-Mantecón, J.M., Proyectos STEAM con formato KIKS para la adquisición de competencias LOMCE (2019) Investigación en Educación Matemática, XXIII, pp. 614-614. , https://bit.ly/3iLCrZj, J. M. Marbán, M. Arce, A. Maroto, J. M. Muñoz-Escolano, & A. Alsina (Eds), SEIEM; Castillo, S., Propuesta pedagógica basada en el constructivismo para el uso óptimo de las TIC en la enseñanza y el aprendizaje de la matemática (2008) Revista Latinoamericana de Investigación en Matemática Educativa, 11 (2), pp. 171-194. , https://bit.ly/3iLCrZj; Castro, J.P., Educación emprendedora y metodologías activas para su fomento (2017) Revista Electrónica Interuniversitaria de Formación del Profesorado, 20 (3), pp. 33-33. , https://doi.org/10.6018/reifop.20.3.272221; Colucci-Gray, L., Burnard, P., Gray, D., Cooke, C., A Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics) (2019) Oxford Research Encyclopedia of Education, pp. 1-26. , https://doi.org/10.1093/acrefore/9780190264093.013.398, P. Thomson (Ed), Oxford University Press; (2018) Recomendación del consejo de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente, , https://bit.ly/3epV571, Consejo de la Unión Europea (Ed); Creswell, J.W., (2009) Research design: Quantitative, qualitative and mixed methods approaches, , Sage; Diego-Mantecón, J.M., Arcera, O., Blanco, T.F., Lavicza, Z., An engineering technology problem-solving approach for modifying student mathematics-related beliefs: Building a robot to solve a Rubik’s cube (2019) International Journal for Technology in Mathematics Education, 26 (2), pp. 55-64. , https://doi.org/10.1564/tme_v26.2.02; Domènech-Casal, J., Concepciones de alumnado de secundaria sobre energía: Una experiencia de aprendizaje basado en proyectos con globos aerostáticos (2018) Enseñanza de las Ciencias, 36, pp. 191-213. , https://doi.org/10.5565/rev/ensciencias.2462; Domènech-Casal, J., Lope, S., Mora, L., Qué proyectos STEM diseña y qué dificultades expresa el profesorado de secundaria sobre Aprendizaje Basado en Proyectos (2019) Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16. , https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i2.2203; Fuentes-Hurtado, M., González-Martínez, J., Necesidades formativas del profesorado de Secundaria para la implementación de experiencias gamificadas en STEM (2017) Revista de Educación a Distancia, 54, pp. 1-25. , https://doi.org/10.6018/red/54/8; García-Raga, L., López-Martín, R., Convivir en la escuela. Una propuesta para su aprendizaje por competencias (2011) Revista de Educación, 356, pp. 531-555. , https://doi.org/10.4438/1988-592X-RE-2011-356-050; Han, S., Capraro, R., Capraro, M.M., (2015) International, , How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement; Journal of Science and Mathematics Education, 13 (5), pp. 1089-1113. , https://doi.org/10.1007/s10763-014-9526-0; Han, S., Rosli, R., Capraro, M.M., Capraro, R.M., The Effect of Science, Technology, Engineering and Mathematics (STEM) Project Based Learning (PBL) on students’ achievement in four Mathematics topics (2016) Journal of Turkish Science Education, 13, pp. 3-29. , https://doi.org/10.12973/tused.10168a; Jalkanen, J., Vaarala, H., Digital texts for learning Finnish: Shared resources and emerging practices (2013) Language Learning and Technology, 17 (1), pp. 107-124. , https://doi.org/10125/24512; Jang, H., Identifying 21st century STEM competencies using workplace data (2016) Journal of Science Education and Technology, 25 (2), pp. 284-301. , https://doi.org/10.1007/s10956-015-9593-1; Kennedy, T.J., Odell, M.R.L., Engaging students in STEM education (2014) Science Education International, 25 (3), pp. 246-258. , https://bit.ly/2CnOZ8q; Larmer, J., Mergendoller, J., Boss, S., Setting the standard for project based learning (2015), ASCD; López, F.M.M., Romero, C.S., Martín-Cuadrado, A.M., Análisis de la competencia lingüística en primaria a través de las TIC (2018) Pixel-Bit, 53 (53), pp. 123-135. , https://doi.org/10.12795/pixelbit.2018.i53.08; López-Pastor, V.M., El papel de la evaluación formativa en la evaluación por competencias: Aportaciones de la red de evaluación formativa y compartida en docencia universitaria (2011) REDU, 9 (1), pp. 159-159. , https://doi.org/10.4995/redu.2011.6185; Maass, K., Geiger, V., Ariza, M.R., Goos, M., The role of mathematics in interdisciplinary STEM education (2019) ZDM, 51, pp. 869-884. , https://doi.org/10.1007/s11858-019-01100-5; Martín, D., García, M.G., Transformación del modelo educativo en el aprendizaje y desarrollo competencial (2018) Estudio de caso. Bordón, 70 (4), pp. 103-119. , https://doi.org/10.13042/Bordon.2018.60992; Monereo, C., ¡Saquen el libro de texto! Resistencia, obstáculos y alternativas en la formación de los docentes para el cambio educativo (2010) Revista de Educación, 352, pp. 583-597. , https://bit.ly/3gWCHmP; Nordin, A., Sundberg, D., Travelling concepts in national curriculum policy-making: The example of competencies (2016) European Educational Research Journal, 15 (3), pp. 314-328. , https://doi.org/10.1177/1474904116641697; Pérez-Escoda, A., Castro-Zubizarreta, A., Fandos-Igado, M., La competencia digital de la Generación Z: claves para su introducción curricular en la Educación Primaria. [Digital skills in the Z Generation: Key questions for a curricular introduction in primary school (2016) Comunicar, 49, pp. 71-79. , https://doi.org/10.3916/C49-2016-07; Santisteban, A., Cómo trabajar en clase la competencia social y ciudadana (2009) Aula de Innovación Educativa, 187, pp. 12-15. , https://bit.ly/3fh1X6t; Sarican, G., Akgunduz, D., The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education (2018) Cypriot Journal of Educational Sciences, 13 (1), pp. 94-107. , https://doi.org/10.18844/cjes.v13i1.3352; Senabre, E., Ferran-Ferrer, N., Perelló, J., Diseño participativo de experimentos de ciencia ciudadana. [Participatory design of citizen science experiments] (2018) Comunicar, 54, pp. 29-38. , https://doi.org/10.3916/C54-2018-03; Slough, S.W., Milam, J.O., Theoretical framework for the design of STEM project-based learning (2013) STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics Approach, pp. 15-27. , https://doi.org/10.1007/978-94-6209-143-6_3, R. M. Capraro, M. M. Capraro, & J. M. Morgan (Eds), Sense Publishers; Tecedor, M., Campos-Dintrans, G., Developing oral communication in Spanish lower-level courses: The case of voice recording and videoconferencing activities (2019) ReCALL, 31 (2), pp. 116-134. , https://doi.org/10.1017/s0958344018000083; Thibaut, L., Ceuppens, S., Loof, H.D., Meester, J.D., Goovaerts, L., Struyf, A., de Pauw, J.B., Depaepe, F., Integrated STEM education: A systematic review of instructional practices in secondary education (2018) European Journal of STEM Education, 3 (1), pp. 1-2. , https://doi.org/10.20897/ejsteme/85525; Thibaut, L., Knipprath, H., Dehaene, W., Depaepe, F., The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education (2018) Teaching and Teacher Education, 71, pp. 190-205. , https://doi.org/10.1016/j.tate.2017.12.014; Toma, R.B., Greca, I.M., The effect of integrative STEM instruction on elementary students’ attitudes toward science (2018) EURASIA Journal of Mathematics, Science and Technology Education, 14 (4), pp. 1383-1395. , https://doi.org/10.29333/ejmste/83676; Trabajo-Rite, M., Cuenca-Lopez, M., Student Concepts after a didactic experiment in heritage education (2020) Sustainability, 12 (7), pp. 1-22. , https://doi.org/10.3390/su12073046; Valverde-Crespo, D., Pro-Bueno, A.J., González-Sánchez, J., La competencia informacional-digital en la enseñanza y aprendizaje de las ciencias en la educación secundaria obligatoria actual: Una revisión teórica (2018) Revista Eureka sobre enseñanza y divulgación de las ciencias, 15, pp. 1-15. , https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2018.v15.i2.2105; Vázquez-Cano, E., Dificultades del profesorado para planificar, coordinar y evaluar competencias claves. Un análisis desde la Inspección de Educación (2016) Revista Complutense de Educación, 27 (3), pp. 1061-1083. , https://doi.org/10.5209/rev_RCED.2016.v27.n3.47400; Villarón, M.G., Gálvez, I.E., Factores explicativos del aprendizaje de la comprensión oral en lengua inglesa en educación secundaria: Comparación entre España y Holanda (2017) Revista Complutense de Educación, 28 (2), pp. 591-607. , https://doi.org/10.5209/rev_rced.2017.v28.n2.49634; Viro, E., Joutsenlahti, J., The start project competition from the perspective of Mathematics and academic literacy (2018) Education Sciences, 8 (2), pp. 67-67. , https://doi.org/10.3390/educsci8020067; Ward, J.R., Clarke, H.D., Horton, J.L., Effects of a research-infused botanical curriculum on undergraduates’ content knowledge, STEM competencies, and attitudes toward plant sciences (2014) CBE—Life Sciences Education, 13, pp. 387-396. , https://doi.org/10.1187/cbe.13-12-0231; Wesselink, R., Giaffredo, S., Competence-based education to develop digital competence (2015) Encyclopaideia, 19 (42), pp. 25-42. , https://doi.org/10.1187/cbe.13-12-0231",Grupo Comunicar Ediciones,11343478,,,Article,Final,"All Open Access, Gold, Green",Scopus,2-s2.0-85099130710,2
89,390,390,"Kepanen P., Määttä K., Uusiautti S.",56707415100;37057547000;55081777100;,How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training?,2020,Human Arenas,3,2,,247,263,,1.0,10.1007/s42087-019-00080-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100720135&doi=10.1007%2fs42087-019-00080-y&partnerID=40&md5=5ee1d2dc398e88e3e4b54f06d59b8bf1,"Oulu University of Applied Sciences, Oulu, Finland; University of Lapland, Rovaniemi, Finland","Kepanen, P., Oulu University of Applied Sciences, Oulu, Finland; Määttä, K., University of Lapland, Rovaniemi, Finland; Uusiautti, S., University of Lapland, Rovaniemi, Finland","The competence-based approach has entered Finnish education after the recent reform of vocational education. Although there is plenty of research nationally and internationally about the idea of competence-based education, the student perspective has remained in the shadow. This research focused on vocational special education teacher students’ experiences of the competence-based education. They started at the Oulu University of Applied Sciences in 2014 in the new competence-based teacher training program. This was a narrative research focusing on the students’ (N = 20) descriptions of their study processes. The data consisted of their written narratives as well as personal interviews at the beginning and end of the study process. Students’ experiences of the different phases of education and perceived benefits and challenges of competence-based education are introduced as results. While the competence-based education seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better. Suggestions for future development to enhance both vocational teacher training and competence-based education in general are discussed based on the findings. © 2019, The Author(s).",Competence; Competence-based education; Narrative research; Vocational special education teacher,,,"Adam, S., (2004); Altbach, P.G., Knight, J., The internationalization of higher education: motivations and realities (2007) Journal of Studies in International Education, 11 (3-4), pp. 290-305; Baker, R.B., (2015) The student experience. How competency-based education provides serve students. Center on higher education reform, , American Enterprise Institute, University of California, Irvine, CA; Barabasch, A., Quality management of competence-based education (2017) Competence-based vocational and professional education. 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Van Kleef, Leicester, National Institute of Adult Continuing Education; Heijke, H., Meng, C., Ris, C., Fitting to the job: the role of generic and vocational competencies in adjustment and performance (2003) Labour Economics, 10 (2), pp. 215-229; Johnstone, S.M., Soares, L., Principles for developing competency-based education programs (2014) Change: The Magazine of Higher Learning, 46 (2), pp. 12-19; Josselson, R., (1996) Ethics and process in the narrative study of lives, , Sage, London; Jovchelovitch, S., Bauer, M.W., Narrative interviewing (2000) Qualitative researching with text, image and sound, pp. 57-74. , Bauer M, Gaskell G, (eds), Sage, London; Karjalainen, A., Osaamisen opettaja. Tarinoita osaamisen opettajilta osaamisen opettajille [teacher of competence. Narratives from the teachers of competence to the teachers of competence] (2016) Oulu: Oulu University of Applied Sciences, , http://oamk.fi/amok/emateriaalit/files/3215/2748/4316/Osaamisenopettajaoppikirja_2018.pdf, Retrieved from; Kelly, A.V., (2009) The curriculum. Theory and practice, , Sage, London; Kepanen, P., (2018) Ymmärsin Olevan Jonkin täysin Uuden Opiskelutavan edessä” Narrativinen Tutkimus Polusta Ammatilliseksi Erityisopettajaksi Osaamisperusteisessa Koulutuksessa [“I Understood that This is a Totally New Way of studying” a Narrative Research on the Path of Becoming a Vocational Special Education Teacher in a Competence-Based Education]. Rovaniemi: Lapland, , University Press; Kiely, R., A transformative learning model for service-learning: a longitudinal case study (2005) Michigan Journal of Community Service Learning, 12 (1), pp. 5-22; van der Klink, M., Boon, J., Schlusmans, K., Competences and vocational higher education. 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Mulder (Ed.), Competence-based vocational and professional education (2017) Bridging the worlds of work and education (pp. vii-viii), , Springer, Dordrecht; Wrigley, T., School effectiveness”: the problem of reductionism (2004) British Educational Research Journal, 30 (2), pp. 227-244",Springer Science and Business Media B.V.,25225804,,,Article,Final,"All Open Access, Hybrid Gold",Scopus,2-s2.0-85100720135,2
92,406,406,"Placklé I., Könings K.D., Struyven K., Libotton A., van Merriënboer J.J.G., Engels N.",57194457496;9746764700;8368306000;56289906800;6701795813;6506145025;,Powerful learning environments in secondary vocational education: towards a shared understanding,2020,European Journal of Teacher Education,43,2,,224,242,,5.0,10.1080/02619768.2019.1681965,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075061425&doi=10.1080%2f02619768.2019.1681965&partnerID=40&md5=8ffd7508cca8a9abaf018d9f5ee85e34,"Educational Sciences, EDWE, Teacher education, MILO, Vrije Universiteit Brussel, Brussels, Belgium; Education, University College PXL, Hasselt, Belgium; School of Health Professions Education, Department of Educational Development & Research, Maastricht University, Maastricht, Netherlands; Educational Sciences, EDWE, Vrije Universiteit, Brussels, Belgium; Educational Sciences, EDWE, Teacher education, MILO, Brussels, Belgium; School for Educational Studies, University of Hasselt, Belgium","Placklé, I., Educational Sciences, EDWE, Teacher education, MILO, Vrije Universiteit Brussel, Brussels, Belgium, Education, University College PXL, Hasselt, Belgium; Könings, K.D., School of Health Professions Education, Department of Educational Development & Research, Maastricht University, Maastricht, Netherlands; Struyven, K., Educational Sciences, EDWE, Vrije Universiteit, Brussels, Belgium, School for Educational Studies, University of Hasselt, Belgium; Libotton, A., Educational Sciences, EDWE, Vrije Universiteit, Brussels, Belgium, Educational Sciences, EDWE, Teacher education, MILO, Brussels, Belgium; van Merriënboer, J.J.G., School of Health Professions Education, Department of Educational Development & Research, Maastricht University, Maastricht, Netherlands; Engels, N., Educational Sciences, EDWE, Teacher education, MILO, Brussels, Belgium","Stakeholders in vocational education have difficulties communicating and collaborating on the design of education because they often lack a shared understanding of what constitutes effective student learning. The aim of this study is to investigate whether the perspectives of teacher educators, teachers and students on good education in vocational education are aligned with what literature says about Powerful Learning Environments (PLEs) and to what extent the perspectives of different groups of stakeholders are mutually aligned. Results of nine focus group interviews showed that perspectives are mostly similar in the three groups. They strongly favoured authentic and challenging pathways, endorsed the importance of supporting opportunities for developing key competences and, although not univocal by students, adaptive teaching and learning support, within a positive and safe learning community. Differences between preferences of different stakeholders on some of the design characteristics of PLEs underline the importance of developing a shared understanding about learning and teaching among stakeholders. © 2019, © 2019 Association for Teacher Education in Europe.",co-design; powerful learning environments; shared understanding; stakeholder perspectives; Vocational education,,,"Biemans, H.A., Jongmans, C.T., de Jong, F.P.C.M., Bergen, T.C.M., Perceptions of Teachers’ Instructional Behavior in Secondary Agricultural Education (1999) Journal of Agricultural Education and Extension, 5, pp. 231-238; Billett, S., Knowing in Practice: Re-conceptualising Vocational Expertise (2001) Learning and Instruction, 11, pp. 431-452; Cober, R., Tan, E., Slotta, J.D., So, H.-J., Könings, K.D., Teachers as Participatory Designers: Two Case Studies with Technology-enhanced Learning Environments (2015) Instructional Science, 43, pp. 203-228; Coburn, C.E., Penuel, W.R., Research-practice Partnerships: Outcomes, Dynamics, and Open Questions (2016) Educational Researcher, 45, pp. 48-54; Coburn, C.E., Penuel, W.R., Geil, K., (2013) Research-practice Partnerships at the District Level: A New Strategy for Leveraging Research for Educational Improvement, , New York, NY: William T. 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Oratie, Utrecht/’s-Hertogenbosch: Universiteit Utrecht/CINOP Expertisecentrum; De Bruijn, E., Leeman, Y., Authentic and Self-directed Learning in Vocational Education: Challenges to Vocational Educators (2011) Teaching and Teacher Education, 27, pp. 694-703; De Corte, E., Towards Powerful Learning Environments for the Acquisition of Problem Solving Skills (1990) European Journal of Psychology of Education, 5 (1), pp. 5-19; Den Brok, P.J., Bergen, T.C.M., Brekelmans, J.M.G., Convergence and Divergence between Students’ and Teachers’ Perceptions of Instructional Behaviour in Dutch Secondary Education (2006) Contemporary Approaches to Research on Learning Environments: World Views, pp. 125-160. , Fisher D.L., Khine M.S., (eds), Singapore: World Scientific, and,. edited by; Donche, V., Van Petegem, P., Teacher Educators’ Conceptions of Learning to Teach and Related Teaching Strategies (2011) Education, 26, p. 2; Elen, J., Clarebout, G., Léonard, R., Lowyck, J., Student-centred and Teacher-centred Learning Environments: What Students Think (2007) Teaching in Higher Education, 12 (1), pp. 105-117; Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., Kyngäs, H., Qualitative Content Analysis: A Focus on Trustworthiness (2014) SAGE Open, 41, pp. 1-10; (2013) European Patterns of Successful Practice in Vocational Education and Training, , http://www.european-agency.org/publications/ereports/european-patterns-ofsuccessfulpractice-in-vet, Accessed 2August 2018; Fraser, B.J., Differences between Student and Teacher Perceptions of Actual and Preferred Classroom Learning Environment (1982) Educational Evaluation and Policy Analysis, 4, pp. 511-519; Fraser, B.J., O’Brien, P., Student and Teacher Perceptions of Elementary School Classrooms (1985) Elementary School Journal, 85, pp. 567-580; Friedricha, A., Jonkmanna, K., Nagengasta, B., Schmitz, Trautweina, U., Teachers’ and Students’ Perceptions of Self-regulated Learning and Math Competence: Differentiation and Agreement (2013) Learning and Individual Differences, 27, pp. 26-34; Hattie, J.A.C., (2012) Visible Learning for Teachers, , London, UK: Routledge; Jennings, P.A., Greenberg, M.T., The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009) Review of Educational Research, 79, pp. 491-525; Joseph, S., Simonette, M., Ramsook, L., The Impact Of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges (2013) International Journal Of Higher Education, 2 (3), pp. 28-40; Jossberger, H., Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities (2011) Doctoral Thesis, , Open Universiteit the Netherlands, Heerlen, The Netherlands; Kicken, W., Brand-Gruwel, S., van Merriënboer, J.J.G., Slot, W., Design and Evaluation of a Development Portfolio: How to Improve Students’ Self-directed Learning Skills (2009) Instructional Science, 37, pp. 453-473; Könings, K.D., Brand-Gruwel, S., van Merriënboer, J.J.G., Towards More Powerful Learning Environments through Combining the Perspectives of Designers, Teachers and Students (2005) British Journal of Educational Psychology, 75, pp. 645-660; Könings, K.D., Brand-Gruwel, S., van Merriënboer, J.J.G., Teachers Perspective on Innovations: Implications for Educational Design (2007) Teaching and Teacher Education, 23, pp. 985-997; Könings, K.D., Seidel, T., van Merriënboer, J.J.G., Editorial: Participatory Design: Integrating Perspectives of Students, Teachers, and Designers (2014) Instructional Science, 42, pp. 11-30; Kuipers, M., Meijers, F., Learning Environments for Career Learning. 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(2012) Acta Sociologica, 55 (1), pp. 73-89; van Merriënboer, J.J.G., Paas, F., Powerful Learning and the Many Faces of Instructional Design: Toward a Framework for the Design of Powerful Learning Environments (2003) Unravelling Basic Components and Dimensions of Powerful Learning Environments, pp. 3-20. , de Corte E., Verschaffel L., Entwistle N., van Merriënboer J.J.G., (eds), Oxford: Elsevier Science, and,. edited by; Wenger, E., (1998) “Communities Of Practice: Learning, Meaning and Identity, , Cambridge: Cambridge University Press; Willegems, V., Consuegra, E., Struyven, K., Engels, N., How to Become a Broker: The Role of Teacher Educators in Developing Collaborative Teacher Research Teams (2016) Educational Research and Evaluation, 22 (3-4), pp. 173-193; Winters, A., Career Learning in Vocational Education: Guiding Conversations for Career Development (2012) Doctoral thesis, , Katholieke Universiteit Leuven, Leuven; Zeichner, K., Contradictions and Tensions in the Professionalization of Teaching and the Democratization of Schools (1991) Teachers College Record, 92 (3), pp. 367-379",Routledge,02619768,,,Article,Final,"All Open Access, Green",Scopus,2-s2.0-85075061425,2
96,436,436,"van Griethuijsen R.A.L.F., Kunst E.M., van Woerkom M., Wesselink R., Poell R.F.",6504556813;57147856600;24726390100;35097905700;6603320932;,Does implementation of competence-based education mediate the impact of team learning on student satisfaction?,2020,Journal of Vocational Education and Training,72,4,,516,535,,9.0,10.1080/13636820.2019.1644364,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095609809&doi=10.1080%2f13636820.2019.1644364&partnerID=40&md5=8fbead29886a766b08c39d8f0a8c87f1,"Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Amsterdam University of Applied Sciences, Amsterdam, Netherlands; Center of Excellence for Positive Organizational Psychology, Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands; Chairgroup of Education and Learning Sciences, Wageningen University Research, Wageningen, Netherlands","van Griethuijsen, R.A.L.F., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Kunst, E.M., Amsterdam University of Applied Sciences, Amsterdam, Netherlands; van Woerkom, M., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands, Center of Excellence for Positive Organizational Psychology, Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands; Wesselink, R., Chairgroup of Education and Learning Sciences, Wageningen University Research, Wageningen, Netherlands; Poell, R.F., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands","Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. Abbreviation: CBE–Competence-based education. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor &Francis Group.",competence-based education (CBE); student satisfaction; Teacher teams; team learning; vocational education,,Nederlandse Organisatie voor Wetenschappelijk Onderzoek,"Bakkenes, I., Vermunt, J.D., Wubbels, T., Teacher Learning in the Context of Educational Innovation: Learning Activities and Learning Outcomes of Experienced Teachers (2010) Learning and Instruction, 20, pp. 533-548. ,  , and; Bentler, P.M., Comparative Fit Indexes in Structural Models (1990) Psychological Bulletin, 107, p. 238; Beverborg, A.O.G., Sleegers, P.J.C., van Veen, K., Fostering Teacher Learning in VET Colleges: Do Leadership and Teamwork Matter? 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Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, edited by; Wesselink, R., Biemans, H., Mulder, M., Elsen, E.R., Competence-based VET as Seen by Dutch Researchers (2007) European Journal of Vocational Training, 40, pp. 38-51; Westera, W., Competences in Education: A Confusion of Tongues (2001) Journal of Curriculum Studies, 33, pp. 75-88; Wijnia, L., Kunst, E.M., van Woerkom, M., Poell, R.F., Team Learning and its Association with the Implementation of Competence-based Education (2016) Teaching and Teacher Education, 56, pp. 115-126; Wilson, J.M., Goodman, P.S., Cronin, M.A., Group Learning (2007) Academy of Management Review, 32, pp. 1041-1059; Woehr, D.J., Loignon, A.C., Schmidt, P.B., Loughry, M.L., Ohland, M.W., Justifying Aggregation with Consensus-Based Constructs: A Review and Examination of Cutoff Values for Common Aggregation Indices (2015) Organizational Research Methods, 18, pp. 704-737",Routledge,13636820,,,Article,Final,"All Open Access, Hybrid Gold, Green",Scopus,2-s2.0-85095609809,2
97,440,440,"Ndihokubwayo K., Uwamahoro J., Ndayambaje I.",57216254789;26325132700;57216256943;,Implementation of the Competence-Based Learning in Rwandan Physics Classrooms: First Assessment Based on the Reformed Teaching Observation Protocol,2020,"Eurasia Journal of Mathematics, Science and Technology Education",16,9,em1880,,,,15.0,10.29333/EJMSTE/8395,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091839881&doi=10.29333%2fEJMSTE%2f8395&partnerID=40&md5=8f49dab0a364a0b78424f2a06e5555c7,"African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Rwanda; Rwanda Education Board (REB), Rwanda","Ndihokubwayo, K., African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Rwanda; Uwamahoro, J., African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE), Rwanda; Ndayambaje, I., Rwanda Education Board (REB), Rwanda","Regular class observations are one of the means to monitor factors and dynamics that influence quality learning. From 2016, the Rwanda education system introduced a new curriculum known as Competence-Based Curriculum (CBC), which ensures fosters more the learner-centered approach. This study was carried out to assess CBC input after four years of implementation. For this assessment, the reformed teaching observation protocol (RTOP) was used to observe 42 classes from 17 classrooms taught by nine teachers from the eastern province and Kigali city in Rwanda. Outcomes of our analysis indicated that after four years of CBC implementation, learners’ active participation has improved. The overall aggregate scores of observed lessons were 2.16 out of 4 ratings (54%) across all the 25 RTOP statements. Grouping the RTOP statements into six factors, learner-centered physics class is practiced at a 61% level while the overall reformed physics class is at a level of 53%. 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S., Socio-cultural theory (1978) Mind in society; Walkington, C., Arora, P., Ihorn, S., Gordon, J., Walker, M., Abraham, L., Marder, M., (2011) Development of the UTeach Observation Protocol: A classroom observation instrument to evaluate mathematics and science teachers from the UTeach preparation program, , https://uteach.utexas.edu/sites/default/files/UTOP_Paper_Non_Anonymous_4_3_2011.pdf, UTeach Natural Sciences, University of Texas at Austin. Retrieved from; Yilmaz, O., Ince, E., The Usage of Alternative Assessment Techniques in Determination of Misconceptions about Electromagnetic Field-Magnetism Contents and Effects of Video-Based Experiments on Stu dents (2012) Achievement at Distance Learning Course, 55, pp. 155-160. , https://doi.org/10.1016/j.sbspro.2012.09.489",Modestum LTD,13058215,,,Article,Final,"All Open Access, Gold",Scopus,2-s2.0-85091839881,2
