Competence-based Vocational and Professional Education [electronic resource] : Bridging the Worlds of Work and Education /
Mulder, Martin.editor.
Description based upon print version of record.
Includes bibliographical references and indexes.
Introduction -- 1 Introduction -- Part I Theory: Conceptual Foundations, Concerns and Perspectives -- 2 Developing domains of occupational competence: Workplaces and learner agency -- 3 Competence, qualification and action theory -- 4 Competence and professional expertise -- 5 Competence, capabilities and graduate attributes -- 6 Using an epistemological perspective to understand competence-based vocational and professional education -- 7 Mindful Working and Skilful Means: Enhancing the affective elements of vocational education and training through the ethical foundations of mindfulness -- 8 Competence- based education and teacher professional development -- 9 Beyond competence, thinking through the changes: Economy, work and neo-Liberalism -- 10 The integrated view on competence -- 11 Competence and the alignment of education and work. Part II Competence-based Education as a Global Innovation -- II.I The USA: Where it all began -- 12 Competence-based education in the USA -- 13 Competence-based education and assessment in the accounting profession in Canada and the United States -- II.II Diverse European Approaches -- 14 NVQs and approaches to competence in the UK: Contexts, issues and prospects -- 15 Competence development and workplace learning: Enduring challenges in the interplay of policy and practice in the UK -- 16 Competence Domains and Vocational-Professional Education in Germany -- 17 The competence development agenda in France -- 18 Competence-based approach in the education reforms of Lithuania and Estonia -- 19 Competence-based Education in the Italian Context: State of Affairs and overcoming difficulties -- II.III Asian and African approaches -- 20 Competence-based education in China's higher TVET: The case of Shenzhen Polytechnic -- 21 Competence-based training in South Asia -- 22 Competence-based vocational education and training in Viet Nam: Input and process towards learning outcomes -- 23 Competence and TVET-Innovation in Sub-Saharan Africa; The case of Rwanda -- Part III Competence and Key Aspects of Education Systems -- III.I Generic Competence Frameworks for Education Systems -- 24 Competencies in Higher Education: Experience with the Academic Competencies and Quality Assurance (ACQA) Framework -- 25 Models and Principles for Designing Competence-based Curricula, Teaching, Learning and Assessment -- 26 '4C your way': A competence framework for measuring competence growth from secondary vocational to higher education and curriculum design -- III.II Recognition, Assessment, Quality Management and Effectiveness -- 27 Comparing Recognition of Prior Learning (RPL) across countries -- 28 Competence assessment as learner support in education -- 29 Assuring quality in competence assessments: The value-added of applying different assessment approaches to professional education -- 30 Quality management of competence-based education -- 31 Competence-based education and educational effectiveness -- III.III Areas of Learning, Knowledge and Skills -- 32 Areas of Learning: The shift towards work and competence orientation within the school-based vocational education in the German Dual Apprenticeship System -- 33 Knowledge concepts in competence-based VET-research. Perspectives on cognitivist and social-constructivist approaches -- 34 Competence