98,449,449,"Nsengimana T., Rugema Mugabo L., Hiroaki O., Nkundabakura P.",57193168397;57217382572;58062347700;6506845310;,Reflection on science competence-based curriculum implementation in Sub-Saharan African countries,2020,"International Journal of Science Education, Part B: Communication and Public Engagement",,,,,,,17.0,10.1080/21548455.2020.1778210,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087161735&doi=10.1080%2f21548455.2020.1778210&partnerID=40&md5=3774cccce7f00bb66d486fdd239ad297,"School of Education and African Centre of Excellence for Innovative Teaching Mathematics and Science (ACEITLMS) College of Education, University of Rwanda, Kigali, Rwanda; School of Graduate, Naruto University of Education, Tokushima, Japan","Nsengimana, T., School of Education and African Centre of Excellence for Innovative Teaching Mathematics and Science (ACEITLMS) College of Education, University of Rwanda, Kigali, Rwanda; Rugema Mugabo, L., School of Education and African Centre of Excellence for Innovative Teaching Mathematics and Science (ACEITLMS) College of Education, University of Rwanda, Kigali, Rwanda; Hiroaki, O., School of Graduate, Naruto University of Education, Tokushima, Japan; Nkundabakura, P., School of Education and African Centre of Excellence for Innovative Teaching Mathematics and Science (ACEITLMS) College of Education, University of Rwanda, Kigali, Rwanda","Based on the qualitative data gathered from the existing literature pertaining to science curriculum with analytical and critical research designs, this article considers the implementation of the science Competence-Based Curriculum (CBC) in Sub-Saharan African (SSA) countries. The study findings reveal that even though the CBC has been introduced in different SSA countries to enhance the quality of education, the science curriculum is still implemented in traditional ways. Consequently, CBC is not effectively addressing socio-economic needs as intended, at both individual and national level. The authors are concerned with how CBC is being implemented in other SSA countries that recently have adopted this kind of curriculum and how it will be implemented in other SSA countries that are planning to embrace it. In this paper, the authors suggest ways the new ideas could be introduced and reflect on how CBC can be implemented in SSA countries that share socio-economic and environmental similarities. They finally strongly recommend the establishment of special ‘laboratory’ schools or science education centres as well as school-based communities of practice to enhance teachers’ content knowledge and nurture contemporary teaching methods for the successful implementation of the new ideas. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.",Competence-based curriculum; reflection; science curriculum implementation; Sub-Saharan Africa,,,"Albanese, M.A., Mejicano, G., Mullan, P., Kokotailo, P., Gruppen, L., Defining characteristics of educational competencies (2008) Medical Education, 42 (3), pp. 248-255. , https://doi.org/10.1111/j.1365-2923.2007.02996.x; Ampadu, E., Students’ perceptions of their teachers’ teaching of Mathematics: The case of Ghana (2012) International Online Journal of Educational Sciences, 4 (2), pp. 351-358; Audet, R.H., Jordan, L.K., (2003) Standards in the classroom: An implementation guide for teachers of science and mathematics, , Corwin Press; Bainton, D., Barrett, M.A., Tikly, L., (2016) Improving secondary school teacher quality in Sub Saharan Africa: Framing the Issues, , Working papers education series. 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ERI-Net, pp. 1-118. , Paris, France: The United Educational, Scientific, an Cultural Organization; Verspoor, A.M., (1989) Pathways to change. Improving the quality of education in developing countries. World Bank discussion papers (no.WDP53), , World Bank; Verspoor, A.M., (2008) At the crossroads choice for secondary education in Sub-Saharan Africa, , https://openknowledge.worldbank.org/handle/10986/6537, World Bank, Retrieved May 17, 2012, from; Wee, B., Shepardon, D., Fast, J., Harbor, J., Teaching and learning about inquiry: Insights and challenge in professional development (2007) Journal of Science Teacher Education, 18 (1), pp. 63-89. , https://doi.org/10.1007/s10972-006-9031-6",Routledge,21548455,,,Article,Article in Press,,Scopus,2-s2.0-85087161735,2
99,463,463,"Misbah Z., Gulikers J., Dharma S., Mulder M.",56663189400;55886508300;57204051818;15136874400;,Evaluating competence-based vocational education in Indonesia,2020,Journal of Vocational Education and Training,72,4,,488,515,,9.0,10.1080/13636820.2019.1635634,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068594454&doi=10.1080%2f13636820.2019.1635634&partnerID=40&md5=a5ad6e8d9951856ce56367fa06ca2c76,"Education and Competence Studies, Wageningen University and Research Center, Wageningen, Netherlands; Directorate General of Teacher and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia","Misbah, Z., Education and Competence Studies, Wageningen University and Research Center, Wageningen, Netherlands, Directorate General of Teacher and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia; Gulikers, J., Education and Competence Studies, Wageningen University and Research Center, Wageningen, Netherlands; Dharma, S., Directorate General of Teacher and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia; Mulder, M., Education and Competence Studies, Wageningen University and Research Center, Wageningen, Netherlands","This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational policy documents and collects cross-sectional survey data from 41 school principals, 453 teachers, and 2219 students from 41 agricultural vocational schools in five provinces of Java, Indonesia. Results showed that the ten CCBE principles listed in the framework exist to large extent in Indonesian policy documents. School principals, teachers, and students noticed the realisation of CCBE principles in the study programme to differing degrees, except for the principle of flexibility that was largely absent. The level of CBE implementation varied, from the level of starting competence-based to that of largely competence-based education. The findings contribute to the discussion of CCBE design principles and lesson learned of CBE implementation in a non-western perspective. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",agricultural schools; Competence-based education; Indonesia; vocational education,,,"Achtenhagen, F., Winther, E., Workplace-based Competence Measurement: Developing Innovative Assessment Systems for Tomorrow’s VET Programmes (2014) Journal of Vocational Education & Training, 66 (3), pp. 281-295; Baraki, A.H., Negash, W., Asfaw, M., Evaluating the Design of the Ethiopian TVET System in Light of Theoretical Principles of Competence-Based Education and Training (CBET) (2016) Developing Country Studies, 6 (5), pp. 1-16; Biemans, H.J.A., Nieuwenhuis, A.F.M., Poell, R.F., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: Backgrounds and Pitfalls (2004) Journal of Vocational Education and Training, 56 (2), pp. 523-538; Biemans, H.J.A., Wesselink, R., Gulikers, J.T.M., Schaafsma, S., Verstegen, J., Mulder, M., Towards Competence-based VET: Dealing with the Pitfalls (2009) Journal of Vocational Education & Training, 61 (3), pp. 267-286; Brockmann, M., Clarke, L., Méhaut, P., Winch, C., Competence-based Vocational Education and Training (VET): The Cases of England and France in a European Perspective (2008) Vocations and Learning, 1, pp. 227-244; (2006) Panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menegah [A Guideline to Develop School-based Curriculum for Primary and Secondary Schools, , Jakarta: Badan Standar Nasional Pendidikan [Board of National Standard of Education], Departemen Pendidikan Nasional; Cheetham, G., Chivers, G., Towards a Holistic Model of Professional Competence (1996) Journal of European Industrial Training, 20 (5), pp. 20-30; De Bruijn, E., Leeman, Y., Authentic and Self-directed Learning in Vocational Education: Challenges to Vocational Educators (2011) Teaching and Teacher Education, 27, pp. 694-702; Dong, S.X., Manning, C., Labour-Market Developments at a Time of Heightened Uncertainty (2017) Buletin of Indonesian Economic Studies, 53 (1), pp. 1-25; Geerligs, J., Nijhof, W.J., Design and Effects of a Flexible VET System: A Case Study in Dutch Agricultural Education (2002) Shaping Flexibility in Vocational Education and Training, pp. 127-148. , Nijhof W.J., (ed), Dordrecht: Springer, and,. edited by; Gulikers, J.T.M., Runhaar, P., Mulder, M., An Assessment Innovation as Flywheel for Changing Teaching and Learning (2017) Journal of Vocational Education & Training; Halsema, W.V., Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda (2017) Competence-Based Vocational and Professional Education. 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103,487,487,"Saadvandi M., Abbasi E., Farhadian H., Zarafshani K., Biemans H.",57194105180;55584406800;57204911944;24068227300;6603110521;,Teachers and students’ perception of competence-based education in the agricultural higher education system (Case of a student cooperative in Iran),2019,Journal of Agricultural Education and Extension,25,4,,307,322,,5.0,10.1080/1389224X.2019.1627225,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068069622&doi=10.1080%2f1389224X.2019.1627225&partnerID=40&md5=5d64f3d6b07aaf00cdf7ab0f387989df,"Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran; Department of Agricultural Extension and Education, Razi University, Kermanshah, Iran; Education and Learning Sciences (ELS), Wageningen University & Research, Wageningen, Netherlands","Saadvandi, M., Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran; Abbasi, E., Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran; Farhadian, H., Department of Agricultural Extension and Education, Tarbiat Modares University, Tehran, Iran; Zarafshani, K., Department of Agricultural Extension and Education, Razi University, Kermanshah, Iran; Biemans, H., Education and Learning Sciences (ELS), Wageningen University & Research, Wageningen, Netherlands","Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University. Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n = 256). The second group consists of agricultural faculty members (n = 59). Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture. Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice. Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges. Originality/value: This study is original in that it moves from theory to practice when considering CBE. © 2019, © 2019 Wageningen University.",competence-based education; Perception; student cooperative,,,"Aghapour, S.H., Mohammadi, S.H.M., Alambeigi, A., Key Skills Role in Employability Formation of College Students (2014) Researh and Planning in Highrt Education, 1 (6), pp. 41-56; Baraabadi, S.A., Mohammadi, M., Asadi, A.S., Analysis of Educational and Socio-Cultural Barriers to the Employment of Agricultural Graduates (2010) Work and Society, 109, pp. 92-100; Bernaard, J., Chang, T.W., Popescu, E., Graf, S., Learning Style Identifier: Improving the Precision of Learning Style Identification Through Computational Intelligence Algorithms (2017) Expert Systems with Applications, 75, pp. 94-108; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards Competence-Based VET: Dealing With the Pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Briesmaster, M., Briesmaster-Paredes, J., The Relationship Between Teaching Styles and NNPSETs’ Anxiety Levels (2015) System, 49, pp. 145-156; Cano, J., The Relationship Between Learning Style, Academic Major, and Academic Performance of College Students (1999) Journal of Agricultural Education, 40 (1), pp. 30-37; Cronbach, L.J., Coefficient Alpha and the Internal Structure of Tests (1951) Psychometrika, 16 (3), pp. 297-334; Dilekli, Y., Tezci, E., The Relationship among Teachers’ Classroom Practices for Teaching Thinking Skills, Teachers’ Self-Efficacy Towards Teaching Thinking Skills and Teachers’ Teaching Styles (2016) Thinking Skills and Creativity, 21, pp. 144-151; Din, M., Indices of Discrepancy Between Students’ Learning Styles and their Grade Achievement at Masters’ Level (2017) British Journal of Education, 5 (2), pp. 10-20; Felder, R.M., Soloman, B.A., (2000), Learning Styles and Strategies. Accessed July 14, 2006; Ghanizadeh, A., Jahedizadeh, S., EFL Teachers’ Teaching Style, Creativity, and Burnout: A Path Analysis Approach (2016) Cogent Education, 3 (1), p. 1151997; Gholamireza, P., Zarafshani, K., Mirakzadeh, A., Effective Components of Internship Programs among Agricultural Extension and Education Students at Universities in Western Iran %J Iranian (2012) Journal of Agricultural Extension and Education, 8 (1), pp. 35-51; Grasha, A., (2002) Teaching with Style, , San Bernadino, CA: Alliance Publishers; Grasha, A.F., (1996) An Integrated Model of Teaching and Learning Style: In Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles, , San Bernardino, CA: Alliance Publishers; Gruppen, L.D., Mangrulkar, R.S., Kolars, J.C., The Promise of Competency-Based Education in the Health Professions for Improving Global Health (2012) Human Resources for Health, 10 (1), p. 43; Kolb, D.A., (1971) Individual Learning Styles and the Learning Process, , Cambridge, MA: MIT; Kolb, D., Smith, D.M., (1986) Learning Style Inventory: User’s Guide, , Boston, MA: McBer; Könings, K., (2007), Student Perspectives on Education: Implications for Instructional Redesign, Open University of the Netherlands; Krejcie, R.V., Morgan, D.W., Determining Sample Size for Research Activities (1970) Educational Psychological Measurement, 30 (3), pp. 607-610; MacLeod, C., Fraser, B.J., Development, Validation and Application of a Modified Arabic Translation of the What is Happening in This Class? (WIHIC) Questionnaire (2010) Learning Environments Research, 13 (2), pp. 105-125; Manolis, C., Burns, D.J., Assudani, R., Chinta, R., Assessing Experiential Learning Styles: A Methodological Reconstruction and Validation of the Kolb Learning Style Inventory (2013) Learning and Individual Differences, 23, pp. 44-52; Movahedi, R., Analysis of Barriers to Agricultural Graduates’ Employment (2017) Journal of Agricultural Education Administration Research, 41, pp. 79-95; Movahedi, R., Akbari, R., Farahani, A., Khorvardan, M., Solutions to Improving the Employment Status of Agricultural Graduates (Bu-Ali Sina University) (2010) Agricultural Extension and Education Research, 3 (4), pp. 85-98; Mulder, M., Competence Development-Some Background Thoughts (2001) The Journal of Agricultural Education and Extension, 7 (4), pp. 147-158; Mulder, M., (2004) Educatie, Competentie en Prestatie: Over Opleiding en Ontwikkeling in Het Agrofoodcomplex [Education, Competence and Performance: about Education and Development in the Agro-Food Complex, , Wageningen: Wageningen University; Mulder, M., Competence-Based Education and Training (2012) The Journal of Agricultural Education and Extension, 18 (3), pp. 305-314; Mulder, M., (2017) Competence-Based Vocational and Professional Education, , Bridging the World of Work and Education, Cham: Springer, ed; Platsidou, M., Metallidou, P., Validity and Reliability Issues of Two Learning Style Inventories in a Greek Sample: Kolb’s Learning Style Inventory and Felder & Soloman’s Index of Learning Styles (2009) International Journal of Teaching and Learning in Higher Education, 20 (3), pp. 324-335; Richardson, J.T.E., Investigating the Relationship Between Variations in Students’ Perceptions of their Academic Environment and Variations in Study Behaviour in Distance Education (2006) British Journal of Educational Psychology, 76 (4), pp. 867-893; Shaari, A.S., Yusoff, N.M., Ghazali, I.M., Osman, R.H., Dzahir, N.F.M., The Relationship Between Lecturers’ Teaching Style and Students’ Academic Engagement (2014) The Relationship between Lecturers’ Teaching Style and Students’ Academic Engagement, 118, pp. 10-20; Shojaee, M., (2009), The Country’s Higher Education System and the Graduates’ Employment. He Third Biennial Conference of Employment and Higher Education System of the Country, May 24 and 25, 2007, 181–204; Slaats, A., Lodewijks, H.G., Van der Sanden, J.M., Learning Styles in Secondary Vocational Education: Disciplinary Differences (1999) Learning and Instruction, 9, pp. 475-492; Sturing, L., Biemans, H.J.A., Mulder, M., Bruijn, E., The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands (2011) Vocations and Learning, 4 (3), pp. 191-210. ,  ; Taqipour, M., Abbasi, E., Naeimi, A., Ganguly, S., Zamani Miandashti, N., An Investigation of Self-Directed Learning Skills among the Iranian Agricultural Students (Case of Agricultural College, Tarbiat Modares University) (2016) Journal of Agricultural Science and Technology, 18 (1), pp. 15-26; Torres, S.M., Patterns of Similarities between the Learning Style Inventory (LSI) and the Productivity Environmental Survey (PEPS) (2017) Institute for Learning Styles Journal, 1 (8), pp. 8-23; Tshewang, R., Chandra, V., Yeh, A., Students’ and Teachers’ Perceptions of Classroom Learning Environment in Bhutanese Eighth-Grade Mathematics Classes (2017) Learning Environments Research, 20 (2), pp. 269-288; Vaessen, B.E., van den Beemt, A., van de Watering, G., van Meeuwen, L.W., Lemmens, L., den Brok, P., Students’ Perception of Frequent Assessments and its Relation to Motivation and Grades in a Statistics Course: A Pilot Study (2017) Assessment & Evaluation in Higher Education, 42 (6), pp. 872-886; Van den Berg, N., De Bruijn, E., (2009) The Glass is Filling Up. Knowledge About the Design and Effects of Competence-Based Vocational Education. A Review Study, , Amsterdam’s/Hertogenbosch: ECBO; Vermetten, Y.J., Lodewijks, H.G., Vermunt, J.D., Consistency and Variability of Learning Strategies in Different University Courses (1999) Higher Education, 37 (1), pp. 1-21; Vermunt, J.D., Donche, V., A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017) Educational Psychology Review, 29 (2), pp. 269-299; Wesselink, R., Dekker-Groen, A.M., Biemans, H.J.A., Mulder, M., Using an Instrument to Analyse Competence-Based Study Programmes: Experiences of Teachers in Dutch Vocational Education and Training (2010) Journal of Curriculum Studies, 42 (6), pp. 813-829; Wesselink, R., (2010) Comprehensive Competence-Based Vocational Education. The Development and Use of a Curriculum Analysis and Improvement Model, , Wageningen: Wageningen University; Wijnia, L., Kunst, E.M., van Woerkom, M., Poell, R.F., Team Learning and Its Association with the Implementation of Competence-Based Education (2016) Teaching and Teacher Education, 56, pp. 115-126; Woollacott, L.C., Taxonomies of Engineering Competencies and Quality Assurance in Engineering Education (2009) Engineering Education Quality Assurance, pp. 257-295. , Patil A., Gray P., (eds), Boston, MA: Springer,. edited by",Routledge,1389224X,,,Article,Final,,Scopus,2-s2.0-85068069622,2
104,489,489,"Misbah Z., Gulikers J., Mulder M.",56663189400;55886508300;15136874400;,Competence and knowledge development in competence-based vocational education in Indonesia,2019,Learning Environments Research,22,2,,253,274,,6.0,10.1007/s10984-018-9276-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056843013&doi=10.1007%2fs10984-018-9276-y&partnerID=40&md5=3d0c4895ebdc3e0aebdcd4ebbfd8d733,"Education and Competence Studies, Social Sciences Group, Wageningen University and Research Center, P.O. Box 8130, Wageningen, 6700 EW, Netherlands; Directorate General of Teachers and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia","Misbah, Z., Education and Competence Studies, Social Sciences Group, Wageningen University and Research Center, P.O. Box 8130, Wageningen, 6700 EW, Netherlands, Directorate General of Teachers and Educational Personnel, Ministry of Education and Culture, Jakarta, Indonesia; Gulikers, J., Education and Competence Studies, Social Sciences Group, Wageningen University and Research Center, P.O. Box 8130, Wageningen, 6700 EW, Netherlands; Mulder, M., Education and Competence Studies, Social Sciences Group, Wageningen University and Research Center, P.O. Box 8130, Wageningen, 6700 EW, Netherlands","Theory and research in the field of competence-based vocational education (CBVE) have advanced enormously during the last decades, although empirical research on CBVE lags far behind. CBVE researchers have complained about the lack of evidence that CBVE results in better competence development, the decreasing attention for knowledge development in CBVE practice, and the cross-sectional nature of much CBVE research. This study addresses these issues by reviewing a worldwide competence-based education literature and comparing competence and knowledge development of students in vocational schools in Indonesia that have implemented principles of CBVE to a higher or lesser degree. The study involved 506 students majoring in food processing and technology and 32 teachers from 11 agricultural secondary vocational schools. Teachers and students rated student competence levels. Student knowledge was assessed with a multiple-choice test. Longitudinal data were collected during one school year at three points of time. Student competence development in high-CBVE was higher than in low-CBVE, suggesting that the implementation of CBVE was successful and had a motivating effect of both students and teachers in Indonesian vocational schools. However, knowledge development was indeed lower in high-CBVE than in low-CBVE, which needs further attention. © 2018, Springer Nature B.V.",Agriculture vocational education; Competence development; Competence-based education; Indonesia; Knowledge development,,,"Baartman, L.K.J., de Bruijn, E., Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence (2011) Educational Research Review, 6, pp. 125-134; Baartman, L.K.J., Ruijs, L., Comparing students’ perceived and actual competence in higher vocational education (2011) Assessment & Evaluation in Higher Education, 36 (4), pp. 385-398; Bathmaker, A.M., Defining ‘knowledge’ in vocational education qualifications in England: An analysis of key stakeholders and their constructions of knowledge, purposes and content (2013) Journal of Vocational Education and Training, 65 (1), pp. 87-107; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence based VET in the Netherlands: Backgrounds and pitfalls (2004) Journal of Vocational Education and Training, 56 (2), pp. 523-538; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: Dealing with the pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Billet, S., Constructing vocational knowledge: Situations and other social sources (1998) Journal of Education and Work, 11 (3), pp. 255-273; Billet, S., Knowing in practice: Reconceptualising vocational expertise (2001) Learning and Instruction, 11 (6), pp. 431-452; Blömeke, S., Assuring quality in competence assessments: The value-added of applying different assessment approaches to professional education (2016) Competence-based vocational and professional education: Bridging the world of work and education, pp. 631-648. , Mulder M, (ed), Springer, Singapore; Boahin, P., Hofman, W.H.A., Perceived effects of competence-based training on the acquisition of professional skills (2014) International Journal of Educational Development, 36, pp. 81-89; Braun, E., Woodley, A., Richardson, J.T.E., Leidner, B., Self-rated competencies questionnaire from a design perspective (2012) Educational Research Review, 7 (1), pp. 1-18; Brockmann, M., Clarke, L., Méhaut, P., Winch, C., Competence-based vocational education andtraining (VET): The cases of England and France in a European Perspective (2008) Vocations and Learning, 1, pp. 227-244; Cho, Y.J., Weinstein, C.E., Wicker, F., Perceived competence and autonomy as moderators of the effects of achievement goal orientations (2011) Educational Psychology: An International Journal of Experimental Educational Psychology, 31 (4), pp. 393-411; Eraut, M., Informal learning in the workplace (2004) Studies in Continuing Education, 26 (2), pp. 247-273; Field, A., (2013) Discovering statistics using SPSS, , Sage Publications Limited, Thousand Oaks, CA; Gulikers, J.T.M., Biemans, H., Mulder, M., Developer, teacher, student and employer evaluations of competence-based assessment quality (2009) Studies in Educational Evaluation, 35 (2-3), pp. 110-119; Hager, P., Competence standards—a help or a hindrance? An Australian perspective (1995) The Vocational Aspect of Education, 47 (2), pp. 141-151; Hyland, T., Swimming against the tide: Reductionist behaviourism in the harmonisation of European higher education systems (2006) Prospero, 12 (1), pp. 24-30; Kaslow, N.J., Borden, K.A., Collins, F.L., Forrest, L., Illfelder-Kaye, J., Nelson, P.D., Competencies conference: Future directions in education and credentialing in professional psychology (2004) Journal of Clinical Psychology, 80, pp. 699-712; Khaled, A.E., Gulikers, J.T.M., Tobi, H., Biemans, H.J.A., Oonk, C., Mulder, M., Exploring the validity and robustness of a competence self-report instrument for vocational and higher competence-based education (2014) Journal of Psychoeducational Assessment, 32 (5), pp. 429-440; Koopman, M., Teune, P., Beijaard, D., Development of student knowledge in competence-based pre-vocational secondary education (2011) Learning Environments Research, 14 (3), pp. 205-227; Lassnigg, L., Competence-based education and educational effectiveness: A critical review of the research literature on outcome-oriented policy making in education (2017) Competence-based vocational and professional education: Bridging the world of work and education, pp. 667-694. , Mulder M, (ed), Springer, Singapore; Liu, W.C., Wang, C.K.J., Tan, O.S., Koh, C., Ee, J., A self-determination approach to understanding students’ motivation in project work (2009) Learning and Individual Differences, 19, pp. 139-145; Lizzio, A., Wilson, K., First-year students’ perceptions of capability (2004) Studies in Higher Education, 29 (1), pp. 109-128; Lum, G., Where’s the competence in competence-based education and training? 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105,499,499,"Escalié G., Recoules N., Chaliès S., Legrain P.",55343473200;57196373834;6505886854;7006577123;,Helping students build competences in physical education: theoretical proposals and illustrations,2019,"Sport, Education and Society",24,4,,390,403,,12.0,10.1080/13573322.2017.1397507,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032826276&doi=10.1080%2f13573322.2017.1397507&partnerID=40&md5=a3bf318a022c9beb69f0a7c70b64090a,"Physical Education and Sport Faculty, University of Bordeaux, Bordeaux, France; University Institute of Teacher Training, University of Toulouse Jean Jaurès, Toulouse, France","Escalié, G., Physical Education and Sport Faculty, University of Bordeaux, Bordeaux, France; Recoules, N., University Institute of Teacher Training, University of Toulouse Jean Jaurès, Toulouse, France; Chaliès, S., University Institute of Teacher Training, University of Toulouse Jean Jaurès, Toulouse, France; Legrain, P., Physical Education and Sport Faculty, University of Bordeaux, Bordeaux, France","In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student’s competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.",competence; experience; Learning; physical education; teaching,conceptual framework; empiricism; human; human experiment; interview; learning environment; physical education; structure activity relation; student; teacher; teaching; theoretical study; videorecording,,"Barker, D., Quennerstedt, M., Annerstedt, C., Learning through group work in physical education: A symbolic interactionist approach (2015) Sport, Education and Society, 20, pp. 604-623; Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., Fege, J., Modeling and measuring competencies in higher education: Tasks and challenges (2013) Modeling and measuring competencies in higher education, pp. 1-12. , Blömeke S., Zlatkin-Troitschanskaia O., Kuhn C., Fege J., (eds), Rotterdam: Sense Publishers, &,. 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Wittgenstein philosopher of subjectivity], Paris: Ellipses; Denny, E., (2015) Transition from second level and further education to higher education, , Focused research report n° 6, National forum for the enhancement of teaching and learning higher education; Escalié, G., Chaliès, S., Supporting the work arrangements of cooperating teachers and university supervisors to better train preservice teachers: A new theoretical contribution (2016) European Journal of Teacher Education, 39, pp. 302-319; Hastie, P.A., Curtner-Smith, M.D., Influence of a hybrid sport education-teaching games for understanding unit on one teacher and his students (2006) Physical Education and Sport Pedagogy, 11, pp. 1-27; Hutchins, E., Nomura, S., Collaborative constructions of multimodal utterances (2011) Embodied interaction: Language and body in the material world, pp. 29-43. , Streeck J., Goodwin C., Le Baron C., (eds), Cambridge: Cambridge University Press, &,. 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(Eds; Roegiers, X., (2000) Une pédagogie de l’intégration: compétences et intégration des acquis dans l’enseignement, , [Pedagogy of integration: Competences and integration of acquisitions education], Brussels: De Boeck; Siedentop, D., Hastie, P., van der Mars, H., (2011) Complete guide to sport education, , 2nd ed., Champaign, IL: Human Kinetics; Vors, O., Gal-Petitfaux, N., Potdevin, F., A successful form of trade-off in compensatory policy classrooms: Processes of ostentation and masking. A case study in French physical education (2015) European Physical Education Review, 21, pp. 340-361; Ward, G., Quennerstedt, M., Knowing in primary physical education in the UK: Negotiating movement culture (2015) Sport, Education and Society, 20, pp. 588-603; Wesselink, R., Dekker-Groen, A.M., Biemans, H., Mulder, M., Using an instrument to analyze competence-based study programmes: Experiences of teachers in Dutch vocational education and training (2010) Journal of Curriculum Studies, 42, pp. 813-829; Williams, M., Tout est-il interprétation ? (2002) La régularité, pp. 207-233. , Chauviré C., Ogien A., (eds), [The regularity], Paris: EHESS, (Eds; Winch, P., (1958) The idea of a social science and its relation to philosophy, , London: Routledge; Wittgenstein, L., (2004) Recherches philosophiques [philosophical investigations, , Paris: Gallimard",Routledge,13573322,,,Article,Final,,Scopus,2-s2.0-85032826276,2
108,503,503,"van de Kuilen H.S., Altinyelken H.K., Voogt J.M., Nzabalirwa W.",57208109139;26428666200;7004543604;57205574277;,Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms,2019,International Journal of Educational Development,67,,,64,72,,8.0,10.1016/j.ijedudev.2019.03.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063772155&doi=10.1016%2fj.ijedudev.2019.03.004&partnerID=40&md5=62e5b48258cc868b6291d719261cec54,"University of Amsterdam, Department of Child Development and Education, P.O. Box 15780, Amsterdam, NG  1001, Netherlands; University of Rwanda, College of Education, School of Education, P.O. Box 5039, Kigali, Rwanda","van de Kuilen, H.S., University of Amsterdam, Department of Child Development and Education, P.O. Box 15780, Amsterdam, NG  1001, Netherlands; Altinyelken, H.K., University of Amsterdam, Department of Child Development and Education, P.O. Box 15780, Amsterdam, NG  1001, Netherlands; Voogt, J.M., University of Amsterdam, Department of Child Development and Education, P.O. Box 15780, Amsterdam, NG  1001, Netherlands; Nzabalirwa, W., University of Rwanda, College of Education, School of Education, P.O. Box 5039, Kigali, Rwanda","This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies. © 2019 Elsevier Ltd",Competence-based education; Curriculum reform; Education policy transfer; Learner-centred pedagogy; Policy adoption; Rwanda,adaptive management; developing world; education policy; policy development; stakeholder; teaching; Rwanda,,"Abbott, P., Sapsford, R., Rwirahira, J., Rwanda's potential to achieve the millennium development goals for education (2015) Int. J. Educ. Dev., 40, pp. 117-125; Altinyelken, Changing Pedagogy. A Comparative Analysis of Reform Efforts in Uganda and Turkey. Dissertation (2010), University of Amsterdam Amsterdam; Altinyelken, Curriculum change in Uganda: teacher perspectives on the new thematic curriculum (2010) Int. J. Educ. Dev., 30, pp. 151-161; Altinyelken, A converging pedagogy in the developing world? 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112,538,538,"Geitz G., de Geus J.",57044558100;57210554882;,"Design-based education, sustainable teaching, and learning",2019,Cogent Education,6,1,1647919,,,,17.0,10.1080/2331186X.2019.1647919,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070929345&doi=10.1080%2f2331186X.2019.1647919&partnerID=40&md5=7fbb2c7dd17d4ee49bbac909e860c9ca,"Professorship Sustainable Educational Concepts in Higher Education, NHL Stenden University of Applied Sciences, Noord-Sleen, Leeuwarden, Netherlands; Education and Research, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands","Geitz, G., Professorship Sustainable Educational Concepts in Higher Education, NHL Stenden University of Applied Sciences, Noord-Sleen, Leeuwarden, Netherlands; de Geus, J., Education and Research, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands","Societal developments necessitate the continuing development of higher education, as labor markets are in full swing and professions are shifting in orientation or sometimes disappear completely. Therefore, a concomitant goal of higher education should be to help students develop metacognitive skills and domain-specific knowledge and skills. For many years, competence-based education and problem-based learning have dominated higher education. In this article, an overview of the principles and development of these concepts is given. Subsequently, based on self-regulation theory, approaches to learning and the demands of our society to learn how to face wicked problems, a sustainable approach to teaching and learning are outlined in this conceptual article. The multiple layers from which a sustainable learning environment should be built provide guidance for instructors during the design of their educational practice. Practical implications for educators to approach the transition to sustainable learning environments are given in the form of questions that can shape the dialogue on sustainable education. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.",approaches to learning; learning environments; self-regulation; sustainable learning; sustainable teaching,,,"Andrade, H., Cizek, G.J., Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning (2010) Handbook of formative assessment, pp. 102-115. , Routledge, &, (Eds; Barrows, H.S., Problem‐based learning in medicine and beyond: A brief overview (1996) New Directions for Teaching and Learning, 68, pp. 3-12; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: Background and pitfalls (2004) Journal of Vocational Education and Training, 56 (4), pp. 523-538; Biesta, G.J.J., (2015) The beautiful risk of education (Het prachtige risico van onderwijs), , Warrink E., (ed), Culemborg: uitgeverij Phronese, Ed; Biggs, J.B., Enhancing teaching through constructive alignment (1996) Higher Education, 32, pp. 347-364; Biggs, J.B., Kember, D., Leung, D.Y., The revised two-factor Study Process Questionnaire: R-SPQ-2F (2001) The British Journal of Educational Psychology, 71, pp. 133-149; (1999) The bologna declaration of 19 june 1999, , Joint Declaration of the European Ministers of Education; Boud, D., Feletti, G., (1997) The challenge of problem-based learning, , 2nd, London: Kogan Page, &, ed; Churcher, K.M.A., Downs, E., Tewsksbury, D., “Friending” Vygotsky: A social constructivist pedagogy of knowledge building through classroom social media use (2014) The Journal of Effective Teaching, 14 (1), pp. 33-50; Dewey, J., Democracy and education (1916) John Dewey, The Middle Works, 1899–1924, , Boydston J.A., (ed), Carbondale/Edwardsville: Southern Illinois University Press, Volume 9,. 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(Eds; Schmidt, H.G., van der Molen, H.T., Te Winkel, W.W.R.T., Wijnen, W.H.F.W., Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school (2009) Educational Psychologist, 44, pp. 227-249; Smith, K., Sheppard, S., Johnson, D., Johnson, R., Pedagogies of engagement: Classroom-based practices (2005) Journal of Engineering Education, 94, pp. 87-101; Tuononen, T., Parpala, A., Lindblom, S., Graduates’ evaluations of the usefulness of their university education in early career situation (2017) Paper presented at EARLI2017, , Tampere, Finland; Van der Hoek, K.W., From PBL to DT: The development from problem-based learning (PBL) to design thinking (DT) (2015) Learning Inquisitiveness, pp. 217-249. , van der Hoek K.W., Blom H., Flohr R., (eds), Leeuwarden, The Netherlands: Stenden Hogeschool,. (Eds; Van Merrienboer, J.J.G., van der Klink, M.R., Hendriks, M., (2002) Competenties: Van compicaties tot compromis. Over schuifjes en begrenzers, , Den Haag: Onderwijsraad; Vygotsky, L.S., (1978) Mind in Society, , Cambridge: Harvard University Press; Walker, A., Bridges, E., Chan, B., Wisdom gained, wisdom given: Instituting PBL in a Chinese culture (1996) Journal of Educational Administration, 34, pp. 12-31; Wiliam, D., (2011) Embedded formative assessment: Practical strategies and tools for K–12 teachers, , Bloomington, IN: Solution Tree; Zimmerman, B.J., Becoming a self-regulated learner: An overview (2002) Theory into Practice, 41 (2), pp. 64-70; Zimmerman, B.J., Kitsantas, A., Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals (1999) Journal of Educational Psychology, 91 (2), p. 241",Taylor and Francis Ltd.,2331186X,,,Article,Final,"All Open Access, Gold",Scopus,2-s2.0-85070929345,2
120,567,567,Morselli D.,56324621300;,How do Italian vocational teachers educate for a sense of initiative and entrepreneurship? Development and initial application of the SIE questionnaire,2018,Education and Training,60,7-8,,800,818,,11.0,10.1108/ET-03-2017-0046,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036656614&doi=10.1108%2fET-03-2017-0046&partnerID=40&md5=12b23445647e188b99f0ab40e56112b4,"Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland","Morselli, D., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland","Purpose: The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff. Design/methodology/approach: This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour. Findings: The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant). Originality/value: Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment. © 2018, Daniele Morselli.",Enterprise education; Italy; Key competence; Lifelong learning; Sense of initiative and entrepreneurship; Teaching,,Horizon 2020 Framework Programme; H2020 Marie Skłodowska-Curie Actions,"Baartman, L.K., Bastiaens, T.J., Kirschner, P.A., van der Vleuten, C.P., Evaluating assessment quality in competence-based education: a qualitative comparison of two frameworks (2007) Educational Research Review, 2 (2), pp. 114-129; Balan, P., Metcalfe, M., Identifying teaching methods that engage entrepreneurship students (2012) Education + Training, 54 (5), pp. 368-384; Baschiera, B., Tessaro, F., Lo spirito di iniziativa e l’imprenditorialità. 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(2015) Education + Training, 57 (4), pp. 392-404; Solomon, G., An examination of entrepreneurship education in the United States (2007) Journal of Small Business and Enterprise Development, 4 (2), pp. 168-182; Sturing, L., Biemans, H.J., Mulder, M., De Bruijn, E., The nature of study programmes in vocational education: evaluation of the model for comprehensive competence-based vocational education in the Netherlands (2011) Vocations and Learning, 4 (3), pp. 191-210; van Gelderen, M., Individualizing entrepreneurship education (2012) Entrepreneurship in Contex, pp. 47-59. , Van Gelderen, M. and Masurel, E.,(Eds), Routledge, New York, NY; van Woensel, C., (2008) A toolkit for the European citizen: the implementation of key competences – challenges and opportunities, , Consortium of Institutions for Development and ResearchEducationEurope, Brussels; Wang, C.L., Chugh, H., Entrepreneurial learning: past research and future challenges (2014) International Journal of Management Reviews, 16 (1), pp. 24-61; Wesselink, R., Biemans, H.J., Mulder, M., Van den Elsen, E.R., Competence-based VET as seen by Dutch researchers (2007) European journal of vocational training, 40 (1), pp. 38-51",Emerald Group Holdings Ltd.,00400912,,,Article,Final,"All Open Access, Hybrid Gold, Green",Scopus,2-s2.0-85036656614,2
135,669,669,"Cremers P.H.M., Wals A.E.J., Wesselink R., Mulder M.",55917892700;6602417423;35097905700;15136874400;,Design principles for hybrid learning configurations at the interface between school and workplace,2016,Learning Environments Research,19,3,,309,334,,26.0,10.1007/s10984-016-9209-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84969903050&doi=10.1007%2fs10984-016-9209-6&partnerID=40&md5=887e3deaf358dac3cc5ff6e97a1b9108,"Staff Office Education and Applied Research, Hanze University of Applied Sciences Groningen, P.O. Box 30030, Groningen, 9700 RM, Netherlands; Education and Competence Studies, Wageningen University, P.O. Box 8130, Wageningen, 6700 EW, Netherlands","Cremers, P.H.M., Staff Office Education and Applied Research, Hanze University of Applied Sciences Groningen, P.O. Box 30030, Groningen, 9700 RM, Netherlands; Wals, A.E.J., Education and Competence Studies, Wageningen University, P.O. Box 8130, Wageningen, 6700 EW, Netherlands; Wesselink, R., Education and Competence Studies, Wageningen University, P.O. Box 8130, Wageningen, 6700 EW, Netherlands; Mulder, M., Education and Competence Studies, Wageningen University, P.O. Box 8130, Wageningen, 6700 EW, Netherlands","In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets. © 2016, The Author(s).",Authentic learning; Educational design research; Hybrid learning configuration; University of applied sciences; Vocational education,,,"Akkerman, S.F., Bakker, A., Boundary crossing and boundary objects (2011) Review of Educational Research, 81 (2), pp. 132-169; Andriessen, D., Designing and testing an OD intervention (2007) The Journal of Applied Behavioral Science, 43 (1), pp. 89-107; Antonides, E.H., Hoetink, F., (2005) Projectplan value in the Valley, energie om te leren, , Alfa-college, Groningen; Billett, S., Situated learning: Bridging sociocultural and cognitive theorising (1996) Learning and Instruction, 6 (3), pp. 263-280; Billett, S., Toward a workplace pedagogy: Guidance, participation, and engagement (2002) Adult Education Quarterly, 53 (1), pp. 27-43; Billett, S., Learning through work: Workplace participatory practices (2004) Workplace learning in context, pp. 109-125. , Rainbird H, Fuller A, Munro A, (eds), Routledge, London; Billett, S., Integrating experiences in workplace and university settings: A conceptual perspective (2011) Developing learning professional, pp. 21-40. , Billett S, Henderson A, (eds), Springer, London; Billet, S., Somerville, M., Transformations at work: Identity and learning (2004) Studies in Continuing Education, 26 (2), pp. 309-326; Boud, D., Reframing assessment as if learning were important (2007) Rethinking assessment in higher education: Learning for the longer term, pp. 14-25. , Boud D, Falchikov N, (eds), Routledge, London; Bromme, R., Tillema, H., Fusing experience and theory: The structure of professional knowledge (1995) Learning and Instruction, 5 (4), pp. 261-267; Bronkhorst, L.H., Meijer, P.C., Koster, B., Akkerman, S.F., Vermunt, J.D., Consequential research designs in research on teacher education (2013) Teaching and Teacher Education, 33, pp. 90-99; Brooker, R., Macdonald, D., Did we hear you?: Issues of student voice in a curriculum innovation (1999) Journal of Curriculum Studies, 31 (1), pp. 83-97; Brown, A.L., Campione, J.C., Psychological theory and the design of innovative learning environments: On procedures, principles, and systems (1996) Innovations in learning: New environments for education, pp. 289-325. , Schauble L, Glaser R, (eds), Erlbaum, Mahwah, NJ; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18 (1), pp. 32-42; Candy, P.C., (1991) Self-direction for lifelong learning: A comprehensive guide to theory and practice, , Jossey-Bass, San Francisco; Cremers, P.H.M., Hekman, E.G.A., (2010) Value in the Valley, evaluatie van het leerarrangement, , Value in the Valley, Groningen; Cremers, P.H.M., Wals, A.E.J., Wesselink, R., Nieveen, N., Mulder, M., Self-directed lifelong learning in hybrid learning configurations (2014) International Journal of Lifelong Education, 33 (2), pp. 207-232; Damasio, A.R., (1994) Descartes’ error: Emotion, rationality and the human brain, , Putnam, New York; De Bruijn, E., Leeman, Y., Authentic and self-directed learning in vocational education: Challenges to vocational educators (2010) Teaching and Teacher Education, 27 (4), pp. 694-702; De Putter-Smits, L.G.A., Taconis, R., Jochems, W.M.G., Mapping context-based learning environments: The construction of an instrument (2013) Learning Environments Research, 16 (3), pp. 437-462; Denyer, D., Tranfield, D., Van Aken, J.E., Developing design propositions through research synthesis (2008) Organization Studies, 29 (3), pp. 393-413; Eisner, E.W., (1991) The enlightened eye: Qualitative inquiry and the enhancement of educational practice, , Macmillan Publishing, New York; Engeström, Y., Innovative learning in work teams: Analyzing cycles of knowledge creation in practice (1999) Perspectives on activity theory, pp. 377-404. , Engeström Y, Miettinen R, Punamaki R, (eds), Cambridge University Press, Cambridge; Eteläpelto, A., Vähäsantanen, K., Hökkä, P., Paloniemi, S., What is agency? 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137,682,682,"Jerez O., Valenzuela L., Pizarro V., Hasbun B., Valenzuela G., Orsini C.",56665443100;52365426900;36060991800;57023885600;56377272600;56494664100;,Evaluation criteria for competency-based syllabi: A Chilean case study applying mixed methods,2016,Teachers and Teaching: Theory and Practice,22,4,,519,534,,4.0,10.1080/13540602.2015.1082728,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951925419&doi=10.1080%2f13540602.2015.1082728&partnerID=40&md5=992fa744e2055ad030b942da12c95d6b,"Teaching and Learning Centre, Economics and Business School, University of Chile, Santiago, Chile; Department of Business Administration, Economics and Business School, University of Chile, Santiago, Chile; Department of Management Control and Information Systems, Economics and Business School, University of Chile, Santiago, Chile; Medical School, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom","Jerez, O., Teaching and Learning Centre, Economics and Business School, University of Chile, Santiago, Chile; Valenzuela, L., Department of Business Administration, Economics and Business School, University of Chile, Santiago, Chile; Pizarro, V., Department of Management Control and Information Systems, Economics and Business School, University of Chile, Santiago, Chile; Hasbun, B., Teaching and Learning Centre, Economics and Business School, University of Chile, Santiago, Chile; Valenzuela, G., Teaching and Learning Centre, Economics and Business School, University of Chile, Santiago, Chile; Orsini, C., Teaching and Learning Centre, Economics and Business School, University of Chile, Santiago, Chile, Medical School, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom","In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competencybased syllabus design. © 2015 Taylor and Francis.",Chile; competence-based curriculum; criteria; Learning outcome; syllabus,,,"Adam, S., Learning outcomes current developments in Europe: Update on the issues and applications of learning outcomes associated with the Bologna process (2008) Contribution to the Bologna Seminar: Learning Outcomes Based Higher Education: The Scottish Experience, , http://www.ehea.info/Uploads/Seminars/EdinburghFeb08Adams.pdf, February) February 21-22 2008. Edinburgh: Heriot-Watt University. 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Paidós Educador; Cohen, A.M., Kisker, C.B., (2009) The Shaping of American Higher Education: Emergence and Growth of the Contemporary System, , San Francisco, CA: Jossey-Bass; Cousin, G., Getting our students to engage: A review of two key contributions 10 years on (2012) Higher Education Research & Development, 31, pp. 15-20; Cowan, J., Harding, A.G., A logical model for curriculum development (2006) British Journal of Educational Technology, 17, pp. 103-109; Eraut, M., (1994) Developing Professional Knowledge and Competence, , London: Routledge Falmer; Escotet, M., Villa, A., Fuensanta, M., Rodríguez, S., Rodríguez, J., Mayor, C., Moya, C., (2004) Pedagogiá Universitaria, Hacia un Espacio de Aprendizaje Compartido [University Teaching, Towards A Shared Learning Space], 1-2. , Bilbao: Universidad de Deusto, Instituto de Ciencias de la Educación; Fink, L.D., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, , San Francisco, CA: John Wiley; Fry, H., (2009) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, , New York, NY: Taylor & Francis; Fuensanta, P., Martínez, P., Da Fonseca, P., Rubio, M., (2005) Aprendizaje, Competencias y Rendimiento en Educacion Superior [Learning, Competences and Performance in Higher Education], , Madrid: La Muralla; Garciá, C.G., Gómez, R.S., The methodology adapted to the European Higher Education Area. Opinion Survey (2010) Estudios Sobre Educacion, 19, pp. 237-260; Gilis, A., Clemet, M., Pauwels, P., Establishing a competence profile for the role of student-centred teachers in higher education in Belgium (2008) Research in Higher Education, 49, pp. 531-554; Gonczi, A., Athanasou, J., Implementation of the competency-based education (1996) Instrumentación de la Educación Basada en Competencias, pp. 272-273. , In A. Arguëlles (comp.). México: Limusa/SEP/CNCCL/CONALEP; González, J., Wagenaar, R., (2004) Tuning Educational Structures in Europe, , http://www.eua.be/fileadmin/userupload/files/EUA1documents/TUNINGAnnouncement_Closing_Conference.1084282515011.pdf, Resource document. 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Barcelona: Altaya; Yániz, C., Las competencias en el currículo universitario: implicaciones para disenãr el aprendizaje y para la formación del profesorado (2008) Revista de Docencia Universitaria, , http://www.um.es/ead/RedU/m1/yaniz.pdf, Resource document. Retrieved from; Zabalza, M.A., (2002) La Ensenañza Universitaria: El Escenario y Sus Protagonistas, , Madrid: Narcea; Zabalza, M.A., (2004) Guiá Para la Planificación Didáctica de la Docencia Universitaria en El Marco Del EEES [Guide to Instructional Planning of University Teaching Within the EHEA], , Santiago de Compostela: Universidad de Santiago de Compostela",Routledge,13540602,,,Article,Final,,Scopus,2-s2.0-84951925419,2
138,685,685,"Wijnia L., Kunst E.M., van Woerkom M., Poell R.F.",36680780300;57147856600;24726390100;6603320932;,Team learning and its association with the implementation of competence-based education,2016,Teaching and Teacher Education,56,,,115,126,,31.0,10.1016/j.tate.2016.02.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959327015&doi=10.1016%2fj.tate.2016.02.006&partnerID=40&md5=e9ca821d9bd4050c3c27997cce9a9660,"Department of Human Resource Studies, Tilburg University, PO Box 90153, Tilburg, 5000 LE, Netherlands; Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, PO Box 1738, Rotterdam, 3000 DR, Netherlands","Wijnia, L., Department of Human Resource Studies, Tilburg University, PO Box 90153, Tilburg, 5000 LE, Netherlands, Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, PO Box 1738, Rotterdam, 3000 DR, Netherlands; Kunst, E.M., Department of Human Resource Studies, Tilburg University, PO Box 90153, Tilburg, 5000 LE, Netherlands; van Woerkom, M., Department of Human Resource Studies, Tilburg University, PO Box 90153, Tilburg, 5000 LE, Netherlands; Poell, R.F., Department of Human Resource Studies, Tilburg University, PO Box 90153, Tilburg, 5000 LE, Netherlands","Competence-based education (CBE) is the leading paradigm for education reform of Vocational Education and Training in European countries. This study addresses the association of collective team identification, task interdependence, team learning, and team size, with the implementation of CBE (N = 1008 teachers, 93 teams). Information processing in teams was positively associated with the implementation of CBE. Furthermore, trends revealed that information storage and retrieval, task interdependence, and smaller team sizes were associated with less disagreement within the team about the CBE-level of the educational program. These results provide further insight into the importance of team learning for education reform. © 2016 Elsevier Ltd.",Competence-based education; Teacher teams; Team entitativity; Team learning; Vocational education and training,,Nederlandse Organisatie voor Wetenschappelijk Onderzoek,"Bentler, P.M., Comparative fit indices in structural models (1990) Psychological Bulletin, 107, pp. 238-246; Biemann, T., Kearney, E., Size does matter: how varying group sizes in a sample affect the most common measures of group diversity (2010) Organizational Research Methods, 13, pp. 582-599; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: dealing with the pitfalls (2009) Journal of Vocational Education & Training, 61, pp. 267-286; Bliese, P.D., Within-group agreement, non-independence, and reliability: implications for data aggregations and analysis (2000) Multilevel theory, research, and methods in organizations, pp. 349-381. , Jossey-Bass, San Francisco, CA, K.J. 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Understanding, improving & assessing how groups learn in organizations, pp. 15-44. , Lawrence Erlbaum Associates, Mahwah, NJ, V. Sessa, M. London (Eds.)",Elsevier Ltd,0742051X,,,Article,Final,,Scopus,2-s2.0-84959327015,2
140,698,698,"Nikitina N.I., Romanova E.Y., Nikishina I.N., Grebennikova V.M., Avtionova N., Danilova M.",56530296400;36667447800;57190855058;56530681200;57192065083;57192068566;,Theoretical and methodical foundations for the process of forming professional logistics competences of Spa managers at the higher educational institution,2016,Mathematics Education,11,9,,3313,3328,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996554909&partnerID=40&md5=90cafa0c02bc8dfea3de34c603cdd6b1,"Department of Social Pedagogy, Faculty of Social Work, Russian State Social University, Moscow, Russian Federation; Department of Mathematics and Computer Science, Faculty of Information Technology, Russian State Social University, Moscow, Russian Federation; Department of Information Technology, Faculty of Information Technology, Russian State Social University, Moscow, Russian Federation; Department of Psychology and Pedagogy, Dean of the Faculty of Pedagogy and Psychology, Kuban State University, Krasnodar, Russian Federation; Moscow Regional Institute for Humanities, Podolsk, Moscow, Russian Federation; Foreign languages Department, Moscow Regional Institute for Humanities, Podolsk, Moscow, Russian Federation","Nikitina, N.I., Department of Social Pedagogy, Faculty of Social Work, Russian State Social University, Moscow, Russian Federation; Romanova, E.Y., Department of Mathematics and Computer Science, Faculty of Information Technology, Russian State Social University, Moscow, Russian Federation; Nikishina, I.N., Department of Information Technology, Faculty of Information Technology, Russian State Social University, Moscow, Russian Federation; Grebennikova, V.M., Department of Psychology and Pedagogy, Dean of the Faculty of Pedagogy and Psychology, Kuban State University, Krasnodar, Russian Federation; Avtionova, N., Moscow Regional Institute for Humanities, Podolsk, Moscow, Russian Federation; Danilova, M., Foreign languages Department, Moscow Regional Institute for Humanities, Podolsk, Moscow, Russian Federation","The article reveals theoretical and methodological foundations of the process of forming logistics competences in a future Manager of a sanatorium complex at the University. A set of theoretical and empirical methods was used in the study to analyze and systematize Russian and foreign experience in logistics training of the Spa managers at the University and normative-legal documents relevant for the subject matter of the study. The authors applied interviewing of respondents, monitoring of educational-professional practices; testing of students; methods of mathematical statistics were employed for quantitative and qualitative analysis of the research results. The logistics training for students majoring in ‘Management of organizations (specialization: hotel, resort and tourist business)’ is one of the important elements of the higher professional education system at Russian universities. For graduates in this specialty (managers of the Spa complexes) logistics is not only an academic discipline but also a professional tool of analysis and management of the processes for the provision of a wide range of Spa services. The necessity to form different types of competences (including professional-logistics ones) of the graduates majoring in ‘Management of organizations’ is associated with the transition of the Russian system of higher education to the competence-based training model. The authors of the article analyze the results of the long-term (2003-2015) experimental work in the field of vocational and applied (practice-oriented) logistics training of future managers of Spa resorts. This research has shown that the formed system of professional and logistics competences of the sanatorium complex managers significantly increases their competitiveness and mobility in the labor market, contributes to the successful labor adaptation of young professionals. © 2016 Nikitina et al.",Professional training in the university; Professional-logistics competence; Sanatorium complex manager; Spa services; Students’ logistic projects,,,"Anikin, B.A., (2009) Logistics. Moscow: “INFRA-M”, 327p; Anzina, T.I., (2015) The Formation of Corporate Competence of Future Specialists of the Hospitality Industry in Vocational Education in High School, 185p. , Candidate Thesis in Pedagogy. Moscow, Russia, Academy of Qualification Improvement and Professional Retraining of Education Workers; Baburova, O.R., Tarkhova, L.S., Formation human capacity for enterprises of hospitality industry with regard to the requirements of the professional standard (2011) The Book the Theoretical and Methodological Problems of Modern Education: Proceedings of VI International Scientific-Practical Conference, pp. 31-35. , Moscow: Institute of Strategic Studies Press; Beketov, N.V., Fedorov, V.G., Formation of the marketing strategy of the company taking into account the requirements of logistics processes (2008) Economic Analysis: Theory and Practice, 13, pp. 13-18; Christopher, M., (1992) Logistics and Supply Chain Management: Strategies for Reducing Costs and Improving Service, 231p. , London: Pitman Publishing; Curry, L., Wergin, J.F., (1993) Educating Professionals: Responding to New Expectations for Competence and Accountability, 379p. , San Francisco: Jossey-Bass Publishers; Degtyarenko, P.V., Fundamentals of logistics and marketing (2002) Moscow: “Gardarika”, 120p; Evers, F.T., Rush, J.C., Berdrow, I., (1998) The Bases of Competence: Skills for Lifelong Learning and Employability, 273p. , San Francisco: Jossey-Bass Publishers; Everwijn, S.E.M., Bomers, G.B.J., Knubben, J.A., Ability-or competence-based education: Bridging the gap between knowledge acquisition and ability to apply (1993) Higher Education, 25 (4), pp. 425-438; Farmer, D.W., (1988) Enhancing Student Learning: Emphasizing Essential Competencies in Academic Programs, 284p. , Wilkes-Barre, PA: King’s College Press; Fedorova, E.I., Fyodorov, A.V., Competence approach as a basis for the renewal of the education system (2013) Professional Competencies of Students and Graduates of Higher Education Institutions and Their Evaluation in Labor Markets. Proceedings of the International Conference, pp. 63-67. , Moscow, Russia, Publishing house of the Public chamber of the Russian Federation; Fleming, D., The concept of meta-competence (1993) Competence and Assessment, 22, pp. 6-9; Gadjinski, M.A., (2004) Logistics. Moscow: “Dashkov and Co”, 484p; Gribtsova, L.S., Vocational logistics management training and health resorts (2011) Bulletin of the State University of Management, 4, pp. 38-42; Johnson, J.S., Wood, D.F., Wardlaw, D.L., Murphy, P.R., Contemporary logistics (Translation from English) (2002) Moscow:”Williams”, p. 624; Khudakova, L.V., (2015) Design and Implementation of Course Content on the Basis of Modular and Competence Approach in Vocational Education (On the Example of Training of Specialists of the Hospitality Industry): Author’s Abstract of Candidate Thesis in Pedagogy, 28p. , Kazan, Russia, Institute of Pedagogy and Psychology of Professional Education of the Russian Academy of education; Kondakov, A.M., Models of educational choice and leading competence as educational resources for the development of the individual, society and the state (2005) Proceedings of the Russian Academy of Education, 1, pp. 18-24; Marchibayeva, U., Tazhigulova, B., Omarov, Y., Bulatbayeva, A., Ergalieva, A., Psychological aspects of formation the professional competence of the future specialists (2015) Procedia-Social and Behavioral Sciences, 185, pp. 276-280; Markova, A.K., Psychology of professionalism. Moscow: “Znanie (1998) International Humanitarian Foundation, 312p; Mirabile, R.J., Everything You Wanted to Know about Competency Modeling (1997) Training and Development, 51 (8), pp. 73-77; Mirotin, L.B., Tashbaev, I.E., Logistics for the entrepreneur (2004) Moscow: “INFRA-M”, 252p; Mirotin, L.B., Chubukov, A.B., Tashbaev, I.E., Logistical administration (2003) Moscow: “Examen”, 480p; Nerush, Y.M., (2006) Logistics, 520p; Niecheva, N., Scientific aspects of human resources management of the enterprises of sanatorium resort complex taking into account anti-crisis measures (2014) Socio-Economic Research Bulletin, 4 (55), pp. 90-96; Nikitina, N.I., Gribtsova, L.S., (2012) Professional Competence of Spa Complex Manager, , Moscow: RSSU Press; Nikitina, N.I., Rudko, E.A., Competence Approach to Mathematics Education of Future Lawyers (2012) Education and Self-Development, 3 (31), pp. 60-65; Okorokov, A.V., Creativity and competence as key factors in the training of modern specialist (2013) The Book in Professional Competencies of Students and Graduates of Higher Education Institutions and Their Evaluation in Labor Markets. Proceedings of the International Conference, pp. 75-81. , Moscow: Publishing house of the Public chamber of the Russian Federation; Shadrikov, V.D., New model of the specialist: Innovative training and competence approach (2004) Higher Education Today, 8, pp. 26-33; Shuljak, N.N., (2008) The Formation of Multifunctional Professional Competence of Managers of Hotel Industry Small Business of Sanatorium Region in High School, 195p. , Candidate Thesis in Pedagogy. Moscow: RGSU Press; Simchi-Levy, D., Bramel, J., (1997) Logistics of Logistics: Theory, Algorithms, Applications for Logistics Management, p. 447. , New York: Springer Verlag; Solov’Ev, V.P., Competence model of the graduate (2007) Higher Education Today, 9, pp. 76-79; Sotnikova, S., Osipov, V., Career logistics (2008) The Personnel Officer. Human Resource Management, 5, pp. 5-8; Tatur, Y.G., Competence in the structure of the model of the specialist training quality (2004) Higher Education Today, 3, pp. 13-18; Vetitnev, A.M., Marketing of Spa services (2001) Moscow: “Medicina”, 368p; Zeer, E.F., Pavlova, A.M., Symanyuk, E.E., Modernization of vocational education: Competence approach (2001) Moscow: “Flinta”, 216p; Zhukova, G.S., Komarova, E.V., Nikitina, N.I., Competence-oriented model of information resources of remote training of specialists of social sphere (2011) Scientific Notes of Russian State Social University, 9, pp. 136-141; Zimnyaya, I.A., Key competence-a new paradigm of result of education (2003) Higher Education Today, 5, pp. 8-13; Zimnyaya, I.A., (2004) Key Competencies as Effectively-Targeted Basis of Competence Approach in Education, 40p. , Moscow: Research center of quality problems of specialists training",Gokkusagi LTD. STI.,13063030,,,Article,Final,,Scopus,2-s2.0-84996554909,2
144,723,723,"Misbah Z., Gulikers J., Maulana R., Mulder M.",56663189400;55886508300;36969508500;15136874400;,Teacher interpersonal behaviour and student motivation in competence-based vocational education: Evidence from Indonesia,2015,Teaching and Teacher Education,50,,,79,89,,40.0,10.1016/j.tate.2015.04.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930216231&doi=10.1016%2fj.tate.2015.04.007&partnerID=40&md5=9b3a68f6b84c14a9f22335dcbd6f37b2,"Wageningen University and Research Center, Netherlands; Directorate General of Secondary Education, Ministry of Education and Culture, Indonesia; Department of Teacher Education, University of Groningen, Netherlands","Misbah, Z., Wageningen University and Research Center, Netherlands, Directorate General of Secondary Education, Ministry of Education and Culture, Indonesia; Gulikers, J., Wageningen University and Research Center, Netherlands; Maulana, R., Department of Teacher Education, University of Groningen, Netherlands; Mulder, M., Wageningen University and Research Center, Netherlands","Competence-based education requires changing teacher roles probably affecting teacher-student interactions and student motivation. This study examines how students (N=1469) from competence-based and less-competence-based vocational schools perceive their teachers' interpersonal behaviour and its relation with their motivation. Results showed comparable teacher profiles in CBE and less-CBE schools, with an unexpected difference at the dimension level. Perceived teacher interpersonal behaviour moderated connections between CBE and student motivation, with greater impact in less-CBE than in CBE learning environments. Required changes in teacher roles are not yet perceived, hampering the expectations of increased motivation in competence-based education. © 2015 Elsevier Ltd.",Competence-based education; Indonesia; Intrinsic motivation; Teacher interpersonal behaviour; Vocational education,,,"van Amelsvoort, J., (1999) Perspective on instruction, motivation and self-regulation, , Unpublished doctoral dissertation: in Dutch, Nijmegen University, the Netherlands; Biemans, H.J.A., Nieuwenhuis, A.F.M., Poell, R.F., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: backgrounds and pitfalls (2004) Journal of Vocational Education and Training, 56 (2), pp. 523-538; Biemans, H.J.A., Wesselink, R., Gulikers, J.T.M., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: dealing with the pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Brekelmans, M., Levy, J., Rodriguez, R., Atypology of teacher communication style (1993) Do you know what you look like? 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Interpersonal relations in education, pp. 13-28. , The Falmer Press, London, T. Wubbels, J. Levy (Eds.); Wubbels, T., Levy, J., Acomparison of interpersonal behaviour of Dutch and American teachers (1991) International Journal of Intercultural Relations, 15, pp. 1-18; Yu, T., Chen, C., Thinking styles and preferred teacher interpersonal behavior among Hong Kong students (2012) Learning and Individual Differences, 22, pp. 554-559",Elsevier Ltd,0742051X,,,Article,Final,"All Open Access, Green",Scopus,2-s2.0-84930216231,2
145,724,724,"Koenen A.-K., Dochy F., Berghmans I.",56611838100;55886794900;44061183400;,A phenomenographic analysis of the implementation of competence-based education in higher education,2015,Teaching and Teacher Education,50,,,1,12,,60.0,10.1016/j.tate.2015.04.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928749357&doi=10.1016%2fj.tate.2015.04.001&partnerID=40&md5=e0bca8fddd8c26180e2d76044c16a164,"University of Leuven, Vesaliusstraat 2, Leuven, 3000, Belgium","Koenen, A.-K., University of Leuven, Vesaliusstraat 2, Leuven, 3000, Belgium; Dochy, F., University of Leuven, Vesaliusstraat 2, Leuven, 3000, Belgium; Berghmans, I., University of Leuven, Vesaliusstraat 2, Leuven, 3000, Belgium","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. © 2015 Elsevier Ltd.",Assessment; Competence-based education; Higher education; Phenomenographic analysis,,,"Allemeerch, S., Van den Eede, T., (2013) Competentiegericht opleiden: Een onderzoek naar de hedendaagse praktijken van competentiegericht opleiden en toetsen in Vlaamse en Nederlandse hogescholen, , (Unpublished master's thesis), Katholieke Universiteit Leuven, Faculteit Psychologie en Pedagogische Wetenschappen, Leuven; Baert, H., Dekeyser, L., Sterk, G., Lifelong learning and active welfare state (2002) Levenslang leren en de actieve welvaartstaat, , Acco, Leuven; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: background and pitfalls (2004) Journal of Vocational Education and Training, 56 (4), pp. 523-538; Biggs, J., What the student does: teaching for enhanced learning (1999) Higher Education Research & Development, 18 (1), pp. 57-75; Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J., A learning integrated assessment system (2006) Educational Research Review, 1 (1), pp. 61-67; Birenbaum, M., Dochy, F., (1996) Alternatives in assessment of achievement, learning processes and priorknowledge, , Kluwer Academic Publishers, Boston; Black, P., Wiliam, D., (1998) Inside the box. 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149,732,732,"Nissilä S.-P., Karjalainen A., Koukkari M., Kepanen P.",9336059700;7004973901;56707392800;56707415100;,Towards competence-based practices in vocational education – What will the process require from teacher education and teacher identities? [Proti kompetenčnemu sistemu poklicnega izobraževanja – Kaj bo proces zahteval od izobraževanja učiteljev in učiteljevih vlog?],2015,Center for Educational Policy Studies Journal,5,2,,13,34,,14.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84934762087&partnerID=40&md5=55a3ad61145be7290994ac69c89a6e31,"Oulu University of Applied Sciences, School of Vocational Teacher Education, Oulu, Finland","Nissilä, S.-P., Oulu University of Applied Sciences, School of Vocational Teacher Education, Oulu, Finland; Karjalainen, A., Oulu University of Applied Sciences, School of Vocational Teacher Education, Oulu, Finland; Koukkari, M., Oulu University of Applied Sciences, School of Vocational Teacher Education, Oulu, Finland; Kepanen, P., Oulu University of Applied Sciences, School of Vocational Teacher Education, Oulu, Finland","Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30). The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues. © 2015, University of Ljubljana. All rights reserved.",Attitude; Cooperation; Learning in work places; Life-long and life-wide learning; Professional development,,,"Clarke, L., Winch, C., Vocational education. 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An assessment of the implementation status in Flanders from teachers’ and students’ point of view (2010) Teaching and Teacher Education, 26, pp. 1495-1510; Tynjälä, P., Perspectives into learning at the workplace (2008) Educational Research Review, 3, pp. 130-154; Wenger, E., (1998) Communities of Practice: Learning, Meaning and Identity, , Cambridge: Cambridge University Press; Whitty, G., Wilmott, E., Competence-based education: Approaches and issues (1991) Cambridge Journal of Education, 21, pp. 309-319; Zembylas, M., Interrogating teacher identity: Emotions, resistance, and self-formation (2003) Educational Theory, 53",University of Ljubljana,18559719,,,Article,Final,,Scopus,2-s2.0-84934762087,2
150,734,734,"van Dinther M., Dochy F., Segers M.",36660076100;55886794900;7004861099;,The contribution of assessment experiences to student teachers' self-efficacy in competence-based education,2015,Teaching and Teacher Education,49,,,45,55,,21.0,10.1016/j.tate.2015.02.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924943601&doi=10.1016%2fj.tate.2015.02.013&partnerID=40&md5=f80cef90a0791f2cee9105ac64d62d66,"Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, Leuven, B-3000, Belgium; School of Business and Economics, Maastricht University, P.O. Box 616, MD Maastricht, 6200, Netherlands","van Dinther, M., Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, Leuven, B-3000, Belgium; Dochy, F., Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, Leuven, B-3000, Belgium; Segers, M., School of Business and Economics, Maastricht University, P.O. Box 616, MD Maastricht, 6200, Netherlands","Earlier research argues that educational programmes based on social cognitive theory are successful in improving students' self-efficacy. Focussing on some formative assessment characteristics, this qualitative research intends to study in-depth how student teachers' assessment experiences contribute to their self-efficacy. We interviewed 15s year student teachers enrolled in a competence based teacher educational programme. Thematic content analysis results reveal that the assessment characteristics 'authenticity' and 'feedback' exert a positive influence on student teachers self-efficacy during all phases of the portfolio competence assessment. The results provide a fine-grained view of several types of self-efficacy information connected with these assessment phases. © 2015 Elsevier Ltd.",Assessment characteristics; Assessment experiences; Formative assessment; Self-efficacy; Teacher education; Types of self-efficacy information,,,"Allinder, R.M., The relations between efficacy and the instructional practices of special education teachers and consultants (1994) Teacher Education and Special Education, 17, pp. 86-95; Ashton, P.T., Motivation and teachers' sense of efficacy (1985) Research on motivation in education, 2, pp. 141-174. , Academic Press, Orlando, FL, C. Ames, R. Ames (Eds.) The classroom milieu; Bandura, A., (1997) Self-efficacy: The exercise of control, , W.H. 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Eisenberg (Ed.) 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154,746,746,"Wesselink R., Giaffredo S.",35097905700;56523415600;,Competence-based education to develop digital competence,2015,Encyclopaideia,19,42,,25,42,,3.0,10.6092/issn.1825-8670/5537,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032069115&doi=10.6092%2fissn.1825-8670%2f5537&partnerID=40&md5=5b1ae67e4e1a774ca96f616d484eaafb,"ECS/WUR, Education and Competence Studies, Wageningen University, Netherlands; DISI, Dipartimento di Ingegneria e Scienza dell'Informazione, Università di Trento, Italy","Wesselink, R., ECS/WUR, Education and Competence Studies, Wageningen University, Netherlands; Giaffredo, S., DISI, Dipartimento di Ingegneria e Scienza dell'Informazione, Università di Trento, Italy","The competence approach to learning and teaching has been described by several theoretical models. These formal models are often not integrated with concrete educational activity. On the contrary, this article proposes a practical implementation of the competence approach in education. The model of reference is the Comprehensive Competence-based Education framework, defined for the vocational education and used to analyse the curriculum of some vocational schools in the Netherlands. The framework is here applied to Digital Competence. This specific vocational domain represents the field where the applicability of framework has been tested. Moreover, this is used as a starting point for the operationalisation of an educational model for the digital competence.",Authenticity; Digital competence; Integration of disciplines; Lifelong learning; Principles for competence-based education,,,"Biemans, H.J.A., Wesselink, R., Gulikers, J.T.M., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: dealing with the pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Biemans, H.J.A., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: backgrounds and pitfalls (2004) Journal of Vocational Education and Training, 56 (4), pp. 523-538; Billett, S., Situated Learning - a workplace experience (1994) Australian Journal of Adult and Community Education, 34 (2), pp. 112-130; Boyatzis, R.E., (1982) The competent manager: a model for effective performance, , New York, NY: Wiley; Brockmann, M., Clarke, L., Méhaut, P., Winch, C., Competence-Based Vocational Education and Training (VET): the Cases of England and France in a European Perspective (2008) Vocations and Learning, 1, pp. 227-244; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Reseacher, 18, pp. 32-43; Calvani, A., Cartelli, A., Fini, A., Ranieri, M., Models and Instruments for Assessing Digital Competence at School (2008) Journal of e-Learning and Knowledge Society, 4 (3), pp. 183-193; De Bruijn, E., Leeman, Y., Authentic and self-directed learning in vocational education: challenges to vocational educators (2011) Teaching and Teacher Education, 27, pp. 694-702; De Bruijn, E., Overmaat, M., Claude, M., Heemskerk, I., Leeman, Y., Roeleveld, J., van de Venne, L., Krachtige leeromgevingen in het middelbaar beroepsonderwijs: vormgeving en effecten (2005) Pedagogische studiën, 82, pp. 77-95; Delamare Le Deist, F., Winterton, J., What is competence? 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Riesman (Eds.), San Francisco: Jossey-Bass; Punie, Y., Cabrera, M., (2006) The Future oflCTand Learning in the Knowledge Society, , Luxembourg: European Commission; Sturing, L., Biemans, H., Mulder, M., De Bruijn, E., The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands (2011) Vocations and Learning, 4, pp. 191-210; Van den Berg, N., De Bruijn, E., The glass is fdling up. Knowledge about the design and effects of competence-based vocational education (2009) A review study, , Amsterdam/'s-Hertogenbosch, The Netherlands: ECBO; van der Klink, M.R., Boon, J., Schlusmans, K., Competences and vocational higher education: Now and in future (2007) European Journal Vocational Training, 40 (1), pp. 67-82; Velde, C., An alternative conception of competence: implication for vocational education (1999) Journal of Vocational Education and Training, 51 (6), pp. 437-447; Watson, A., Competency-based Vocational Education: Is This The Answer? (1991) The Vocational Aspect of Education, 114, pp. 133-145; Wesselink, R., Biemans, H.J.A., Mulder, M., Van den Elsen, E., Competence-based VET as seen by Dutch researchers (2007) European Journal Vocational Training, 40 (1), pp. 38-51; Wesselink, R., Comprehensive competence-based vocational education: the development and use of a curriculum analysis and improvement model (2010), Unpublished dissertation. Wageningen University, Wageningen, the Netherlands; Westera, W., Competences in education (2001) Journal of Curriculum Studies, 33 (1), pp. 75-88; Winterton, J., Competence across Europe: highest common factor or lowest common denominator? (2009) Journal of European Industrial Training, 33 (8-9), pp. 681-700",Bononia University Press,1590492X,,,Article,Final,,Scopus,2-s2.0-85032069115,2
155,750,750,"Ronchetti M., Chiozzi G., Gris R.",6603848972;55338456200;57189727020;,eSchooling: An ICT-based approach to competence-based education,2015,Encyclopaideia,19,42,,43,65,,3.0,10.6092/issn.1825-8670/5572,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975044173&doi=10.6092%2fissn.1825-8670%2f5572&partnerID=40&md5=0e8010c02d52347c882392595dce83a4,"DISI, Università degli Studi di Trento, Italy; Telecom Italia, Italy; DIPSCO, Università degli Studi di Trento, Italy","Ronchetti, M., DISI, Università degli Studi di Trento, Italy; Chiozzi, G., Telecom Italia, Italy; Gris, R., DIPSCO, Università degli Studi di Trento, Italy","We present the eSchooling project, which aims at supporting the introduction of a nce-based approach to education in schools, leveraging Information Communication Technology. The project supports the whole teaching learning lifecycle, from the didactic project to the assessment, to the metacognitive reflection on the learning process. It supports all involved actors: teachers, students, school directors families. Digital competence of the actors is reinforced both in personal way communicative interaction.",Competance-based education; Digital competence; eSchooling; Highschool; Teaching and learning processes,,,"Avvisati, F., Hennessy, S., Kozma, R.B., Vincent-Lancrin, S., (2013) Review of the Italian Strategy for Digital Schools, , http://dx.doi.org/10.1787/5k487ntdbr44-en, OECD Education Working Papers, No. 90, OECD Publishing. 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Een inventarisatie (Assessment instruments for social competences, metacognition and advanced skills: An inventory), , Amsterdam: Kohnstamm Instituut; Rivoltella, P.C., Garavaglia, A., Ferrari, S., Ferri, P.M., Could technology encourage innovation in school? An overview of ""Classi 2.0"" project in Lombardia (Italy) (2012) REM. Research on Education and Media, 4 (2), pp. 253-264; Van Merrienboer, J.J.G., (1997) Training complex cognitive skills: a four-component instructional design model for technical learning, , Englewood Cliffs, NJ: Educational Technology Publishers; Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., Monseur, C., The Use of ICT in Education: a survey of schools in Europe (2013) European Journal of Education, 48 (1), pp. 11-27",Bononia University Press,1590492X,,,Article,Final,,Scopus,2-s2.0-84975044173,2
159,798,798,"Khaled A.E., Gulikers J.T.M., Tobi H., Biemans H.J.A., Oonk C., Mulder M.",57523872200;55886508300;7003700906;6603110521;56224128400;15136874400;,Exploring the Validity and Robustness of a Competency Self-Report Instrument for Vocational and Higher Competence-Based Education,2014,Journal of Psychoeducational Assessment,32,5,,429,440,,12.0,10.1177/0734282914523913,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902987376&doi=10.1177%2f0734282914523913&partnerID=40&md5=ce183207dba6cb6f23d4fe9e937b09f9,"Wageningen University and Research center, Netherlands","Khaled, A.E., Wageningen University and Research center, Netherlands; Gulikers, J.T.M., Wageningen University and Research center, Netherlands; Tobi, H., Wageningen University and Research center, Netherlands; Biemans, H.J.A., Wageningen University and Research center, Netherlands; Oonk, C., Wageningen University and Research center, Netherlands; Mulder, M., Wageningen University and Research center, Netherlands","Research on the effectiveness of competence-based education (CB-education) across educational contexts and levels requires a new evaluation measurement. This study explores the face validity, construct validity, and robustness of a competency self-report instrument that is aligned with contemporary competence theory and with current educational practice based on CB-qualification frameworks. A pilot study showed face validity of the competency constructs and indicators according to students from various levels in tertiary education. The results of the principal components analyses and parallel analyses, using data from 351 secondary vocational education and academic students, show more construct validity and robustness for competency constructs that are concrete and easy to relate to specific situations (e.g., ""applying expertise"") compared with the abstract competencies (e.g., ""deciding and initiating""). This article sets out implications for designing and administrating uniform competency self-reports across educational levels and discusses suggestions for subsequent research. © 2014 Sage Publications.",competence-based education; competency; higher education; self-assessment; self-report; vocational education,,,"Ackerman, P.L., Beier, M.E., Bowen, K.R., What we really know about our abilities and our knowledge (2002) Personality and Individual Differences, 33, pp. 587-605; Argüelles, A., Gonczi, A., (2000) Competency Based Education and Training: A World Perspective, , Balderas, Mexico: Editorial Limusa S.A. de C.V. Grupo Noriego Editores; Baartman, L., Gulikers, J., Dijkstra, A., Factors influencing assessment quality in higher vocational education (2013) Assessment & Evaluation in Higher Education, 36, pp. 978-997; Bartram, D., The great eight competencies: A criterion-centric approach to validation (2005) Journal of Applied Psychology, 90, pp. 1185-1203; Benett, Y., The validity and reliability of assessments and self-assessments of work-based learning (1993) Assessment & Evaluation in Higher Education, 18, pp. 83-94; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: Dealing with the pitfalls (2009) Journal of Vocational Education & Training, 61, pp. 267-286; Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., Fege, J., (2013) Modeling and Measuring Competencies in Higher Education, , Rotterdam, The Netherlands: Sense Publishers; Bowden, J.A., Masters, G.N., (1993) Implications for Higher Education of a Competency-Based Approach to Education and Training, , Canberra: Australian Government Publishing Service; Boyatzis, R.E., (1982) The Competent Manager: A Model for Effective Performance, , New York, NY: John Wiley; Braun, E., Woodley, A., Richardson, J.T.E., Leidner, B., Self-rated competences questionnaires from a design perspective (2012) Educational Research Review, 7, pp. 1-18; Brockmann, M., Clarke, L., Méhaut, P., Winch, C., Competence-based vocational education and training (VET): The cases of England and France in a European perspective (2008) Vocations and Learning, 1, pp. 227-244; (2006) Competentiemodel kenniscentra beroepsonderwijs bedrijfsleven [Competency Framework vocational education and workplace], , http://www.kwalificatiesmbo.nl, COLO Available from; Czaja, R., Blair, J., (2005) Designing Surveys: A Guide to Decisions and Procedures, , Thousand Oaks, CA: Pine Forge Press; Field, A., (2009) Discovering Statistics Using SPSS, , Thousand Oaks, CA: Sage; Grant, G., Elbow, P., Ewens, T., Gamson, Z., Kohli, W., Neumann, W., Riesman, D., (1979) On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education, , San Francisco, CA: Jossey-Bass; (2008) 4Cyourway, , http://www.4cyourway.nl, Groene Kennis Coöperatie Available from; Hodkinson, P., Issitt, M., (1995) The Challenge of Competence: Professionalism through Vocational Education and Training, , London, England: Cassell; Le Deist, F.D., Winterton, J., What is competence? (2005) Human Resource Development International, 8, pp. 27-46; Mulder, M., (2014) Conceptions of Professional Competence, , Dordrecht, The Netherlands: Springer; O'Connor, B.P., SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test (2000) Behavior Research Methods, 32, pp. 396-402; Schaap, H., Baartman, L., de Bruijn, E., Students' learning processes during school-based learning and workplace learning in vocational education: A review (2012) Vocations and Learning, 5, pp. 99-117; Schmitt, T.A., Current methodological considerations in exploratory and confirmatory factor analysis (2011) Journal of Psychoeducational Assessment, 29, pp. 304-321; Schwarz, N., Self-reports: How the questions shape the answers (1999) American Psychologist, 54, pp. 93-105; Sturing, L., Biemans, H., Mulder, M., Bruijn, E., The nature of study programmes in vocational education: Evaluation of the model for comprehensive competence-based vocational education in the Netherlands (2011) Vocations and Learning, 4, pp. 191-210; van den Herik, K., Winkler, P., (2008) Competentiepocket: Lexicon Voor Deelnemers En Docenten, , Leeuwarden, The Netherlands: Eisma; Wesselink, R., Biemans, H.J.A., Mulder, M., van den Elsen, E.R., Competence-based VET as seen by Dutch researchers (2007) European Journal of Vocational Training, 40, pp. 38-51. , http://www.researchgate.net/publication/236593405_Competence-based_VET_as_seen_by_Dutch_researchers/file/5046351827adb90a38.pdf#page=40, Retrieved from; Wesselink, R., de Jong, C., Biemans, H.J., Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace (2010) Vocations and Learning, 3, pp. 19-38; Young, M., (2009) International Handbook of Education for the Changing World of Work, pp. 2867-2880. , Maclean R.Wilson D., ed.;, Dordrecht, The Netherlands: Springer",SAGE Publications Inc.,07342829,,,Article,Final,,Scopus,2-s2.0-84902987376,2
161,805,805,"van Dinther M., Dochy F., Segers M., Braeken J.",36660076100;55886794900;7004861099;23011766400;,Student perceptions of assessment and student self-efficacy in competence-based education,2014,Educational Studies,40,3,,330,351,,30.0,10.1080/03055698.2014.898577,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901196977&doi=10.1080%2f03055698.2014.898577&partnerID=40&md5=b18054bc02dd35f6e0192e1793665c7c,"Department of Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium; Department of Pedagogical Studies, Fontys University of Applied Sciences, Tilburg, Netherlands; School of Business and Economics, Maastricht University, Maastricht, Netherlands; Research Methodology group, Wageningen University and Research centre, Wageningen, Netherlands; Centre for Educational Measurement Oslo (CEMO), University of Oslo, Oslo, Norway","van Dinther, M., Department of Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium, Department of Pedagogical Studies, Fontys University of Applied Sciences, Tilburg, Netherlands; Dochy, F., Department of Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium; Segers, M., School of Business and Economics, Maastricht University, Maastricht, Netherlands; Braeken, J., Research Methodology group, Wageningen University and Research centre, Wageningen, Netherlands, Centre for Educational Measurement Oslo (CEMO), University of Oslo, Oslo, Norway","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. © 2014 © 2014 Taylor & Francis.",assessment characteristics; competence-based assessment; perceptions of assessment; self-efficacy; student perceptions,,,"(2006) Bekwaamheidseisen, , http://www.onderwijscooperatie.nl/?nl/onderwijscooperatie/bekwaamheid/&art=45, Association for Professional Quality of Teachers; Baartman, L., Ruijs, L., Comparing students' Perceived and Actual Competence in Higher Vocational Education (2011) Assessment & Evaluation in Higher Education, 36 (4), pp. 385-398; Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , Englewood Cliffs, NJ,: Prentice Hall; Bandura, A., (1997) Self-efficacy: The Exercise of Control, , New York, New York,: Freeman; Bandura, A., Guide for Creating Self-efficacy Scales (2006) Self-efficacy Beliefs of Adolescents, pp. 307-337. , In: Pajares F., Urdan T., editors Greenwich, CT,: Information Age; Black, P., Wiliam, D., Assessment and Classroom Learning (1998) Assessment in Education: Principles, Policy and Practice, 5 (1), pp. 7-74; Bong, M., Skaalvik, E.M., Academic Self-concept and Self-efficacy: How Different Are They Really? 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162,809,809,"Boahin P., Hofman W.H.A.",55336335000;7007068046;,Perceived effects of competency-based training on the acquisition of professional skills,2014,International Journal of Educational Development,36,,,81,89,,33.0,10.1016/j.ijedudev.2013.11.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898054683&doi=10.1016%2fj.ijedudev.2013.11.003&partnerID=40&md5=f4bab676b4e1310f4a78d6047280a0b0,"National Board for Professional and Technician Examinations (NABPTEX), Ghana; University of Groningen, Netherlands","Boahin, P., National Board for Professional and Technician Examinations (NABPTEX), Ghana, University of Groningen, Netherlands; Hofman, W.H.A., University of Groningen, Netherlands",The need to develop key competencies to meet the changing demands of industry has made the introduction of competency-based training (CBT) reforms in the Vocational Education and Training (VET) system a priority in many countries. This article explores the views of polytechnic students in Ghana on the effect of CBT on the acquisition of competencies to perform professional tasks. The results show that the modular structure has indirect effects on the acquisition of skills through quality teaching and feedback. It is argued that assessment in CBT needs to move away from emphasising more on routine tasks towards the development of broad sets of generic skills and adaptable workforce. © 2013 Elsevier Ltd.,Assessment; Competency-based training; Implementation; Skills; Training,assessment method; educational development; implementation process; teaching; training; Ghana,,"Argüelles, A., Gonczi, A., (2000) Competency-based Education and Training: A World Perspective, , Conalep, Mexico; (2003) What Makes for Good Workplace Learning? 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166,829,829,"van Dinther M., Dochy F., Segers M., Braeken J.",36660076100;55886794900;7004861099;23011766400;,The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education,2013,Studies in Educational Evaluation,39,3,,169,179,,19.0,10.1016/j.stueduc.2013.05.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84882821106&doi=10.1016%2fj.stueduc.2013.05.001&partnerID=40&md5=1fe32344659e46ee00723fcdc768541d,"Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, B-3000 Leuven, Belgium; School of Business and Economics, Maastricht University, P.O. Box 616, 6200MD Maastricht, Netherlands; Department of Methodology and Statistics, Tilburg University, P.O. Box 90153, 5000LE Tilburg, Netherlands","van Dinther, M., Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, B-3000 Leuven, Belgium; Dochy, F., Department of Educational Sciences, Katholieke Universiteit Leuven, P.O. Box 03772, B-3000 Leuven, Belgium; Segers, M., School of Business and Economics, Maastricht University, P.O. Box 616, 6200MD Maastricht, Netherlands; Braeken, J., Department of Methodology and Statistics, Tilburg University, P.O. Box 90153, 5000LE Tilburg, Netherlands","This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting a teacher competence framework. Factor loadings of the bifactor model evidenced the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, having teaching experiences a further differentiation takes place to a partly differentiated sense of teacher self-efficacy. Logistic regression analysis revealed that the measure succeeds in predicting students' first-year outcomes and delivered evidence for the diagnostic value of the scale. © 2013.",Competence-based education; Evaluation methods; Student evaluation; Student teacher self-efficacy measure,,,"Allinder, R.M., The relations between efficacy and the instructional practices of special education teachers and consultants (1994) Teacher Education and Special Education, 17, pp. 86-95; Anderson, R., Greene, M., Loewen, P., Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement (1988) Alberta Journal of Educational Research, 34 (2), pp. 148-165; Ashton, P.T., Motivation and teachers' sense of efficacy (1985) Research on motivation in education: Vol. 2. The classroom milieu, pp. 141-174. , Academic Press, Orlando, FL, C. Ames, R. 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167,830,830,"Kamphorst J.C., Hofman W.H.A., Jansen E.P.W.A., Terlouw C.",54958711200;7007068046;7202577771;24469244100;,The relationship between perceived competence and earned credits in competence-based higher education,2013,Assessment and Evaluation in Higher Education,38,6,,646,661,,13.0,10.1080/02602938.2012.680015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879620506&doi=10.1080%2f02602938.2012.680015&partnerID=40&md5=acc044b8732cee455bfda00d80137638,"Hanze University Groningen, Groningen, Netherlands; University of Groningen, Groningen, Netherlands; Saxion University Enschede, Enschede, Netherlands","Kamphorst, J.C., Hanze University Groningen, Groningen, Netherlands; Hofman, W.H.A., University of Groningen, Groningen, Netherlands; Jansen, E.P.W.A., University of Groningen, Groningen, Netherlands; Terlouw, C., Saxion University Enschede, Enschede, Netherlands","We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals. © 2013 Copyright Taylor and Francis Group, LLC.",deep approach to learning; earned credits; motivation; perceived competence; self-regulation,,,"Baartman, L., Ruijs, L., Comparing students' perceived and actual competence in higher vocational education (2011) Assessment & Evaluation in Higher Education, 36, pp. 385-398; Boekaerts, M., Self-regulated learning: Where we are today (1999) International Journal of Educational Research, 31, pp. 445-457; Bruinsma, M., Motivation, cognitive processing and achievement in higher education (2004) Learning and Instruction, 14, pp. 549-568; Bruinsma, M., Jansen, E.P.W.A., Educational productivity in higher education: An examination of the Wahlberg productivity model (2007) School Effectiveness and School Improvement, 18, pp. 45-65; Covington, M.V., Goal, theory, motivation, and school achievement: An integrative review (2000) Annual Review of Psychology, 51, pp. 171-200; Dochy, F., Segers, M., Sluijsmans, D., The use of self-, peer and co-assessment in higher education: A review (1999) Studies in Higher Education, 24, pp. 331-350; (2009) The state of education, , Dutch Inspectorate of Education, Annual report 2007/2008. Utrecht; Eccles, J.S., Wigfield, A., Motivational beliefs, values, and goals (2002) Annual Reviews in Psychology, 53, pp. 109-132; Entwistle, N., Peterson, E.R., Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments (2004) International Journal of Educational Research, 41, pp. 407-428; Hattie, J.A.C., (2009) Visible learning. A synthesis of over 800 meta-analyses relating to achievement, , London, London,: Routledge; Jansen, E.P.W.A., The influence of the curriculum organization on study progress in higher education (2004) Higher Education, 47, pp. 411-435; Jöreskog, D., Sörbom, S., (1989) Lisrel 7. 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[Which students are (non-) participant in student satisfaction research?] (2008) Onderzoek van Onderwijs, 37 (1), pp. 4-8; Kline, R.B., (2005) Principals and practice of structural equation modeling, , New York, NY, New York, NY,: Guilford Press; Lew, M.D.N., Alwis, W.A.M., Schmidt, H.G., Accuracy of students' self-assessment and their beliefs about its utility (2009) Assessment & Evaluation in Higher Education, 35, pp. 135-156; Marsh, H.W., Yeung, A.S., Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data (1997) Journal of Educational Psychology, 89, pp. 41-54; Martens, R., Boekaerts, M., (2007) Motiveren van studenten in het hoger onderwijs [Motivating students in higher education], , Groningen, Groningen,: Wolters-Noordhoff; Mulder, M., Weigel, T., Collins, K., The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis (2007) Journal of Higher Vocational Education & Training, 59, pp. 67-88; Neumann, R., Parry, S., Becher, T., Disciplinary differences and university teaching (2002) Studies in Higher Education, 27, pp. 135-146; (2008) Een succesvolle start in het hoger onderwijs [A successful start in higher education], , Onderwijsraad (Education Council of the Netherlands), Den Haag, Den Haag,: Onderwijsraad; Phan, H.P., Empirical model and analysis of mastery and performance-approach goals: A developmental approach (2010) Educational Psychology, 30, pp. 547-564; Pintrich, P.R., The role of motivation in promoting and sustaining self-regulated learning (1999) International Journal of Educational Research, 31, pp. 459-470; Pintrich, P.R., De Groot, E.V., Motivational and self-regulated learning components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Porter, S.R., Whitcomb, M.E., Non-response in student surveys: The role of demographics, engagement and personality (2005) Research in Higher Education, 46, pp. 127-152; Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A., Do psychosocial and study skill factors predict college outcomes? 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The Higher Education Academy",,02602938,,,Article,Final,"All Open Access, Green",Scopus,2-s2.0-84879620506,2
169,834,834,"Runhaar P., Sanders K.",35730535600;7202849922;,Implementing Human Resources Management (HRM) within Dutch VET institutions: Examining the fostering and hindering factors,2013,Journal of Vocational Education and Training,65,2,,236,255,,17.0,10.1080/13636820.2013.783612,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878138759&doi=10.1080%2f13636820.2013.783612&partnerID=40&md5=d64a404beb6747daffba3a7049f487e5,"Chair Group of Education and Competence Studies, Wageningen University, Netherlands; School of Organisation and Management, ASB, UNSW, Sydney, Australia","Runhaar, P., Chair Group of Education and Competence Studies, Wageningen University, Netherlands; Sanders, K., School of Organisation and Management, ASB, UNSW, Sydney, Australia","Vocational Education and Training (VET) Institutions face serious challenges, like the implementation of competence-based education and upcoming teacher shortages, which urge them to implement Human Resources Management policy and practices (HRM). The implementation of HRM, however, often stagnates. This paper describes a qualitative study - in which 30 policy-makers and executives (members of the board, of the HRM department and line management) from five Dutch VET institutions participated - which was aimed at gaining more insight into the implementation gap of HRM. We identified several impeding and fostering factors, related to the content of the policy, the context in which it had to be implemented and the implementation process itself. Examples of impeding factors were the fact that teachers often did not see the usefulness of HRM practices and managers' incompetence in fulfilling their HRM role. Examples of fostering factors were the linkage between HRM policy and educational policy and a clear communication about the goals and features of the policy. © 2013 Copyright The Vocational Aspect of Education Ltd.",Human Resources Management; implementation process; professional development; teachers; VET institutions,,,"Åkerlind, G.S., Variation and Commonality in Phenomenographic Research Methods (2005) Higher Education Research & Development, 24, pp. 321-334; Armenakis, A.A., Bedeian, A.G., Organizational Change: A Review of Theory and Research in the 1990s (1999) Journal of Management, 25, pp. 293-315; Arthur, J.B., Effects of Human Resource Systems on Manufacturing Performance and Turnover (1994) Academy of Management Journal, 37, pp. 670-687; Bailey, T.R., Hughes, K.L., Moore, D.T., (2004) Working Knowledge, Work-Based Learning and Education Reform, , New York, NY,: RoutledgeFarmer; Basoski, I., Wiegers, M., Overmeer, V., (2007) De kracht van herontwerp: Onderzoek naar de succesfactoren en risico's van het herontwerp MBO [The Power of Redesign: Examining the Success Factors and Risks of Redesigning VET], , Utrecht: Berenschot; Berger, J., Klein, T., (2002) Monitor integraal personeelsbeleid in de Bve-sector, Eerste meting (2002), Eindrapport [Monitor Integrated Personnel Policy in the VET Sector, First Assessment (2002)], , Leiden,: Research voor Beleid; Biemans, H., Nieuwenhuis, L., Poell, R.F., Mulder, M., Wesselink, R., Competence-Based VET in The Netherlands: Backgrounds and Pitfalls (2004) Journal of Vocational Education and Training, 56, pp. 523-538; Boxall, P., Purcell, J., (2008) Strategy and Human Resource Management, , 2nd ed., Basingstoke,: Palgrave MacMillan; Brockman, M., Clarke, L., Méhout, P., Winch, C., Competence-Based Vocational Education and Training (VET): The Cases of England and France in a European Perspective (2008) Vocations and Learning, 1, pp. 227-244; Browne-Ferrigno, T., Becoming a Principal: Role Conception, Initial Socialization, Role-Identity Transformation, Purposeful Engagement (2003) Educational Administration Quarterly, 39, pp. 468-503; Burchielli, R., The Intensification of Teachers: Work and the Role of Changed Public Sector Philosophy (2006) International Journal of Human Resources Development and Management, 6, pp. 146-160; Clement, M., Vandenberghe, R., Teachers' Professional Development: A Solitary or Collegial (Ad)venture? 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Catholic University Nijmege; van Woerkom, M., The Concept of Critical Reflection and its Implications for Human Resource Development (2004) Advances in Developing Human Resources, 6, pp. 178-193; van Wonderen, R., (2005) Monitor integraal personeelsbeleid in de Bve-sector, Derde meting (2005), Eindrapport [Monitor Integrated Personnel Policy in the VET Sector, Third Assessment (2005) Final Report], , Leiden,: Research voor Beleid; Walker, H.J., Armenakis, A.A., Bernerth, J.B., Factors Influencing Organizational Change Efforts: An Integrative Investigation of Change Content, Context, Process and Individual Differences (2007) Journal of Organizational Change Management, 20, pp. 761-773; Wildemeersch, D., Ritzen, H., Learning Histories and Curriculum Innovations in Vocational Education and Training. The Case of a Dutch Community College (2008) Journal of Transformative Education, 6, pp. 68-81; Yin, R.K., (2003) Case Study Research: Design and Methods, , Thousand Oaks, CA,: Sage",,13636820,,,Article,Final,,Scopus,2-s2.0-84878138759,2
177,856,856,"Truijen K.J.P., Sleegers P.J.C., Meelissen M.R.M., Nieuwenhuis A.F.M.",24726156100;6603456897;15837208000;56095932800;,What makes teacher teams in a vocational education context effective?: A qualitative study of managers' view on team working,2013,Journal of Workplace Learning,25,1,,58,73,,24.0,10.1108/13665621311288485,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872051104&doi=10.1108%2f13665621311288485&partnerID=40&md5=59774420c78d6a1133b4b067bb3f98eb,"Faculty of Behavioral Sciences, University of Twente, Enschede, Netherlands; LOOK Scientific Centre for Teacher Research, Open Universiteit Heerlen, Heerlen, Netherlands","Truijen, K.J.P., Faculty of Behavioral Sciences, University of Twente, Enschede, Netherlands; Sleegers, P.J.C., Faculty of Behavioral Sciences, University of Twente, Enschede, Netherlands; Meelissen, M.R.M., Faculty of Behavioral Sciences, University of Twente, Enschede, Netherlands; Nieuwenhuis, A.F.M., LOOK Scientific Centre for Teacher Research, Open Universiteit Heerlen, Heerlen, Netherlands","Purpose: At a time when secondary vocational education is implementing competence-based education (CBE) on a large scale, to adapt to the needs of students and of the labour market in a modern society, many vocational schools have recognised that interdisciplinary teacher teams are an important condition for this implementation. In order to provide students with the right competences for the labour market, different subject teachers should work and learn together and, by doing so, should be able to develop changes and improvements to ensure the effective implementation of CBE. In spite of the appeal of forming teacher teams in vocational education, studies on this subject show that teams in educational settings are not easily implemented. This paper aims to address this issue. Design/methodology/approach: In this study, 28 managers from a Vocational Education and Training (VET) college in The Netherlands were interviewed in order to find factors that are related to effective team functioning. The authors choose to rely on a qualitative approach, because there has hardly been any empirical validation of factors that are related to effective team functioning in a vocational education context. In order to determine what factors influence team effectiveness, the results from the interviews have been related to what is known about team effectiveness from the literature. Findings: By relating the results from the interviews to what is known about team effectiveness from the literature, a framework for future research on team effectiveness in schools is provided. In line with the organisational and psychological literature on team effectiveness, the managers distinguished several aspects in their definition of team effectiveness. Moreover, the findings of the study highlight the importance of the development of task interdependence, transformational leadership, and group efficacy for producing effective teams in education. Originality/value: Although teams and team functioning have been the focus of researchers from different disciplines and have been studied from different perspectives, studies on the conditions that support or limit the successful implementation of teacher teams in vocational education are still scarce. The results of this study are expected to provide a deeper understanding of the mechanism that underlies the ability of teacher teams in vocational education to function effectively. © Emerald Group Publishing Limited.",Education; Team building; Team working,,,"Avolio, B.J., Bass, B.M., Jung, D.I., Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire (1999) Journal of Occupational and Organizational Psychology, 72 (4), pp. 441-462; Bandura, A., Self-efficacy mechanism in human agency (1982) American Psychologist, 37, pp. 122-147; Basoski, I., van den Hoek, L., Massier, C., (2009) Op weg naar 2010 ... de finale. 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Over Schuifjes En Begrenzers, , Onderwijsraad, Den Haag; West, M.A., Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups (2002) Applied Psychology: An International Review, 51 (3), pp. 355-363; Zellmer-Bruhn, M., Gibson, C., Multinational organizational context: Implications for team learning and performance (2006) Academy of Management Journal, 49 (3), pp. 501-518; Becker, M.C., A framework for applying organizational routines in empirical research: Linking antecedents, characteristics and performance outcomes of recurrent interaction patterns (2005) Industrial and Corporate Change, 14 (5), pp. 817-846",,13665626,,,Article,Final,"All Open Access, Green",Scopus,2-s2.0-84872051104,2
179,863,863,De Bruijn E.,35955750200;,Teaching in innovative vocational education in the Netherlands,2012,Teachers and Teaching: Theory and Practice,18,6,,637,653,,37.0,10.1080/13540602.2012.746499,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871212384&doi=10.1080%2f13540602.2012.746499&partnerID=40&md5=94d5bf817d3de5de25407a95c2d285dc,"Faculty of Social and Behavioural Sciences, Department of Education, Utrecht University, Utrecht, Netherlands","De Bruijn, E., Faculty of Social and Behavioural Sciences, Department of Education, Utrecht University, Utrecht, Netherlands","The orientation of vocational education towards competence-based education has led to fundamental changes in the work of vocational education teachers. This article pictures teaching in innovative, competence-based vocational education in the Netherlands. In a multiple case study, the teaching practices of 10 teachers from five vocational schools were thoroughly studied. By examining not only the actual behaviour of teachers but also their related personal ideas and professional attitudes, we learn about the ways teachers implement new educational concepts and their experienced uncertainties, dilemmas and practical tensions. These insights lead to a better understanding and specification of the concept of competence-based vocational education at the micro level of educational processes, that is, the interaction between teachers and students. Implications are described in terms of new repertoires of teaching behaviour and teaching methods-all in the context of vocational education. © 2012 Copyright Taylor and Francis Group, LLC.",competence-based education; personal ideas and professional attitudes of teachers; teacher roles; teaching behaviour; vocational education,,,"Aarkrog, V., Learning in the workplace and the significance of school-based education: A study of learning in a Danish vocational education and training programme (2005) International Journal of Lifelong Education, 24, pp. 137-147; Beijaard, D., Meijer, P.C., Verloop, N., Reconsidering research on teachers' professional identity (2004) Teaching and Teacher Education, 20, pp. 107-128; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: Dealing with the pitfalls (2009) Journal of Vocational Education and Training, 61, pp. 267-286; Billett, S., Knowing in practice: Re-conceptualising vocational expertise (2001) Learning and Instruction, 11, pp. 431-452; Billett, S., Vocational educators: Understanding practice at work (2001) International Perspectives on Competence in the Workplace. Research, Policy and Practice, pp. 41-65. , C. Velde (Ed.) Dordrecht Kluwer Academic Press; Clarke, L., Winch, C., Vocational education (2007) International Approaches, Developments and Systems, , London Routledge; Colley, H., James, D., Tedder, M., Diment, K., Learning as becoming in vocational education and training: Class, gender and the role of vocational habitus (2003) Journal of Vocational Education and Training, 55, pp. 471-498; Collins, A., Brown, J.S., Newman, S.E., Cognitive apprenticeship: Teaching the crafts of reading, writing, and Mathematics (1989) Knowing, Learning and Instruction. Essays in Honor of Robert Glaser, pp. 453-495. , L.B. Resnick (Ed.) Hillsdale, NJ Lawrence Erlbaum Associates; De Bruijn, E., Changing pedagogic and didactic approaches in vocational education in the Netherlands. from institutional interests to ambitions of students (2004) European Journal of Vocational Training, 31 (1), pp. 27-37; De Bruijn, E., Kleef, A., Van idee naar interactie Docenten en deelnemers geven vorm aan competentiegericht leren en opleiden [From idea to interaction (2006) Teachers and Students Put Competence-based Education into Practice]. 'S-Hertogenbosch: CINOP Expertisecentrum; De Bruijn, E., Leeman, Y., Authentic and self-directed learning in vocational education: Challenges to vocational educators (2011) Teaching and Teacher Education, 27, pp. 694-702; Enthoven, M., De Bruijn, E., Beyond locality: The creation of public practice based knowledge through practitioner research in professional learning communities and communities of practice. 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Cole, Trans Cambridge, MA: Harvard University Press; Windschitl, M., Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural and political challenges facing teachers (2002) Review of Educational Research, 72 (2), pp. 131-175; Yin, R., (2003) Case Study Research Design and Method, , Beverly Hills, CA Sage",,13540602,,,Article,Final,,Scopus,2-s2.0-84871212384,2
180,875,875,"Winters A., Meijers F., Kuijpers M., Baert H.",55329588500;58593218200;36080819900;9939615600;,Can training teachers stimulate career learning conversations? Analysis of vocational training conversations in Dutch secondary vocational education,2012,Journal of Vocational Education and Training,64,3,,333,350,,8.0,10.1080/13636820.2012.691536,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864672786&doi=10.1080%2f13636820.2012.691536&partnerID=40&md5=25c560c7cae160c7d3bacc786431d41d,"KU Leuven, Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning, Leuven, Belgium; The Hague University of Professional Education, Pedagogy of Vocational and Professional Development, The Hague, Netherlands","Winters, A., KU Leuven, Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning, Leuven, Belgium; Meijers, F., The Hague University of Professional Education, Pedagogy of Vocational and Professional Development, The Hague, Netherlands; Kuijpers, M., The Hague University of Professional Education, Pedagogy of Vocational and Professional Development, The Hague, Netherlands; Baert, H., KU Leuven, Centre for Research on Professional Learning and Development, Corporate Training and Lifelong Learning, Leuven, Belgium","In present-day society students are no longer expected to learn for stable employment, but for lifelong employability. This implies a major shift in educational approach. Previous research has shown which characteristics of learning environments correlate with students' competences to self-direct their careers, but until now this had not inspired intervention studies. Following a baseline measure (reported in Winters et al. 2009), we studied vocational training conversations during the transition to competence-based education in the Netherlands and more specifically before and after a specific teacher training. Results show a significant shift in the organisation of career learning conversations as a result of the teacher training, but also highlight the difficulty of actual behavioural change in educational reform. © 2012 Copyright The Vocational Aspect of Education Ltd.",career learning; communication; intervention study; mentoring/coaching; reflective learning,,,"Arthur, M., The boundaryless career: A new perspective for organizational inquiry (1994) Journal of Organizational Behavior, 15, pp. 295-306; Baert, H., Dekeyser, L., Sterck, G., (2002) Levenslang leren en de actieve welvaarstaat, , Leuven: Acco; Bailey, T.R., Hughes, K.L., Moore, D.T., (2004) Working knowledge. Work-based learning and education reform, , New York: Routledge; Beck, U., (1996) Risk society: Towards a new modernity, , London: Sage Publications; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in The Netherlands: Background and pitfalls (2004) Journal of Vocational Education and Training, 56, pp. 523-538; Caravaglia, P.L., How to ensure transfer of training (1993) Training and Development, 47, pp. 63-68; Commissie Boekhoud. 2001. Doorstroomagenda beroepsonderwijs. 's-Gravenhage: OCenW; Company, F.J., Vocational guidance and career counselling in the European Union: Origins and recent trends (2009) International handbook of education for the changing world of work. Bridging academic and vocational learning, pp. 2313-2329. , ed. R. Malean and D.N. Wilson. New York: Springer; Dochy, F., Nickmans, G., (2005) Competentiegericht opleiden en toetsen. 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(2007) Handboek Effectief Opleiden, 44, pp. 129-141; Meijers, F., Kuijpers, M., Bakker, J., (2006) Over leerloopbanen en Loopbaanleren: Loopbaancompetenties in het (v)mbo, , Driebergen: HPBO; Savickas, M.L., A developmental perspective on vocational behaviour: Career patterns, salience, and themes (2001) International Journal for Educational and Vocational Guidance, 1, pp. 49-57; Savickas, M.L., Nota, L., Rossier, J., Dauwalder, J.P., Duarte, M.E., Guichard, J., Soresi, S., van Vianen, A.E.M., Life designing: A paradigm for career construction in the 21st century (2010) Journal of Vocational Behavior, 75, pp. 239-250; Simons, R.J., van der Linden, J., Duffy, T., (2000) New learning, , Dordrecht: Kluwer; Stroobants, V., Jans, M., Wildemeersch, D., Making sense of learning for work. Towards a framework of transitional learning (2001) International Journal of Lifelong Education, 20, pp. 114-126; Wesselink, R., Biemans, H.J.A., Mulder, M., van den Elsen, E.R., Competence-based VET as seen by Dutch researchers (2007) European Journal of Vocational Training, 40, pp. 38-51; Winters, A., Meijers, F., Kuijpers, M., Baert, H., What are vocational training conversations about? Analysis of vocational training conversations in Dutch vocational education from a career learning perspective (2009) Journal of Vocational Education and Training, 61 (3), pp. 247-266; Winters, A., Meijers, F., Lengelle, R., Baert, H., The self in career learning: An evolving dialogue (2011) Handbook on the dialogical self, , ed. H.J.M. Hermans and T. Gieser. Cambridge: Cambridge University Press; Winters, A., Meijers, F., Harlaar, M., Strik, A., Kuijpers, M., Baert, H., The narrative quality of career conversations in vocational education Journal of Constructivist Psychology; Yin, R.K., (1989) Case study research. Design and methods, , London: Sage",,13636820,,,Article,Final,"All Open Access, Green",Scopus,2-s2.0-84864672786,2
181,876,876,Mulder M.,15136874400;,Competence-based Education and Training-About Frequently Asked Questions,2012,Journal of Agricultural Education and Extension,18,4,,319,327,,7.0,10.1080/1389224X.2012.692527,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864658340&doi=10.1080%2f1389224X.2012.692527&partnerID=40&md5=fb00894fd17ace3c4f8c4240e7509460,"Wageningen University, Netherlands","Mulder, M., Wageningen University, Netherlands",[No abstract available],,,,"Bartram, D., The Great Eight Competencies: A Criterion-centric Approach to Validation (2005) Journal of Applied Psychology, 90 (6), pp. 1185-1203; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards Competence-based VET: Dealing With the Pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Brinkman, B., Westendorp, A.M.B., Wals, A.E.J., Mulder, M., Competencies for Rural Development Professionals in the Era of HIV/AIDS (2007) Compare: A Journal of Comparative Education, 37 (4), pp. 493-511; Du Chatenier, E., Open Innovation Competence (2009), The Netherlands: Wageningen University Towards a Competence Profile for Inter-organizational Collaboration in Innovation Teams. Dissertation; Karbasioun, M., Mulder, M., Biemans, H., Towards a Job Competency Profile for Agricultural Extension Instructors: A Survey of Views of Experts (2007) Human Resource Development International, 10 (2), pp. 137-151; Lans, T., Entrepreneurial Competence in Agriculture: Characterization, Identification, Development and the Role of the Work Environment (2009), The Netherlands: Wageningen University Dissertation; Miller, G.E., The Assessment of Clinical Skills/Performance (1990) Academic Medicine (Supplement), 65, pp. S63-S67; Mulder, M., (2000) Competentieontwikkeling in bedrijf en onderwijs [Competence development in business and education. Inaugural address], , Wageningen: Wageningen Universiteit; Mulder, M., Developing Comprehensive Competence-based Education and Training-Some Practical Guidelines (2012) Journal of Agricultural Education and Extension, 18 (4); Mulder, M., Gulikers, J., Workplace Learning in East Africa: A Case Study (2010) The SAGE Handbook of Workplace Learning, pp. 307-318. , In: Malloch M., editorsCairns L., editorsEvans K., editorsO'Connor B., editors London: SAGE; Mulder, M., Weigel, T., Collins, K., The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States. A Critical Analysis (2007) Journal of Vocational Education and Training, 59 (1), pp. 65-85; Mulder, M., Wesselink, R., Bruijstens, H., Chr, J., Job Profile Research for the Purchasing Profession (2005) International Journal of Training and Development, 9 (3), pp. 185-204; Oonk, C., Beers, P.J., Wesselink, R., Mulder, M., Roles and Tasks of Higher Education Teachers in the Regional Atelier (2011) Proceedings of the ECER VETNET Conference 2011 'Urban Education, , http://www.b.shuttle.de/wifo/vetnet/ecer11.htm, In: Deitmer L., editorsGessler M., editorsManning S., editors Berlin: Wissenschaftsforum Bildung und Gesellschaft e.V; Sturing, L., Biemans, H.J.A., Mulder, M., de Bruijn, E., The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-based Vocational Education (2011) Vocations and Learning, 4 (3), pp. 191-210; (2005) CanMEDS 2005 Framework, , Ottawa: The Royal College of Physicians and Surgeons of Canada, The Royal College of Physicians Surgeons of Canada; Wesselink, R., Wals, A.E.J., Developing Competence Profiles for Educators in Environmental Education Organisations in the Netherlands (2011) Environmental Education Research, 17 (1), pp. 69-90",,1389224X,,,Article,Final,,Scopus,2-s2.0-84864658340,2
183,879,879,Mulder M.,15136874400;,Competence-based Education and Training,2012,Journal of Agricultural Education and Extension,18,3,,305,314,,36.0,10.1080/1389224X.2012.670048,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861387509&doi=10.1080%2f1389224X.2012.670048&partnerID=40&md5=221ef1265150b7ea91588b156f12a6e8,,"Mulder, M.",[No abstract available],,,,"Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards Competence-based VET: Dealing with the Pitfalls (2009) Journal of Vocational Education and Training, 61 (3), pp. 267-286; Gulikers, J., Biemans, H., Mulder, M., Developer, Teacher, Student and Employer Evaluations of Competence-based Assessment Quality (2009) Studies in Educational Evaluation, 35 (2-3), pp. 110-119; Mulder, M., Competence Development-Some Background Thoughts (2001) The Journal of Agricultural Education and Extension, 7 (4), pp. 147-159; Mulder, M., Education, Competence and Performance. On Training and Development in the Agri-food Complex (2004) Tijdschrift voor Sociaal wetenschappelijk onderzoek van de Landbouw, 19 (2), pp. 103-120; Mulder, M., The Concept of Competence: Blessing or Curse? (2011) Innovations for Competence Management, pp. 11-24. , In: Torniainen I., editorsMahlamäku-Kultanen S., editorsNokelainen P., editorsIlsley P., editors Lahti: Lahti University of Applied Sciences In; Mulder, M., Eppink, H., Akkermans, L., Impact Assessment of Competence-based Higher Education in East-Africa; First Experiences (2011) International Conference on Innovative Approaches for Agricultural Knowledge Management. Global Extension Experiences, pp. 224-225. , In: Kokate K.D., editors Nagpur: International Society of Extension Education; New Delhi: Indian Council of Agricultural Research; Mulder, M., Gulikers, J., Workplace Learning in East Africa: A Case Study (2011) The SAGE Handbook of Workplace Learning, pp. 307-318. , In: Malloch M., editorsCairns L., editorsEvans K., editorsO'Connor B., editors London: SAGE In; Sturing, L., Biemans, H.J.A., Mulder, M., de Bruijn, E., The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-based Vocational Education in the Netherlands (2011) Vocations and Learning, 4 (3), pp. 191-210; Wesselink, R., (2010) Comprehensive Competence-based Vocational Education: The Development and Use of a Curriculum Analysis and Improvement Mode, , Wageningen University and Research Center PhD dissertation; Wesselink, R., Dekker-Groen, A., Biemans, H.J.A., Mulder, M., Using an Instrument to Analyse Competence-based Study Programmes; Experiences of Teachers in Dutch Vocational Education and Training (2010) Journal of Curriculum Studies, 42 (6), pp. 813-829",,1389224X,,,Article,Final,,Scopus,2-s2.0-84861387509,2
184,883,883,"Malone K., Supri S.",36466910800;6506425787;,A critical time for medical education: The perils of competence-based reform of the curriculum,2012,Advances in Health Sciences Education,17,2,,241,246,,66.0,10.1007/s10459-010-9247-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859268461&doi=10.1007%2fs10459-010-9247-2&partnerID=40&md5=8f7e4c1eb089ec40b050da53e0592b36,"University of Medicine and Dentistry of New Jersey, 65 Bergen St., 160, Newark, NJ 07107-1709, United States; Änderung Consulting, New York, NY, United States","Malone, K., University of Medicine and Dentistry of New Jersey, 65 Bergen St., 160, Newark, NJ 07107-1709, United States; Supri, S., Änderung Consulting, New York, NY, United States","Rapid expansion in scientific knowledge, changes in medical practice, and greater demands from patients and society necessitate reform of the medical curriculum. In recognition of this, medical educators across the world have recommended the adoption of competence-based education. This is intended to increase the rigour and relevance of the curriculum, move students beyond a focus on the memorisation and regurgitation of scientific facts, and better enable them to understand scientific principles and apply them to the practice of medicine. Experience from 40 years' use of competence-based curricula across the world suggests that the uncritical application of this approach to the medical curriculum may not achieve its intended aims. There are valuable lessons to be learnt from the history of competence-based education. By taking on board these lessons, confronting the pitfalls of this approach, and devising new and creative solutions to the problems inherent in this methodology, medical educators can better achieve their aim of providing a strong foundation for the practice of medicine in the twenty-first century. It is only through such a strategy-rather than the uncritical adoption of this educational approach-that we will have real movement and progress both in competence-based education in general, and in its applications to medicine in particular. © 2010 Springer Science+Business Media B.V.",Canada; Competence-based education; Curriculum change; Curriculum development; Curriculum reform; Medical education; Scotland; United Kingdom; United States,"article; attitude to health; Canada; clinical competence; curriculum; human; learning; medical education; methodology; teaching; time; United Kingdom; United States; Canada; Clinical Competence; Curriculum; Education, Medical; Great Britain; Health Knowledge, Attitudes, Practice; Humans; Learning; Scotland; Teaching; Time Factors; United States",,"(2000) Competency Based Education and Training: A World Perspective, , A. Argüelles and A. Gonczi (Eds.), Mexico City: Grupo Noriega Editores; Ashworth, P.D., Saxton, J., On Competence (1990) Journal of Further and Higher Education, 14 (2), pp. 1-25; (2009) Scientific Foundations for Future Physicians: Report of the AAMC-HHMI Committee, , Association of American Medical Colleges, Washington, DC: Association of American Medical Colleges; Barber, P., The colleges, Calman and the New Deal (1997) The Lancet, 350, p. 974; Bates, I., The competence and outcomes movement (1999) Education, Training and the Future of Work II, , M. Flude and S. Sieminski (Eds.), London: Routledge; Cave, E., McKeown, P., Managerial effectiveness: The identification of need (1993) Management Education and Development, 24 (2), pp. 122-137; Cox, A., (2007) Re-Visiting the NVQ Debate: 'bad' Qualifications, Expansive Learning Environments and Prospects for Upskilling Workers, , Oxford: University of Oxford; (2003) Statistics of Education: Vocational Qualifications in the UK: 2001/02-National Statistics Bulletin, Issue 02/03, , Department for Education and Skills, London: Department for Education and Skills; Elliott, J., (1991) Competency Based Training and the Education of Professions-Is a Happy Marriage Possible?, , Buckingham: Open University Press; Erridge, A., Perry, S., The validity and value of national vocational qualifications: The case of purchasing (1994) Journal of Vocational Education and Training, 46 (2), pp. 139-154; (2002) Recommendation on Undergraduate Medical Education, , General Medical Council, London: General Medical Council; (2009) Tomorrow's Doctors: Outcomes and Standards for Undergraduate Medical Education, , General Medical Council, London: General Medical Council; Grundy, L., Pathways to fitness for practice: National vocational qualifications as a foundation of competence (2001) Nurse Education Today, 21 (4), pp. 260-265; Halsall, R., Assessing competence in teacher education (1995) Assessing Competence in Higher Education, , A. Edwards and P. Knight (Eds.), London: Kogan Page; Hodkinson, P., Issitt, M., (1995) The Challenge of Competence: Professionalism Though Vocational Education and Training, , London: Cassell; Huddle, T.S., Heudebert, G.R., Taking apart the art: The risk of atomizing clinical competence (2007) Academic Medicine, 82 (6), pp. 536-541; Hyland, T., (1993) Outcomes, competence and NVQs in higher education: A critique, , Paper presented at the HEC conference on NVQs and HE: Opportunity or threat? Leeds: Leeds Metropolitan University; Hyland, T., (1994) Competence, Education and NVQs: Dissenting Perspectives, , London: Cassell; Leung, W.-C., Competency based medical training: Review (2002) British Medical Journal, 325, pp. 693-696; Norman, G., Outcomes, objectives, and the seductive appeal of simple solutions (2006) Advances in Health Sciences Education, 11 (3), pp. 217-220; CanMEDS 2000: Extract from the CanMEDS 2000 project societal needs working group report (2000) Medical Teacher, 22 (6), pp. 549-554. , Royal College of Physicians and Surgeons of Canada; The scottish doctor-learning outcomes for the medical undergraduate in Scotland: A foundation for competent and reflective practitioners (2002) Medical Teacher, 24 (2), pp. 136-143. , Scottish Medical Deans Curriculum Group; Smithers, A., (1993) All Our Futures: Britain's Education Revolution, , London: Channel 4 Television; Talbot, M., Monkey see, monkey do: A critique of the competency model in graduate medical education (2004) Medical Education, 38, pp. 587-592; West, J., (2004) Dreams and nightmares: The NVQ experience, , Working Paper No 45. Leicester: University of Leicester, Centre for Labour Market Studies; Winter, R., The assessment of professional competences: The importance of general criteria (1995) Assessing Competence in Higher Education, , A. Edwards and P. Knight (Eds.), London: Kogan Page; Wolf, A., (1995) Competence-Based Assessment, , Buckingham: Open University Press",,13824996,,,Article,Final,,Scopus,2-s2.0-84859268461,2
188,906,906,"Koopman M., Teune P., Beijaard D.",36990228800;36990428900;6602225822;,Development of student knowledge in competence-based pre-vocational secondary education,2011,Learning Environments Research,14,3,,205,227,,12.0,10.1007/s10984-011-9092-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855522189&doi=10.1007%2fs10984-011-9092-0&partnerID=40&md5=29801dfaab82c617d9c0df92cf7e99f2,"Eindhoven School of Education, Eindhoven University of Technology, PO Box 513, 5600 MB Eindhoven, Netherlands; Fontys University of Applied Sciences, PO Box 347, 5600 AH Eindhoven, Netherlands","Koopman, M., Eindhoven School of Education, Eindhoven University of Technology, PO Box 513, 5600 MB Eindhoven, Netherlands; Teune, P., Fontys University of Applied Sciences, PO Box 347, 5600 AH Eindhoven, Netherlands; Beijaard, D., Eindhoven School of Education, Eindhoven University of Technology, PO Box 513, 5600 MB Eindhoven, Netherlands",The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were further found to be distinctive for the development of knowledge. © 2011 The Author(s).,Competence-based education; Concept mapping; Knowledge development; Vocational education,,,"Akinsanya, C., Williams, M., Concept mapping for meaningful learning (2004) Nurse Education Today, 24, pp. 41-46; Ausubel, D.P., (1968) Educational Psychology: A Cognitive View, , New York: Holt, Rinehart & Winston; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: Background and pitfalls (2004) Journal of Vocational Education and Training, 56, pp. 523-538; Bland, J.M., Altman, D.G., Statistical notes: Cronbach's alpha (1997) British Journal of Medical Practices, 314, pp. 572-573; Blumberg, P., Evaluating the evidence that problem-based learners are self-directed learners: A review of the literature (2000) Problem-Based Learning: A Research Perspective on Learning Interactions, pp. 199-226. , D. 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Hmelo (Eds.), London: Lawrence Erlbaum; Boekaerts, M., Simons, P.R.J., (2003) Leren En Instructie: Psychologie Van De Leerling En Het Leerproces [Learning and Instruction: Psychology of Learners and the Learning Process], , Assen, The Netherlands: Van Gorcum; Budd, J.W., Mind maps as classroom exercises (2004) The Journal of Economic Education, 35 (1), pp. 35-46; Buzan, T., (1991) The Mind Map Book, , New York: Penguin; de Bruijn, E., Overmaat, M., (2002) Tussentijdse rapportage op verzoek van de PROO: Onderzoeksproject 'Intern rendement van krachtige leeromgevingen in het secundair beroepsonderwijs' [Internal yield of powerful learning environments in VET].'s Hertogenbosch, , The Netherlands: CINOP; de Bruijn, E., Overmaat, M., Glaudé, M., Heemskerk, I., Leeman, Y., Roeleveld, J., Krachtige leeromgevingen in het middelbaar beroepsonderwijs: Vormgeving en effecten [Powerful learning environments in vocational education and training: Design and effects] (2005) Pedagogische Studiën, 82 (1), pp. 77-95; de Corte, E., Designing learning environments that foster the productive use of acquired knowledge and skills (2003) Powerful Learning Environments: Unravelling Basic Components and Dimensions, pp. 21-33. , E. 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Norton; Wesselink, R., Biemans, H.J.A., Mulder, M., (2007) Perceptions of teachers and students participating in competence-based VET, , September, Paper presented at the European Conference on Educational Research 2007, University of Ghent, Belgium; Windschitl, M., Framing constructivism in practice as the negotiation of dilemmas: An analysis of conceptual, pedagogical, cultural and political challenges facing teachers (2002) Review of Educational Research, 72, pp. 131-175; Wubbels, T., Brekelmans, M., Den Brok, P., van Tartwijk, J., An interpersonal perspective on classroom management in secondary classrooms in the Netherlands (2006) Handbook of Classroom Management: Research, Practice, and Contemporary Issues, pp. 1161-1191. , C. Evertson and C. Weinstein (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates",,13871579,,,Article,Final,"All Open Access, Hybrid Gold, Green",Scopus,2-s2.0-84855522189,2
195,918,918,"De Bruijn E., Leeman Y.",35955750200;10241039800;,Authentic and self-directed learning in vocational education: Challenges to vocational educators,2011,Teaching and Teacher Education,27,4,,694,702,,105.0,10.1016/j.tate.2010.11.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952442904&doi=10.1016%2fj.tate.2010.11.007&partnerID=40&md5=14af93b8e59e599a03a8bcd0b5b30bae,"Utrecht University, Netherlands; University for Humanistics, Netherlands","De Bruijn, E., Utrecht University, Netherlands; Leeman, Y., University for Humanistics, Netherlands","This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. © 2010 Elsevier Ltd.",Authentic learning; Competence-based education; Learning activities; Self-directed learning; Teacher roles; Vocational education,,Nederlandse Organisatie voor Wetenschappelijk Onderzoek,"Aarkrog, V., Learning in the workplace and the significance of school-based education: a study of learning in a Danish vocational education and training programme (2005) International Journal of Lifelong Education, 24, pp. 137-147; Baartman, L.K.J., Bastiaens, T.J., Kirschner, P.A., Van der Vleuten, C.P.M., Teachers' opinions on quality criteria for competency assessment programmes (2007) Teaching and Teacher Education, 23, pp. 857-867; Biemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J., Mulder, M., Towards competence-based VET: dealing with the pitfalls (2009) Journal of Vocational Education & Training, 61, pp. 267-286; Billett, S., Knowing in practice: re-conceptualising vocational expertise (2001) Learning and Instruction, 11, pp. 431-452; Billett, S., Vocational educators: understanding practice at work (2001) International perspectives on competence in the workplace. Research, policy and practice, pp. 41-65. , Kluwer Academic Press, Dordrecht, C. Velde (Ed.); Brockmann, M., Clarke, L., Méhaut, P., Winch, C., Competence-based vocational education and training (VET): the cases of England and France in a European Perspective (2008) Vocations and Learning, 1, pp. 227-244; Clarke, L., Winch, C., (2007) Vocational education. International approaches, developments and systems, , Routledge, London/New York; Cohen-Scali, V., The influence of family, social and work socialization on the construction of the professional identity of young adults (2003) Journal of Career Development, 29 (4), pp. 237-249; Colley, H., James, D., Tedder, M., Diment, K., Learning as becoming in vocational education and training: class, gender and the role of vocational habitus (2003) Journal of Vocational Education & Training, 55, pp. 471-498; Collins, A., Brown, J.S., Newman, S.E., Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics (1989) Knowing, learning and instruction. Essays in honor of Robert Glaser, pp. 453-495. , Lawrence Erlbaum Associates, Hillsdale, NJ, L.B. Resnick (Ed.); De Bruijn, E., Changing pedagogic and didactic approaches in vocational education in the Netherlands. 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Design and methods (2003) Applied social research methods series, 5. , Los Angeles/London/New Delhi/Singapore; Zanting, A., Verloop, N., Vermunt, J.D., Student teachers eliciting mentors' practical knowledge and comparing it to their beliefs (2001) Teaching and Teacher Education, 17, pp. 725-740",,0742051X,,,Article,Final,,Scopus,2-s2.0-79952442904,2
197,921,921,"Seezink A., Poell R.",36105497500;6603320932;,The role of schools' perceived human resource policies in teachers' professional development activities: A comparative study of innovations toward competence-based education,2011,Asia Pacific Education Review,12,1,,149,160,,12.0,10.1007/s12564-010-9115-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952100795&doi=10.1007%2fs12564-010-9115-z&partnerID=40&md5=9dd1651b7981e743159067ac35688a9e,"Department of Human Resource Studies, Tilburg University, PO Box 90153, 5000 LE, Tilburg, Netherlands","Seezink, A., Department of Human Resource Studies, Tilburg University, PO Box 90153, 5000 LE, Tilburg, Netherlands; Poell, R., Department of Human Resource Studies, Tilburg University, PO Box 90153, 5000 LE, Tilburg, Netherlands","The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers' professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed. © 2010 The Author(s).",Competence-Based Vocational Education; Continuing Teacher Development; Human Resource Policies; Professional Development,,,"Atay, D., Teacher research for professional development (2008) ELT Journal, 62, pp. 139-147; Beijaard, D., Verloop, N., Assessing teachers' practical knowledge (1996) Studies in Educational Evaluation, 22, pp. 275-286; Bergen, T., van Veen, K., Het leren van leraren in een context van onderwijsvernieuwingen: Waarom is het zo moeilijk? 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198,931,931,"Wesselink R., Dekker-Groen A.M., Biemans H.J.A., Mulder M.",35097905700;36671167300;6603110521;15136874400;,Using an instrument to analyse competence-based study programmes: Experiences of teachers in dutch vocational education and training,2010,Journal of Curriculum Studies,42,6,,813,829,,41.0,10.1080/00220271003759249,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650072861&doi=10.1080%2f00220271003759249&partnerID=40&md5=9f2be18c2db4e61a0b1b22350907a3cb,"Education and Competence Studies Chair Group, Wageningen University, PO Box 8130, 6700 EW, Netherlands; Department of Educational Sciences, Utrecht University, Netherlands; Education and Competence Studies Chair Group, Wageningen University, Netherlands; Competence Studies, Wageningen University, Netherlands","Wesselink, R., Education and Competence Studies Chair Group, Wageningen University, PO Box 8130, 6700 EW, Netherlands; Dekker-Groen, A.M., Department of Educational Sciences, Utrecht University, Netherlands; Biemans, H.J.A., Education and Competence Studies Chair Group, Wageningen University, Netherlands; Mulder, M., Competence Studies, Wageningen University, Netherlands","Competence-based education is becoming increasingly popular. Competencies are used more and more as the starting point for designing curricula and instructional methods, especially in vocational education and training, to realize authentic and self-steering study programmes. Despite its popularity in both research and educational settings, there is no shared understanding of what competence-based education should look like. Earlier work developed a model for competence-based education that outlines eight features that are important for competence-based education. This paper presents a study designed to determine the extent to which the model for competence-based education can be understood and perceived as useful by teachers in vocational education and training in the Netherlands. The study included 12 teams of teachers in the process of designing or re-designing their study programmes to be more competence-based. Teachers reported that the instrument helped them understand the state of affairs of their study programmes, and empowered them to make decisions about the extent to which they want to make these programmes more competence-based. © 2010 Taylor & Francis.",Agricultural education; Competence-based education; Curriculum development; Curriculum evaluation; Vocational education,,,"Attwell, G., New roles for vocational education and training teachers and trainers in Europe: A new framework for their education (1997) Journal of European Industrial Training, 21 (6-7), pp. 256-265; Barnett, R., (1994) The Limits of Competence: Knowledge, Higher Education and Society, , (Buckingham, UK: Open University Press); Bastiaens, T., Martens, R., ICT and competence-based education (2003) Competentiegericht Beroepsonderwijs. Gediplomeerd, Maar Ook Bekwaam? [Competence-based Education. Being Certified Also Means That One is Competent?], pp. 199-214. , In M. Mulder, R. Wesselink, H. Biemans, L. 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Lawlor (London: Politeia; Ten Dam, G., Volman, M., Critical thinking as a citizenship competence: Teaching strategies (2004) Learning and Instruction, 14 (4), pp. 359-379; Velde, C., An alternative conception of competence: Implication for vocational education (1999) Journal of Vocational Education and Training, 51 (6), pp. 437-447; Wesselink, R., Biemans, H.J.A., Mulder, M., van den Elsen, E., Competencebased VET as seen by Dutch researchers (2007) European Journal Vocational Training, 40 (1), pp. 38-51; Westera, W., Competences in education (2001) Journal of Curriculum Studies, 33 (1), pp. 75-88",,00220272,,,Article,Final,,Scopus,2-s2.0-78650072861,2
199,932,932,"Struyven K., De Meyst M.",8368306000;36143852500;,Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers' and students' points of view,2010,Teaching and Teacher Education,26,8,,1495,1510,,68.0,10.1016/j.tate.2010.05.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959488030&doi=10.1016%2fj.tate.2010.05.006&partnerID=40&md5=b85a6ed2c7ff7a16b68301baf1a31e58,"KULeuven, Centre for Research on Teaching and Training, Belgium","Struyven, K., KULeuven, Centre for Research on Teaching and Training, Belgium; De Meyst, M., KULeuven, Centre for Research on Teaching and Training, Belgium","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. © 2010 Elsevier Ltd.",Competence(s); Competency-based teacher education (CBTE); Educational change; Elementary; Imposed change; Innovations; Perceptions; Pre-service teacher training; School teacher education; Teacher training,,,"Aelterman, A., Academic teacher education. The development of a curriculum-concept in response to sociological challenges and widened views on the teacher profession [PhD dissertation] (1995) Academische lerarenopleiding. 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201,943,943,"Seezink A., Poell R.F.",36105497500;6603320932;,Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from The Netherlands,2010,Journal of European Industrial Training,34,5,,455,474,,15.0,10.1108/03090591011049819,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953301207&doi=10.1108%2f03090591011049819&partnerID=40&md5=f07183bbfc2602b05cb24cbd94256e3a,"Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands","Seezink, A., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Poell, R.F., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands","Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and from the acquisition and participation metaphors can be identified in the individual action theories of their teachers. Design/methodology/approach: A case study was conducted in one school for vocational education, where 12 teachers engaged in an innovation project around the development of a new competence-based education program for pupils. They participated in concept mapping, cued interviews (based on video recordings), semi-structured interviews, and a joint feedback session. These four sources were used for an in-depth content analysis of teachers' action theories. Findings: No distinctive, crystallized action theories about competence-based vocational education emerged at the individual teacher level; let alone individual teachers' action theories well in line with the two normative frameworks on competence-based education. The case study shows the struggle that individual teachers are going through to get their every-day teaching repertoire more in line with new ideas on competence-based education. Research limitations/implications: Only qualitative data are gathered, in one school, representing one school type, in one country only, limiting the statistical generalizability of the results. Not all respondents are able to participate in all four data sources. Practical implications: Schools should develop HR policies that offer teachers CPD activities in the crucial area of competence-based education; the frameworks presented in the study can be used to this end, by teacher educators as well as by HRD professionals interested in combining training programs with informal employee learning. Originality/value: The study draws on literature from various disciplines (especially educational psychology and HRD), which traditionally have remained mostly separate. It combines insights from four separate data sources. © Emerald Group Publishing Limited.",Competence based training; Continuing professional development; Teachers; The Netherlands; Vocational training,,,"Argyris, C., Schön, D.A., (1996) Organizational Learning II: Theory, Method, and Practice, , Addison-Wesley, Reading, MA; Barnett, J., Hodson, D., Pedagogical context knowledge: Towards a fuller understanding of what good science teachers know (2001) Science Teacher Education, 85, pp. 426-453; Beijaard, D., Verloop, N., Assessing teachers' practical knowledge (1996) Studies in Educational Evaluation, 22, pp. 275-286; Beijaard, D., Verloop, N., Wubbels, T., Feiman-Nemser, S., The professional development of teachers (2000) New Learning, pp. 261-274. , Simons, P.R.J., Van der Linden, J.L., Duffy, T.M. 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203,954,954,"Wesselink R., de Jong C., Biemans H.J.A.",35097905700;35097215600;6603110521;,Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace,2010,Vocations and Learning,3,1,,19,38,,53.0,10.1007/s12186-009-9027-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952238576&doi=10.1007%2fs12186-009-9027-4&partnerID=40&md5=94a08b844ec1ded52ea3f8cfd152459e,"Department Social Sciences, Wageningen University, P.O. Box 8130, 6700 EW Wageningen, Netherlands; CPS Education Development and Advice, P.O. Box 1592, 3800 BN Amersfoort, Netherlands","Wesselink, R., Department Social Sciences, Wageningen University, P.O. Box 8130, 6700 EW Wageningen, Netherlands; de Jong, C., CPS Education Development and Advice, P.O. Box 1592, 3800 BN Amersfoort, Netherlands; Biemans, H.J.A., Department Social Sciences, Wageningen University, P.O. Box 8130, 6700 EW Wageningen, Netherlands","Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades. In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed. In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and coach. Three stakeholder groups (i. e., students, teachers, and workplace training supervisors) involved in secondary VET programs in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity in the future. © 2009 The Author(s).",Competence-based education; Connectivity; Life sciences; Workplace learning,,,"(2000) Competency Based Education and Training: A World Perspective, , A. Arguelles and A. Gonczi (Eds.), Balderas: Editorial Limusa S.A. de C.V. 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University of Twente; van der Klink, M.R., Boon, J., Schlusmans, K., Competences and vocational higher education: Now and in future (2007) European Journal Vocational Training, 40 (1), pp. 67-82; von Glasersfeld, E., A constructivist approach to teaching (1995) Constructivism in Education, pp. 3-17. , L. P. Steffe and J. Gale (Eds.), New Jersey: Lawrence Erlbaum Associates; Wesselink, R., Biemans, H.J.A., Mulder, M., van den Elsen, E., Competence-based VET as seen by Dutch researchers (2007) European Journal Vocational Training, 40 (1), pp. 38-51",,1874785X,,,Article,Final,"All Open Access, Hybrid Gold",Scopus,2-s2.0-77952238576,2
207,976,976,"Winters A., Meijers F., Kuijpers M., Baert H.",55329588500;58593218200;36080819900;9939615600;,What are vocational training conversations about? Analysis of vocational training conversations in dutch vocational education from a career learning perspective,2009,Journal of Vocational Education and Training,61,3,,247,266,,31.0,10.1080/13636820903194690,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649866678&doi=10.1080%2f13636820903194690&partnerID=40&md5=9201c6c976b1388ab4cfcfe34bf867af,"Centre for Research on Lifelong Learning and Participation, Katholieke Universiteit Leuven, Leuven, Belgium; Pedagogiek van de Beroepsvorming, The Hague University of Professional Education, The Hague, Netherlands","Winters, A., Centre for Research on Lifelong Learning and Participation, Katholieke Universiteit Leuven, Leuven, Belgium, Pedagogiek van de Beroepsvorming, The Hague University of Professional Education, The Hague, Netherlands; Meijers, F., Pedagogiek van de Beroepsvorming, The Hague University of Professional Education, The Hague, Netherlands; Kuijpers, M., Pedagogiek van de Beroepsvorming, The Hague University of Professional Education, The Hague, Netherlands; Baert, H., Centre for Research on Lifelong Learning and Participation, Katholieke Universiteit Leuven, Leuven, Belgium","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. © 2009 The Vocational Aspect of Education Ltd.",Communication; Competence-based education; Mentoring/coaching; Research methods,,,"Arthur, M., The boundaryless career: A new perspective for organizational inquiry (1994) Journal of Organizational Behavior, 15, pp. 295-306; Baert, H., Dekeyser, L., Sterck, G., (2002) Levenslang leren en de actieve welvaarstaat, , Leuven, Belgium: Acco; Bailey, T.R., Hughes, K.L., Moore, D.T., (2004) Working knowledge: Work-based learning and education reform, , New York: RoutledgeFarmer; Bardick, A.D., Bernes, K.B., Magnusson, K.C., Witko, K.D., Junior high school students’ career plans for the future: A Canadian perspective (2006) Journal of Career Development, 32 (3), pp. 250-271; Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., Wesselink, R., Competence-based VET in the Netherlands: Background and pitfalls (2004) Journal of Vocational Education and Training, 56, pp. 523-538; Blustein, D.L., Applying current theory and research in career exploration to practice (1992) Career Development Quarterly, 41, pp. 174-184; Boekaerts, M., Simons, P., (1993) Leren en instructie: Psychologie van de leerling en het leerproces, , Assen, the Netherlands: van Gorcum; Bruijn, E.D., (2006) Adaptief beroepsonderwijs. 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Lessen uit groen onderwijs, , Wageningen, the Netherlands: Stoas; Dochy, F., Nickmans, G., (2005) Competentiegericht opleiden en toetsen: Theorie en praktijk van flexibel leren, , Utrecht, the Netherlands: Lemma; Duffy, T.M., Cunningham, D.J., Constructivism: Implications for the design and delivery of instruction (1996) Handbook of Research for Educational Communications and Technology, pp. 170-198. , Jonassen D., (ed), New York: Simon & Schuster Macmillan; Geurts, J., Het gaat om talentvol vakmanschap. ROC als loopbaancentrum (2007) Gids voor Beroepsonderwijs en Volwasseneneducatie, , Deventer, the Netherlands: van Loghum; Giddens, A., (1991) Modernity and self-identity: Self and society in the late modern age, , Cambridge: Polity Press; Illeris, K., Transformative learning in the perspective of a comprehensive learning theory (2004) Journal of Transformative Education, 2, pp. 79-89; Kelchtermans, G., Capturing the multidimensionality of teacher professionalism: Broad and deep reflection (2007) Postgraduate programs as platform: A research-led approach, pp. 97-109. , van Swet J., Ponte P., Smit B., (eds), Rotterdam, the Netherlands: Sense Publishers; Kuijpers, M., (2003) Loopbaanontwikkeling: Onderzoek naar competenties, , Enschede: Twente University Press, PhD thesis; Kuijpers, M., Meijers, F., Bakker, J., (2006) Krachtige loopbaangerichte leeromgevingen in het (v)mbo: hoe werkt het?, , Driebergen, the Netherlands: HPBO; Kuijpers, M.A.C.T., Scheerens, J., Career competencies for the modern career (2006) Journal of Career Development, 32 (4), pp. 303-319; Law, B., Meijers, F., Wijers, G., New perspectives on career and identity in the contemporary world (2002) British Journal of Guidance and Counseling, 30 (4), pp. 431-449; Lodewijks, J., Leren in en buiten de school; op weg naar krachtige leeromgevingen (1995) De leerling en zijn zaak, pp. 21-57. , Verwayen-Leijh R., Studulski F., (eds), Utrecht, the Netherlands: Adviesraad voor het Onderwijs; Luyten, P., Corveleyn, J., (2003) Grondbeginselen van het onderzoek: Geesteswetenschappelijke benadering, , Leuven, Belgium: Cursustekst; Meijers, F., (1995) Arbeidsidentiteit. Studie- en beroepskeuze in de post-industriële samenleving, , Alphen aan den Rijn, the Netherlands: Samsom H.D. Tjeenk Willink; Meijers, F., Kuijpers, M., De creatie van een krachtige loopbaangerichte leeromgeving: Monoloog, dialoog of trialoog? (2007) Handboek Effectief Opleiden, 44, pp. 129-141; Meijers, F., Wardekker, W., Career learning in a changing world: The role of emotions (2002) International Journal for the Advancement of Counselling, 24 (3), pp. 149-167; Meijers, F., Kuijpers, M., Bakker, J., (2006) Over leerloopbanen en loopbaanleren: Loopbaancompetenties in het (v)mbo, , Driebergen, the Netherlands: HPBO; Mittendorff, K., Jochems, W., Meijers, F., den Brok, P., Differences and similarities in the use of the portfolio and personal development plan for career guidance in various vocational schools in the Netherlands (2008) Journal of Vocational Education & Training, 60 (1), pp. 75-91; Mott, B.W., Callaway, C.B., Zettlemoyer, L.S., Lee, S.Y., Lester, J.C., Towards narrative-centered learning environments (1999) Proceedings of the 1999 AAAI Symposium on narrative intelligence, , http://www.brandfordmott.com/papers/mott-NII999.pdf, Cape Cod, MA; Mulder, M., (2004) Education, competence and performance: On training and development in the Agri-food complex, , Wageningen, the Netherlands: Wageningen University; Mulder, M., (2007) New competence-based initial and continuing vocational education policy making in the global economy, problems and perspectives, , Wageningen University, the Netherlands, Internal report; Patton, M.Q., (1990) Qualitative evaluation and research methods, , 2nd ed, Newbury Park, CA: Sage; Poortman, C., (2007) Workplace learning processes in senior secondary vocational education, , Universiteit Twente, the Netherlands, PhD thesis; Savickas, M.L., A developmental perspective on vocational behaviour: Career patterns, salience, and themes (2001) International Journal for Educational and Vocational Guidance, 1, pp. 49-57; Simons, P.R.J., Constructive learning: The role of the learner (1993) Designing environments for constructive learning, pp. 291-313. , Duffy T.M., Lowyck J., Jonassen D.H., (eds), Berlin: Springer; Simons, P.R.J., van der Linden, J., Duffy, T., (2000) New learning, , Dordrecht, the Netherlands: Kluwer; Thijssen, J.G.L., (1998) Employability: Conceptuele varianten en componenten, , Utrecht, the Netherlands: FSW Universiteit Utrecht; Toolsema, B., (2003) Werken met compententies. Naar een instrument voor de identificatie van competenties, , Twente University, the Netherlands, PhD thesis; van Dam, E., Meijers, F., Hövels, B., (2007) Met metopia onderweg. De juiste koers gevonden?, , Nijmegen, the Netherlands: Kenniscentrum Beroepsonderwijs-Arbeidsmarkt; van Maanen, J., (1977) Organizational careers: Some new perspectives, , New York: Wiley; van Merriënboer, J.J.G., van der Klink, M.R., Hendriks, M., (2002) Competenties: Van complicaties tot compromis. Over schuifjes en begrenzers, , Den Haag, the Netherlands: Onderwijsraad; Vermunt, J., (1992) Leerstijlen en sturen van leerprocessen in het hoger onderwijs, , Katholieke Universiteit Brabant, the Netherlands, PhD thesis; (2008) Competentie-ontwikkelend onderwijs. Een verkenning, , Antwerpen, Belgium: Garant; Voncken, E., Breemer, F., (2008) Een rol van betekenis; deelnemerbetrokkenheid bij de innovatie van het primaire proces in het mbo, , Amsterdam: Max Goote Kenniscentrum; Weick, K.E., Berlinger, L.R., Career improvisation in self-designing organizations (1989) Handbook of career theory, pp. 313-328. , Arthur M.B., Hall D.T., Lawrence B.S., (eds), Cambridge: Cambridge University Press; Wesselink, R., Biemans, H.J.A., Mulder, M., van den Elsen, E.R., Competence-based VET as seen by Dutch researchers (2007) European Journal of Vocational Training, 40, pp. 38-51; Wijers, G., Meijers, F., Career guidance in the knowledge society (1996) British Journal of Guidance and Counseling, 24 (2), pp. 185-198; Yin, R.K., (1989) Case study research. Design and methods, , rev. ed., London: Sage; Zijlstra, W., Meijers, F., Hoe spannend is het hoger beroepsonderwijs? (2006) TH&MA–Tijdschrift voor Hoger Onderwijs & Management, 13 (2), pp. 53-60",,13636820,,,Article,Final,,Scopus,2-s2.0-78649866678,2
208,977,977,"Seezink A., Poell R.F., Kirschner P.A.",36105497500;6603320932;35243030300;,Teachers’ individual action theories about competence-based education: The value of the cognitive apprenticeship model,2009,Journal of Vocational Education and Training,61,2,,203,215,,12.0,10.1080/13636820902904586,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954728262&doi=10.1080%2f13636820902904586&partnerID=40&md5=d5930f520d62def4143fa718bc595181,"Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of the Netherlands, Heerlen, Netherlands","Seezink, A., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Poell, R.F., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Kirschner, P.A., Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of the Netherlands, Heerlen, Netherlands","Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers’ processes of competence development in vocational settings. This study explores teachers’ individual action theories regarding the introduction of competence-based prevocational secondary education. The cognitive apprenticeship model provides a conceptual framework for addressing this issue. The research questions addressed here are: How do teachers value elements of the cognitive apprenticeship model in designing and delivering competence-based prevocational secondary education?, and, What individual action theories do teachers have regarding competence-based prevocational secondary education? The study was designed in two phases. In the qualitative phase, interviews and concept map techniques were used, while the quantitative phase employed a questionnaire. Teachers valued elements of the cognitive apprenticeship model differently, and suggested two additional features: a custom-made educational approach and the professionalisation of teachers. © 2009 The Vocational Aspect of Education Ltd.",Cognitive apprenticeship; Individual action theories; Teachers; Vocational education; Workplace learning,,,"Argyris, C., Schön, D.A., (1978) Organizational learning: A theory of action perspective, , Reading, MA: Addison-Wesley; Atay, D., Teacher research for professional development (2008) ELT Journal, 62, pp. 139-147; Beijaard, D., Verloop, N., Vermunt, J.D., Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective (2000) Teaching and Teacher Education, 16, pp. 749-764; Bottrup, P., Learning in a network: A ‘third way’ between school learning and workplace learning? (2005) Journal of Workplace Learning, 17, pp. 508-520; Collins, A., Brown, J.S., Newman, S.E., Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics (1989) Knowing, learning and instruction—Essays in honor of Robert Glaser, pp. 453-494. , Resnick L.B., (ed), Hillsdale, NJ/England: Lawrence Erlbaum Associates, Inc; Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S., What makes professional development effective? 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Over metacognitieve opvattingen, leerresultaten en leeractiviteiten [Competence mindedness and learning chemistry: About metacognitive beliefs, learning outcomes, and learning activities], , Eindhoven, NL: Eindhoven University of Technology, Unpublished doctoral dissertation; Van der Krogt, F.J., Warmerdam, J., Training in different types of organizations: Differences and dynamics in the organization of learning and work (1997) International Journal of Human Resource Management, 8, pp. 87-105; Van der Sanden, J.M.M., Teurlings, C.C.J., Developing competence during practice periods: The learners perspectives on transfer (2003) Between school and work: New perspectives on transfer and boundary-crossing, pp. 119-138. , Tuomi-Gröhn T., Engeström Y., (eds), Amsterdam, NL: Pergamon; Van Velzen, J.H., (2002) Instruction and self-regulated learning: Promoting students’ (self-) reflective thinking, , Leiden University, Unpublished doctoral dissertation",,13636820,,,Article,Final,,Scopus,2-s2.0-77954728262,2
209,978,978,"Biemans H., Wesselink R., Gulikers J., Schaafsma S., Verstegen J., Mulder M.",6603110521;35097905700;55886508300;57194981317;7005227829;15136874400;,Towards competence-based VET: Dealing with the pitfalls,2009,Journal of Vocational Education and Training,61,3,,267,286,,78.0,10.1080/13636820903194682,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952242683&doi=10.1080%2f13636820903194682&partnerID=40&md5=807afc2b83b8792a2c71f9a33ca99d02,"Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands","Biemans, H., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands; Wesselink, R., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands; Gulikers, J., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands; Schaafsma, S., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands; Verstegen, J., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands; Mulder, M., Education & Competence Studies Group, Wageningen University and Research Centre, Wageningen, Netherlands","This article builds on a previous 2004 Journal of Vocational Education and Training (JVET) contribution by Biemans et al., in which several possible pitfalls in designing and implementing competence-based education (CBE) were discussed. The present article reports on the results of an extensive research programme on competence development and CBE consisting of four empirical studies carried out in schools for secondary and higher vocational education in the life sciences in the Netherlands in the years 2004 to 2008. Based on the research findings, the article examines how the CBE pitfalls have been dealt with in Dutch VET. The conclusion can be drawn that the various pitfalls have received attention during the design and implementation of CBE, but not all problems have been solved yet. The article provides clues as to how the various pitfalls might be further addressed in the future to improve the quality of competence-based VET. © 2009 The Vocational Aspect of Education Ltd.",Competence; Competence-based education; Vet; Vocational education,,,"Achtenhagen, F., Grubb, N.W., Vocational and occupational education: Pedagogical complexity, institutional diversity (2001) Handbook of research on teaching, pp. 604-639. , Richardson V., (ed), Washington: AERA; Arguelles, A., Gonczi, A., (2000) Competency based education and training: A world perspective, , Balderas, Mexico: Editorial Limusa S.A. de C.V. 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216,1009,1009,"Mulder M., Weigel T., Collins K.",15136874400;55588993600;15022043500;,The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis,2007,Journal of Vocational Education and Training,59,1,,67,88,,99.0,10.1080/13636820601145630,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85024156817&doi=10.1080%2f13636820601145630&partnerID=40&md5=b2b58046b5cd4dbfb6fdfe258b1b7e93,"Wageningen University, Netherlands; Bibb, Bonn, Germany","Mulder, M., Wageningen University, Netherlands; Weigel, T., Bibb, Bonn, Germany; Collins, K., Wageningen University, Netherlands","This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above-mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence-based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one-to-one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence-based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence-based education, and the many problems in the field of competence assessment. © 2007 The Vocational Aspect of Education.",,,,"(1999) Een wending naar kerncompetenties. 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De recrutement à la gestion de carrière, , Colombelles: Éditions EMS; Ulrich, J.G., Flemming, S., Granath, R.-.O., Krekel, E.M., (2006) Zahl der neu abgeschlossenen ausbildungsverträge fällt auf den niedrigsten stand seit der wiedervereinigung, , http://www.bibb.de/de/23711.htm, Available online at: (accessed 1 March 2006); Weigel, T., Mulder, M., Collins, K., The concept of competence in the development of vocational education and training in selected EU member states (2007) Journal of Vocational Education and Training, 59 (1), pp. 51-64; Weinert, F.E., Concept of competence: a conceptual clarification (2001) Defining and selecting key competencies, , Rychen D.S., Salganik L.H., (eds), Göttingen: Hogrefe; Wesselink, R., van den Elsen, E., Biemans, H.J.A., Mulder, M., (2000) Matrix voor competentiegericht beroepsonderwijs, , Wageningen: Wageningen Universiteit, Leerstoelgroep Competentie Studies; Wesselink, R., Biemans, H.J.A., van den Elsen, E., Mulder, M., (2005) Conceptual framework for competence-based VET in the Netherlands, , http://www.vet-research.net/ecer_2005/fri09/session7a/P20050000789/, Available online at: (accessed 14 February 2006); Winterton, J., Delamare Le-Deist, F., Stringfellow, E., (2005) Typology of knowledge, skills and competences: clarification of the concept and prototype, , Thessaloniki: Cedefop; Zemke, R., Job competencies: can they help you design better training? (1982) Training, 19 (5), pp. 28-31",,13636820,,,Article,Final,,Scopus,2-s2.0-85024156817,2
218,1027,1027,Mansfield B.,56995040100;,Competence in transition,2004,Journal of European Industrial Training,28,,,296,309,,52.0,10.1108/03090590410527672,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986014844&doi=10.1108%2f03090590410527672&partnerID=40&md5=3f81c6868e9dce99feb50c6fd41be190,"Hammerton Associates Ltd, Kirk Hammerton, United Kingdom","Mansfield, B., Hammerton Associates Ltd, Kirk Hammerton, United Kingdom","The former Soviet economies have, for the past 12 years, looked to the advanced economies in the west for help in reforming their systems of vocational education and training. These “transition” economies still bear much of the legacy of the previous system and culture – academic in orientation, firmly supply led and implemented through vocational schools which are in economic crisis. They are offered the western “consensus” – competence-based training systems and the introduction of common or “core” skills. However, in introducing these methods, approaches and concepts, fundamental flaws appear, flaws that have not been seriously addressed in their countries and cultures of origin. This paper tries to address the problems in dealing with concepts like “competence” and “core skills”, and suggests that we need a coherent, grounded concept of occupational competence to replace the relatively unquestioned “deficiency model” which these concepts represent. © 2004, Emerald Group Publishing Limited",Competences; Core competences; Economic conditions; Skills; Vocational training,,,"Kunzmann, M., Laur-Erst, U., Hoene, H., (1998) Development of Standards in Vocational Education and Training, , European Training Foundation Turin; Mansfield, B., What is competence all about (1999) Competency: The Quarterly Journal, p. Spring; Mansfield, B., What competence is all about (1999) Competency: The Quarterly Journal, p. Summer; Mansfield, B., The impact of labour market information on VET standards (2000) Qualification and Training Methods – Manual – The Labour Market and VET Standards, , European Training Foundation Turin; Mansfield, B., Mathews, D., (1985) The Components of Job Competence, , Further Education Staff College Blagdon; Mansfield, B., Mitchell, L., (1996) Towards a Competent Workforce, , Gower Aldershot; Shaw, S., (1998) Development of Core Skills Training in Partner Countries, , European Training Foundation Turin; De Grip, A., Labour market forecasts on behalf of the vocational education and training system (1998) Linking Labour Market Analysis and Vocational Training, , European Training Foundation Turin",,03090590,,,Article,Final,,Scopus,2-s2.0-84986014844,2
219,1029,1029,"Biemans H., Nieuwenhuis L., Poell R., Mulder M., Wesselink R.",6603110521;14036067700;6603320932;15136874400;35097905700;,Competence-based vet in the netherlands: Background and pitfalls,2004,Journal of Vocational Education and Training,56,4,,523,538,,176.0,10.1080/13636820400200268,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33845430283&doi=10.1080%2f13636820400200268&partnerID=40&md5=a467215169d643dff7afdba23aed1bbc,"Education and Competence Studies Group, Wageningen University and Research Centre, Netherlands; Stoas Research, Netherlands; Department of Human Resources Studies, Tilburg University, Netherlands","Biemans, H., Education and Competence Studies Group, Wageningen University and Research Centre, Netherlands; Nieuwenhuis, L., Stoas Research, Netherlands; Poell, R., Department of Human Resources Studies, Tilburg University, Netherlands; Mulder, M., Education and Competence Studies Group, Wageningen University and Research Centre, Netherlands; Wesselink, R., Education and Competence Studies Group, Wageningen University and Research Centre, Netherlands","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. © 2004 Taylor & Francis Group, LLC.",,,,"Achtenhagen, F., Grubb, N.W., Vocational and Occupational Education: pedagogical complexity, institutional diversity (2001) Handbook of Research on Teaching, , Richardson V., (ed), Washington: American Educational Research Association; Arguelles, A., Gonczi, A., (2000) Competency Based Education and Training: a world perspective, , Balderas: Editorial Limusa S. A. de C. V. Grupo Noriego Editores; Bastiaens, T.J., Martens, R.L., ICT en competentiegericht onderwijs (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Boer, P.D., Nieuwenhuis, A.F.M., (2002) Wendbaar beroepsonderwijs. Lessen uit groen onderwijs, , Wageningen: Stoas; Boreham, N., Work Process Knowledge, Curriculum Control and the Workbased Route to Vocational Qualifications (2002) British Journal of Educational Studies, 50, pp. 225-237; Brown, J.S., Duguid, P., Organisational Learning and Communities-of-Practice: towards a unified view of working, learning and innovation (1996) Organisational Learning, , Cohen M.D., Sproull L.S., (eds), Thousand Oaks: Sage; Descy, P., Tessaring, M., (2001) Training and Learning for Competence. Second Report on Vocational Training Research in Europe: executive summary, , Luxembourg: Office for Official Publications of the European Communities; Friedlander, P., Competency-driven, Component-based Curriculum Architecture (1996) Performance & Instruction, 35 (2), pp. 14-21; Grant, G., Elbow, P., Ewens, T., (1979) On Competence: a critical analysis of competence-based reforms in higher education, , San Francisco: Jossey-Bass; Hyland, T., Review of Competency Based Education and Training: a world perspective, by A. Arguelles & A. Gonczi (Eds) (2001) Journal of Vocational Education and Training, 53, pp. 487-490; James, P., Discourses and Practices of Competence-based Training: implications for worker and practitioner identities (2002) International Journal of Lifelong Learning, 21 (4), pp. 269-391; Jellema, K., Competentiegericht leren binnen een AOC (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Jenewein, K., Knauth, P., Zülch, G., (2002) Kompetenzentwicklung in Unternehmensprozessen, , Aachen: Shaker; de Jong, F.P.C.M., Leren in en voor een beroep (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Klarus, R., Werkplekleren en leerresultaten (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; van der Klink, M.R., Competenties en hoger onderwijs: stand van zaken en toekomstperspectief (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Lans, T., Wesselink, R., Biemans, H.J.A., Mulder, M., Work-related Lifelong Learning for Entrepreneurs in the Agri-food Sector (2004) International Journal of Training and Development, 8, pp. 72-88; Lucia, A.D., Lepsinger, R., (1999) The Art and Science of Competency Models. Pinpointing Critical Success Factors in Organizations, , San Francisco: Jossey-Bass Pfeiffer; McAshan, H.H., (1979) Competency-based Educational and Behavioral Objectives, , Englewood Cliffs: Educational Technology Publications; McClelland, D.C., Testing for Competence Rather Than for ‘Intelligence (1973) American Psychologist, 28, pp. 423-447; van Merriënboer, J.J.G.V., van der Klink, M.R., Hendriks, M., (2002) Competenties: van complicaties tot compromis. Over schuifjes en begrenzers, , Den Haag: Onderwijsraad; Miller, P., Review of Competency Based Education and Training: a world perspective, by A. Arguelles & A. Gonczi (Eds) (2001) Journal of Workplace Learning, 13 (6), pp. 260-261; Mulder, M., (2000) Competentieontwikkeling in bedrijf en onderwijs, , Wageningen: Wageningen University, inaugural address; Mulder, M., (2001) Competentieontwikkeling in organisaties. Perspectieven en praktijk, , 's-Gravenhage: Elsevier Bedrijfsinformatie; Mulder, M., Ontwikkelingen in het competentiedenken en competentiegericht beroepsonderwijs (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Mulder, M., (2004) Education, Competence and Performance: on training and development in the Agri-food complex, , Wageningen: Wageningen University, inaugural address; van Nieuwenhuis, L.F.M., van Berkel, H., Jellema, M., Mulder, R., (2001) Kwaliteit getoetst in de BVE. Kwaliteit en niveau van aanbod en examinering in het beroepsonderwijs en de volwassenen educatie, , Zoetermeer: Stuurgroep Evaluatie WEB/OC& W; Nijhof, W.J., Naar competentiegericht beroepsonderwijs? (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Onstenk, J.H.A.M., Leren en beroepsgerichte didactiek: onderzoek naar het hart van het beroepsonderwijs (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Parry, S.B., Just What is a Competency? (and Why Should You Care?) (1998) Training, pp. 58-64. , June; Payne, J., The Unbearable Lightness of Skill; The Changing Meaning of Skill in UK Policy Discourses and Some Implications for Education and Training (2000) Journal of Educational Policy, 15, pp. 353-369; Prahalad, C.K., Hamel, G., The Core Competence of the Corporation (1990) Harvard Business Review, pp. 79-91. , May-June; (2002) Programma Onderwijsonderzoek 2003, , Den Haag: NWO/PROO; Roelofs, E.C., Sanders, P.F., Beoordeling van docentcompetenties (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; van der Sanden, J.M.M., De Bruijn, E., Mulder, R.H., Ontwikkelingen in het onderzoek op het terrein van het beroepsonderwijs (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Simons, P.R.J., Competenties verwerven met en zonder instructie (2003) Compentiegericht beroepsonderwijs. Gediplomeerd, maar ook bekwaam?, , Mulder M., Wesselink R., Biemans H., Nieuwenhuis L., Poell R., (eds), Houten: Wolters Noordhoff; Toolsema, B., (2003) Werken met compententies. Naar een instrument voor de identificatie van competenties, , Twente University, Doctoral dissertation; (2002) Defining and Assessing Learning: exploring competency-based initiatives, , Washington, DC: US Department of Education, NCES 2002-159, prepared by E. A. Jones & R. A. Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working Group on Competency-Based Initiatives; Velde, C., An Alternative Conception of Competence: implications for vocational education (1999) Journal of Vocational Education and Training, 51, pp. 437-447",,13636820,,,Article,Final,"All Open Access, Bronze, Green",Scopus,2-s2.0-33845430283,2
220,1032,1032,Kosbab D.J.,57191045862;,Dispositional and maturational development through competency-based training,2003,Education + Training,45,,,526,541,,3.0,10.1108/00400910310508919,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986037746&doi=10.1108%2f00400910310508919&partnerID=40&md5=6198c380097bf05927f1351ee941d000,"Faculty of Education, School of Social and Cultural Studies Education, Deakin University, Geelong, Australia","Kosbab, D.J., Faculty of Education, School of Social and Cultural Studies Education, Deakin University, Geelong, Australia","Presents a perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn, results in moves towards maturation. Reports research with unemployed adults engaging in vocational training and resulting in four findings. First, while training packages describe assessable outcomes in competency-referenced terms, trainees describe learning outcomes in non-competency referenced terms. Second, vocational trainees describe their learning in terms of dispositional outcomes; that is, in terms of values, interests and attitudes. Third, dispositions can be categorised in terms of maturational concepts. Fourth, trainees made moves towards maturation as a result of CBT/NEIS training over the six-week period of the course. The findings have important ramifications for all future VET/CBT trainees since it is the researcher's formative theory that maturation is a subset of competence in every vocational skill domain. © 2003, MCB UP Limited",Competence based training; Training Packages; Vocational training,,,"Allport, G.W., (1961) Pattern and Growth in Personality, , Gulf Publishing, New York, NY; Anderson, J.R., Acquisition of cognitive skill (1982) Psychological Review, 89, pp. 369-406; Angus, L., Conservative educational reform and Australia's national interests (1992), Deakin University Course Notes, Deakin University, Geelong; Argyris, C., Good communication that blocks learning (1994) Harvard Business Review, pp. 77-85; Auty, G., March of the thought police (1999) The Weekend Australian, Arts/Review, 11-12 September, p. 23; Bandura, A., Social cognitive theory of personality (1999) Handbook of Personality, , in Pervin, L. and John, O. 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(Ed.), Lawrence Erlbaum and Associates, Hillsdale, NJ; Smith, M.B., Mental health reconsidered: a special case of values in psychology (1961) American Psychologist, 16, pp. 299-306; Smith, M.B., Competence and ‘mental health’ problems in conceptualising human effectiveness (1968) Maturity and Competence: A transcultural view, , in Heath, D.H. (Ed.), Gardner Press, New York, NY; Smith, P.J.B., Preparing for flexible delivery in industry: learners and their workplaces (2000), Faculty of Education, Deakin University, Geelong; Stevenson, J.C., Cognitive structures for the teaching of adaptability in vocational education (1991) Learning and Teaching Cognitive Skills, Acer., , in Evans, G. (Ed.); Stevenson, J.C., Vocational expertise (1994) Cognition at Work: The Development of Vocational Expertise, pp. 7-35. , in Stevenson, J. (Ed.), National Cente for Vocational Education Research, Adelaide; Toms, J., Competency-based training: methodology or ideology? A critical approach (1995) Critical Forum, 4, pp. 64-87; Tovey, M.D., (1997) Training in Australia, , Prentice-Hall, Sydney; Watkins, P., (1991) Knowledge and Control in the Flexible Workplace, , Deakin University Press, Geelong; White, R., Skill training and youth formation (1989) The Bulletin of the National Clearinghouse for Youth Studies, 8, pp. 9-13; White, R.W., Motivation reconsidered: the concept of competence (1959) Psychological Review, 66, pp. 297-333; Wood, R.E., Bandura, A., Social cognitive theory of organizational management (1989) Academy of Management Review, 14, pp. 361-384",,00400912,,,Article,Final,,Scopus,2-s2.0-84986037746,2
221,1034,1034,"Matlay H., Addis M.",9640111000;42661125900;,"Competence-based training, vocational qualifications and learning targets: Some lessons for the Learning and Skills Council",2002,Education + Training,44,6,,250,260,,11.0,10.1108/00400910210441383,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986038192&doi=10.1108%2f00400910210441383&partnerID=40&md5=329d46ed8833981e3620ae7a03950517,"SME Development, Enterprise Research and Development Centre, University of Central England, Birmingham, United Kingdom; School of Computing, University of Central England, Birmingham, United Kingdom","Matlay, H., SME Development, Enterprise Research and Development Centre, University of Central England, Birmingham, United Kingdom; Addis, M., School of Computing, University of Central England, Birmingham, United Kingdom","Contextualises a number of concerns related to the usage of National and Scottish Vocational Qualifications by both employers and employees in Britain. It provides an analysis of the main factors that are likely to affect the ways in which the newly formed Learning and Skills Council interacts with this well established, but controversial system of vocational qualifications. © 2002, MCB UP Limited",Labour market; NVQs; Training; United Kingdom; Vocational training,,,"Ainley, P., Corney, M., (1990) Training for the Future, , Cassell Educational, London; Ashton, D., Davies, B., Felstead, A., Green, F., (1999) Work Skills in Britain, , SKOPE, University of Warwick, Coventry; Beaumont, G., (1996) Review of 100 NVQs and SVQs, , DfEE, London; (1999) Employment Fastrack, , Birmingham and Solihull TEC, Birmingham; (1999) Learning to Survive, , BCC, Birmingham; (1998) BCC Small Firms Survey on Skills, , BCC, London; (1998) Skills for Competitiveness, , BCC, London; Campbell, A., Luchs, K., (1997) Core Competency-Based Strategy, , International Thomson Business Press, London; (1994) Quality Assured: The CBI Review of NVQs and SVQs, , CBI, London; Cully, M., Woodland, S., O'Reilly, A., Dix, G., (1999) Britain at Work, , Routledge, London; Curran, J., Blackburn, R., Kitching, J., North, J., Small firms and workforce training (1996) in Proceedings of the 19th ISBA Conference, pp. 499-522. , UCE Birmingham, November; Dearing, R., (1996) Review of Qualifications for 16-19 Year Olds, , Schools Curriculum and Assessment Authority, York; (1997) Skill Shortages: an Initial Survey of Evidence, , DfEE, Sudbury; (1998) The Learning Age: a Renaissance for a New Britain, , DfEE, Sudbury; (1999) Education and Training Development Agenda: Towards 2000, , DfEE, Sudbury; (2000) Time off for Study or Training, , DfEE, Sudbury; Linking training to national vocational qualifications: an IRS survey of practice (1997) Employee Development Bulletin, 93, pp. 6-15. , EDB, September; NVQs and SVQs mean business (1999) Employee Development Bulletin, 109, pp. 6-14. , EDB, January; The business of selection: an IRS survey (1999) Employee Development Bulletin, 117, pp. 5-16. , EDB, September; Eraut, M., Alderton, J., Cole, G., Senker, P., Learning from other people at work (1998) Learning at Work, , in Coffield, F. (Ed.), Policy Press, Bristol; Evans, K., Hodkinson, P., Keep, E., Maguire, M., Raffe, D., Rainbird, H., Senker, P., Unwin, L., (1997) Working to Learn, a Work-based Route to Learning for Young People, , Issues in People Management 18, Institute of Personnel and Development, London; Fearfull, A., Training, vocational qualifications and employee performance in care work in the UK (1997) International Journal of Training and Development, 1, pp. 158-172; Felstead, A., Jewson, N., (1999) Global Trends in Flexible Labour, , Macmillan Press, Basingstoke; Fuller, A., John, D., Adopting NVQs in the offshore industry: a case study (1994) British Journal of Education and Work, 7, pp. 39-49; Glynn, S., Gospel, H., Britain's low skill equilibrium: a problem of demand? (1993) Industrial Relations Journal, 24, pp. 112-125; Gospel, H., (1997) The Revival of Apprenticeship Training in Britain, , London School of Economics Centre for Economic Performance, London; Green, A., Core skills, key skills and general culture: in search of the common foundation in vocational education (1998) Evaluation and Research in Education, 12, pp. 22-43; Greenhalgh, C., Adult vocational training and government policy in France and Britain (1999) Oxford Review of Economic Policy, 15, pp. 97-113; Hamel, G., Heene, A., (1998) Competence-Based Competition, , John Wiley & Sons, Chichester; Harrison, R., Reeve, F., Hanson, A., Clarke, J., (2002) Supporting Lifelong Learning, , 3 Volumes, Routledge, Falmer, London; Haskel, J., Holt, R., (1999) Anticipating Future Skill Needs: Can it be Done? Does it Need to be Done?, , DfEE, Sudbury; Heene, A., Sanchez, R., (1997) Competence-Based Strategic Management, , John Wiley & Sons, Chichester; Hodkinson, P., Issitt, M., (1995) The Challenge of Competence – Professionalism Through Vocational Education and Training, , Cassell, London; Hyland, T., (1994) Competence, Education and NVQs – Disserting Perspectives, , Cassell, London; (1997) Skill Needs in Britain and Northern Ireland 1997, , DfEE, Sudbury; (1998) Skill Needs in Britain and Northern Ireland 1998, , DfEE, Sudbury; (1996) Towards Employability, Industry in Education, London.; (1999) Skills for the Information Age, , DfEE, Sudbury; Jessup, G., (1991) Outcomes: NVQs and the Emerging Model of Education and Training, , The Falmer Press, London; Jobert, A., Marry, C., Tanguy, L., Rainbird, H., (1997) Education and Work in Great Britain, , Germany and Italy, Routledge, London; John, M., Greener, C., Costley, A., NVQs and Life Long Learning in the Land-based Industries (1996) Credit Frameworks and Learning Outcomes Network News, 3rd ed.; Keep, E., The uses of vocational qualifications by employers and government in Britain (2000) presentation to a conference on the Certification of Vocational Qualifications in France and the United Kingdom, , Marseilles, March 2000; Keep, E., Mayhew, K., The assessment: knowledge, skills, and competitiveness (1999) Oxford Review of Economic Policy, 15, pp. 1-15; McGivney, V., (1997) Develop the Worker: Develop the Business, , NIACE, Leicester; Matlay, H., Employers’ perceptions and implementation of S/NVQs in Britain: a critical overview (1999) International Journal of Training and Development, 3, pp. 132-141; Matlay, H., S/NVQs in Britain: employer-led or ignored? (2000) Journal of Vocational Education and Training, 52, pp. 135-147; Matlay, H., The uptake of NVQs/SVQs in Britain: 1986-2000 (2001) EDUCA The Digest for Learning and Skills, pp. 8-10. , December; Matlay, H., (2002) Contemporary Training Initiatives in Britain: A Small Business Perspective, , forthcoming, SKOPE, University of Warwick, Coventry; Matlay, H., Fletcher, D., Globalisation and strategic change: some lessons from the UK small business sector (2000) Strategic Change, 9, pp. 437-449; Neary, M., (1997) Youth, Training and the Training State, , Macmillan Press, Basingstoke; Oates, T., (2000) Presentation to QCA International Research Seminar on Meeting the Needs of Learners, , London, January; Odenwald, S., (1993) Global Training – How to Design a Program for the Multinational Corporation, , The American Society for Training and Development, ASTD, Richard D. Irwin, Homewood, IL; Prais, S., (1995) Productivity, Education and Training, , Cambridge University Press, Cambridge; Raggatt, P., Williams, S., (1999) Government, Markets and Vocational Qualifications, , Falmer Press, London; Raper, P., Ashton, D., Felstead, A., Storey, J., Towards the learning organisation? Explaining current trends in training practice in the UK (1997) International Journal of Training and Development, 1, pp. 9-21; Robinson, P., (1996) Rhetoric and Reality – Britain's New Vocational Qualifications, , London School of Economics Centre for Economic Performance, London; Rudd, P., Steedman, H., (1997) GCSE Grades and GNVQ Outcomes: Results of a Pilot Study, , London School of Economics Centre for Economic Performance, London; Sanchez, R., Heene, A., (1997) Strategic Learning and Knowledge Management, , John Wiley & Sons, Chichester; Soskice, D., Social skills from mass higher education: rethinking the company-based initial training paradigm (1993) Oxford Review of Economic Policy, 9, pp. 101-113; Steedman, H., A decade of skill formation in Britain and Germany (1998) Journal of Education and Work, 11, pp. 77-94; Stevens, M., Human capital theory and UK vocational training policy (1999) Oxford Review of Economic Policy, 15, pp. 16-32; Winterton, J., Winterton, R., (1998) Validation and Recognition of Competences and Qualifications in the UK, , Employment Research Institute, Napier University, Edinburgh; (1996) Establishing Small Firms’ Training Practices, Needs, and Difficulties and the Use of Industry Training Organisations, , DfEE, Sudbury; Felstead, A., Unwin, L., (1999) The Impact of Funding Systems on Skills, , Skills Task Force Paper 11, DfEE, Sudbury; (1999) Delivering Skills for All, , DfEE, Sudbury; Unwin, L., (1999) Jungle-trekking: Vocational Courses and Qualifications, , Skills Task Force Research Paper 5, DfEE, Sudbury",,00400912,,,Article,Final,,Scopus,2-s2.0-84986038192,2
223,1053,1053,Lum G.,7005622700;,Where's the competence in competence-based education and training?,1999,Journal of Philosophy of Education,33,3,,403,418,,39.0,10.1111/1467-9752.00145,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0039628064&doi=10.1111%2f1467-9752.00145&partnerID=40&md5=d3dcc64fb37f0878ddf6564cbafc78b9,"Natl. Coll. of Elec. and Mech. Eng., Cudham Hall, Cudham, Kent, TN14 7QB, United Kingdom","Lum, G., Natl. Coll. of Elec. and Mech. Eng., Cudham Hall, Cudham, Kent, TN14 7QB, United Kingdom","This paper1 notes the apparent ineffectiveness of the critical response to competence-based education and training (CBET) and suggests that this results from a failure to correctly isolate CBET's unique, identifying features. It is argued that the prevailing tendency to identify CBET with 'competence' is fundamentally mistaken and that the competence approach is more properly characterised in terms of its philosophically naïve methodological strategy. It is suggested that this strategy is based upon untenable assumptions relating to the semantic status of statements of outcome and the epistemological and ontological constructs to which such statements are intended to correspond.",,,,"Ashworth, P., Is 'competence' good enough? (1990) NATFHE Journal, pp. 24-25. , 15.6; Ashworth, P., Saxton, J., On competence (1990) Journal of Further and Higher Education, pp. 3-25. , 14.2; Ashworth, P., Being competent and having 'competencies' (1992) Journal of Further and Higher Education, pp. 8-17. , 16.3; Barnett, R., (1994) The Limits of Competence: Knowledge, Higher Education and Society, , Buckingham, The Society for Research in Higher Education and Open University Press; Bernstein, R.J., (1983) Beyond Objectivism and Relativism: Science, Hermeneutics and Praxis, , Philadelphia, University of Pennsylvania Press; Berger, P., Luckmann, T., (1991) The Social Construction of Reality, , London, Penguin; Bridges, D., Competence-based education and training: Progress or villainy? (1996) Journal of Philosophy of Education, pp. 361-376. , 30.3; Carr, D., Questions of competence (1993) British Journal of Educational Studies, pp. 253-271. , 41.3; Collin, F., (1997) Social Reality, , London, Routledge; Davis, A., The Limits of Educational Assessment (1998) Journal of Philosophy of Education, (SPEC. ISSUE). , 32.1; Debling, G., The Employment Department/Training Agency Standards programme and NVQs: Implications for education (1989) Competency Based Education and Training, , Burke, J. (ed.) Lewes, Falmer Press; Hager, P., Beckett, D., Philosophical underpinnings of the integrated conception of competence (1995) Educational Philosophy and Theory, pp. 1-24. , 27.1; Halliday, J., (1990) Markets, Managers and Theory in Education, , Lewes, Falmer Press; Halliday, J., Empiricism in vocational education and training (1996) Educational Philosophy and Theory, pp. 40-56. , 28.1; Hyland, T., Competence, knowledge and education (1993) Journal of Philosophy of Education, pp. 57-68. , 27.1; Hyland, T., (1994) Competence, Education and NVQs: Dissenting Perspectives, , London, Cassell; Hyland, T., Reconsidering competence (1997) Journal of Philosophy of Education, pp. 491-503. , 31.3; Hodkinson, P., Alternative models of competence in vocational education and training (1992) Journal of Further and Higher Education, pp. 30-39. , 16.2; Jessup, G., (1991) Outcomes: NVQs and the Emerging Model of Education and Training, , London, Falmer Press; Jonathan, R., Education, philosophy of education and context (1985) Journal of Philosophy of Education, pp. 13-25. , 19.1; Marshall, K., NVQs: An assessment of the 'outcomes' approach to education and training (1991) Journal of Further and Higher Education, pp. 56-64. , 15.3; McAleavy, G., McAleer, J., Competence-based training (1991) British Journal of In-service Education, pp. 19-23. , 17.1; Norris, N., The trouble with competence (1991) Cambridge Journal of Education, pp. 331-341. , 21.3; Polanyi, M., (1983) The Tacit Dimension, , Gloucester MA, Peter Smith; Schön, D., (1996) The Reflective Practitioner, , Aldershot, Ashgate Publishing; Searle, J., (1969) Speech Acts, , London, Cambridge University Press; Searle, J., (1983) Intentionality, , Cambridge, Cambridge University Press; Searle, J., (1995) The Construction of Social Reality, , London, Allen Lane/Penguin; Williams, D.I., Is competence enough? (1994) Educational Child Psychology, pp. 6-8. , 11.1; Wood, R., Power, C., Aspects of the competence-performance distinction: Educational, psychological and measurement issues (1987) Journal of Curriculum Studies, pp. 409-424. , 19.5",Blackwell Publishing Ltd,03098249,,,Article,Final,,Scopus,2-s2.0-0039628064,2
227,1063,1063,"Foot S., Megginson D.",57191049257;6505948948;,Competence–based vocational training: Ten years on and still down the wrong path?,1996,Education + Training,38,3,,17,27,,4.0,10.1108/00400919610117380,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986134470&doi=10.1108%2f00400919610117380&partnerID=40&md5=208e0a2dedf5efe61d9a73c93896e852,"Sheffield Business School, Sheffield, United Kingdom","Foot, S., Sheffield Business School, Sheffield, United Kingdom; Megginson, D., Sheffield Business School, Sheffield, United Kingdom","Begins by reviewing technical progress towards establishment of an effective and standardized, competence–based vocational education and training system, and compares this progress with the system in Germany. Describes a number of respects in which the system is failing to meet its objectives. Certain stakeholders are happier with the new approach than others. Also describes the political agenda behind the introduction of competence–based training, and compares the individualist, business–centred policy in Britain with the more collaborative approach in Germany. Britain's policy towards training is consistent with its policy towards the Social Chapter. Concludes that unless the political agenda is changed, regardless of any technical improvements made, retention of the current policy will consign Britain to a low–skill competitive position with respect to the rest of Europe. © 1996, MCB UP Limited",Competences; Europe; Germany; National vocational qualifications; Skills; Vocational training,,,"Education and Training for the 21st Century (1991), HMSO, London; Harrison, R., (1992) Employee Development, , IPM, London; Cassels, J., (1990) Britain's Real Skill Shortage and What to Do about it, , Policy Studies Institute, London; Rose, R., Youth training in a time-space perspective (1991) International Comparisons of Vocational Education and Training for Intermediate Skills, , in Ryan, P. (Ed.), Falmer, London; NCVQ/Scotvec (1996) Review of 100 NVQs/SVQs, , NCVQ, London; Note that the systems are slightly different in Scotland compared with England and Wales. This paper assesses progress in England and Wales only. Pickard [7] describes some of the differences ; Pickard, J., Barriers ahead to a single currency (1996) People Management, 21 March, pp. 22-27; EEC (1991) Structures of the Education and Initial Training Systems in EEC Member States, , Office for the Official Publications of the European Communities, Luxembourg; Wagner, K., (1986) The Relation between Education, Employment and Productivity and Their Impact on Education and Labour Market Policies - A British German Comparison, , Office for the Official Publications of the European Communities, European Centre for the Development of Vocational Training, Luxembourg; Although these figures refer to the UK, it is reasonable to suppose that they provide an accurate indication of the situation in “Britain” ; All the figures presented in this paper refer to pre-unification Germany ; Chapman, P.G., (1993) The Economics of Training, , Harvester Wheatsheaf, New York, NY; Ryan, P., (1991) International Comparisons of Vocational Education and Training for Intermediate Skills, , Falmer, London; Prais, S.J., Jarvis, V., Wagner, K., Vocational skills in services in Britain and Germany: hotels (1991) International Comparisons of Vocational Education and Training for Intermediate Skills, , in Ryan, P. (Ed.), Falmer, London; Within this, 8,000 were at the main craft (or intermediate level) in Germany, and only 2,000 in Britain. Britain was ahead at higher levels: degree and higher national qualifications ; Department of Education and Employment (DEE) (1995) Labour Market Quarterly Report - GB, , DEE, Sheffield; The Independent, “You just can’t get the staff nowadays”, The Independent, 24 April 1994. ; The Guardian, “Frontiers of work: outdated engineering training put on notice by Government”, The Guardian, 19 August 1994. ; Ashton, D., Felstead, A., Training and development (1995) Human Resource Management: A Critical Text, pp. 234-253. , in Storey, J. (Ed.), Routledge, London; Holden, L., “Training“, in Beardwell, I. and Holden, L. (Eds), Human Resource Management: A Contemporary Perspective, Pitman, London, 1994. ; Ashton, D., Green, F., Hoskins, M., The training system of British capitalism: changes and prospects (1989) The Restructuring of the UK Economy, , in Green, F. (Ed.), Harvester Wheatsheaf, London; Local Education Councils are the equivalent in Scotland. According to The Independent; The Independent, “A cosy testing system vulnerable to abuse”, The Independent, 6 October 1994. ; The Independent, “The sleazy state: how the web of patronage works”, The Independent, 17 March 1994. ; The Independent, “Training agency made false claims”, The Independent, 15 April 1994. ; The Observer, “Inquiry set up into worthless qualifications”, The Observer, 3 April1994. ; Financial Times, “A limited measure of success”, 27 March, Financial Times, 1996. ; Bonney-Rust, W., (1992) Strategies for Vocational Education and Training in Europe, , International Federation of Colleges for Vocational Education, London; The Guardian, “Study finds NVQs attractive”, The Guardian, 25 April 1994. ; Beaumont, G., (1996) Review of 100 NVQs and SVQs, , Department of Education and Employment, London; CBI Quarterly Assessed; Cadbury, D., “Educational viewpoint, employers value this hallmark of competence: NVQs and GNVQs”- Dominic Cadbury (1994) The Independent; Smithers, A., Education: a quiet revolution in post-16 education: NVQs and GNVQs (1994) The Independent, 29 September; NCVQ (1995) The NVQ Monitor, , NCVQ, London, Winter; EEC, “Comparability of vocational qualifications: information sheet” (1992) Official Journal of the European Communities, , various sheets and dates; Burgoyne, J., The competence movement: issues, stakeholders and prospects (1993) Personnel Review, 22, pp. 6-13; Kolb, D.A., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Prentice-Hall, Englewood Cliffs, NJ; Townley, B., (1994) Reframing Human Resource Management: Power, Ethics and the Subject of Work, , Sage, London; Heyes, J., Stuart, M., Placing symbols before reality? Re-evaluating the low skills equilibrium (1994) Personnel Review, 23, pp. 34-49; Claydon, T., Green, F., Can trade unions improve training in Britain? (1994) Personnel Review, 23, pp. 37-51; Hyman, R., Historical evolution of British industrial relations (1995) Industrial Relations: Theory and Practice in Britain, pp. 27-49. , in Edwards, P. (Ed.), Blackwell, Oxford; Fuerstenberg, F., Industrial relations in Germany (1993) International and Comparative Industrial Relations, , in Bamber, G.J. and Lansbury, R.D. (Eds), Routledge, London; Ashton, [22] point out that setting up a German-like corporatist partnership was the initial aim of the MSC when it was established in 1973, but its role was changed after the Conservative victory of 1979; Burke, J., (1989) Competency Based Education and Training, , Falmer, London; Mintzberg, H., (1983) Structure in Fives: Designing Effective Organisations, , Prentice-Hall, Englewood Cliffs, NJ; Department of Trade and Industry (1994); Beardshaw, J., (1992) Economics: A Student's Guide, , Pitman, London; EEC (1992) Comparability of Vocational Training Qualifications: Guide, , Office for the Official Publications of the European Communities, Luxembourg; Sorge, A., Warner, M., “Manpower training, manufacturing, organisation and work place relations in Great Britain and West Germany“, British Journal of Industrial Relations, Vol. 3, 1980, pp. 318-33 ; Maurice, M., Sorge, A., Warner, M., Societal differences in organising manufacturing units: a comparison of France, West Germany, and Great Britain (1980) Organisation Studies, 1, pp. 59-86; Europe: schools and colleges: borderlands (1994) The Guardian, 27 September",,00400912,,,Article,Final,,Scopus,2-s2.0-84986134470,2
230,1082,1082,"Everwijn S.E.M., Bomers G.B.J., Knubben J.A.",6508081666;16445729800;16447481800;,Ability- or competence-based education: Bridging the gap between knowledge acquisition and ability to apply,1993,Higher Education,25,4,,425,438,,30.0,10.1007/BF01383845,https://www.scopus.com/inward/record.uri?eid=2-s2.0-21144471750&doi=10.1007%2fBF01383845&partnerID=40&md5=2b96ca941a23ece8eb92ef987478baca,"The Netherlands Business School, Nijenrode University, Straatweg 25, Breukelen, 3621 BG, Netherlands","Everwijn, S.E.M., The Netherlands Business School, Nijenrode University, Straatweg 25, Breukelen, 3621 BG, Netherlands; Bomers, G.B.J., The Netherlands Business School, Nijenrode University, Straatweg 25, Breukelen, 3621 BG, Netherlands; Knubben, J.A., The Netherlands Business School, Nijenrode University, Straatweg 25, Breukelen, 3621 BG, Netherlands","Traditionally education has to contend with the problem that knowledge acquisition does not guarantee the successful application of that same knowledge. Yet, according to Whitehead, the ultimate goal of education should be to teach students to learn to apply knowledge. Furthermore, one is confronted with the problem that discipline-specific knowledge and skills are insufficient to respond adequately in a situation with discipline-transcending, new and unknown problems. Next to disciplinespecific knowledge and skills, more general knowledge and skills are needed in the area of e.g., communication, problem-solving, use of information, analysis, decision-making. General knowledge and skills, however, offer no guarantee whatsoever that somebody also has sufficient discipline-specific expertise at his disposal. These are the problems that Nijenrode University wants to solve with a new curriculum for management education. In the curriculum developed by Nijenrode, students learn to apply heuristics in the area of general skills and meta-skills (reflecting and learning-to-learn) in interaction with a varying discipline-specific learning content. In this context, discipline-specific knowledge and skills on the one hand, and general skills and meta-skills on the other hand are, in relation to each other, both the objective as well as the means. The student learns the one thing with the help of the other and vice versa, by means of a continuing process of contextualization and decontextualization. The curriculum is a response to the challenge confronting management education to prepare students for future management positions in a world which is characterized by continuous change. The response may be interesting for other types of vocational and professional education as well. © 1993 Kluwer Academic Publishers.",,,,"(1981) The Alverno Curriculum, , Alverno College, Alverno Productions, Milwaukee; (1987) Outcome Measurement Project, , American Assembly of Collegiate Schools of Business, phase III report, AACSB, St. Louis; Andrews, K.R., The role of the instructor in the case method (1981) Teaching by the Case Method, , C.R., Christensen, Harvard Business School., Boston; Ausubel, D.P., (1968) Educational Psychology: A Cognitive View, , Rinehart and Winston, New York; Boyatzis, R.E., (1982) The Competent Manager, , Wiley-Interscience, New York; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1984) Educational Researcher, 18, pp. 32-42; Brown, A.L., The importance of diagnosis in cognitive skill instruction (1985) Thinking and Learning Skills: Current Research and Open Questions (Vol 2), , S.F., Chipman, J.W., Segal, R., Glaser, Erlbaum, Hillsdale NJ; Bruner, J., (1960) The Process of Education, , Harvard University Press, Cambridge; Bruner, J., (1966) Toward a Theory of Instruction, , Harvard University Press, Cambridge; Butterfield, E.C., Nelson, G.D., Theory and practice of teaching for transfer (1989) Educational Technology Research and Development, 37 (3), pp. 5-38; de Corte, E., Towards powerful learning environments for the acquisition of problem solving skills? (1990) European Journal of Psychology of Education, 5, pp. 5-19; de Corte, E., Recent Onderzoek over Leren en Instructie: een Selectief Oversicht (1991) Tijdschrift voor Hoger Onderwijs, 9 (1), pp. 2-17; Dechant, K., Knowing how to learn: the neglected management ability (1990) Journal of Management Development, 9, pp. 40-49; Everwijn, S.E.M., Earl, F.A., Integratie van Leerervaringen in een disciplinegericht curriculum (1985) Pedagogisch Tijdschrift, 10 (e), pp. 295-300; Glaser, R., Education and instruction; the role of knowledge (1984) American Psychologist, 39 (2), pp. 93-104; de Groot, A.D., (1965) Thought and Choice in Chess, , Mouton, Den Haag; Jansen, P.G.W., (1991) Het beoordelen van managers, , Nelissen, Baarn; Kolb, D., Boyatzis, R.E., Goal-setting and self-directed behavior change (1984) Organisational Psychology, , D.A., Kolb, I.M., Rubin, J.M., McIntyre, Prentice Hall, New Jersey; Mentkowski, M., (1983) Developing a Professional Competence Model for Management Education, , Alverno College, Milwaukee; Meziro, J., (1991) Transformative Dimensions of Adult Learning, , Jossey-Bass Publishers, San Francisco; Morgan, G., (1988) Riding the Waves of Change, , Jossey-Bass Publishers, San Francisco; Palm, J., (1991) The Role of Transfer in Management Education, , Nijenrode University, Breukelen; Perkins, D.N., Salomon, G., Are cognitive skills context bound? (1989) Educational Researcher, 18, pp. 16-25; Polya, G., (1957) How to solve it, , Doubleday Anchor Books, New York; Romiszowski, A.J., (1987) Designing Instructional Systems, , Kogan Page, London; Salih, M.A., History of problem-based medical education (1985) Tutorials in Problem-based Learning (Vol 2), , W.S., de Grave, J.H.C., Moust, H.G., Schmidt, Rijksuniversiteit Limburg, Maastricht; Salomon, G., Globerson, T., Skill may not be enough: the role of mindfulness in learning and transfer (1987) International Journal of Educational Research, 11, pp. 623-637; Schön, D.A., (1983) The Reflective Practitioner, , Basic Books, New York; Schmidt, H.G., Bouhuys, P.A.J., (1980) Onderwijs in Taakgerichte Groepen, , Het Spectrum, Utrecht/Antwerpen; Travers, R.M.W., Transfer of training (1973) Educational Psychology, , R.M., Travers, The Macmillan Company, New York; Whithead, A.R., (1968) The Aims of Education and other Essays, , The Free Press, New York; Wolfe, D., Wolfe, M., Kolb, D.A., Career development, personal growth and experimental learning (1984) Organisational Psychology, , D.A., Kolb, I.M., Rubin, J.M., McIntyre, Prentice Hall, New Jersey",Kluwer Academic Publishers,00181560,,,Article,Final,,Scopus,2-s2.0-21144471750,2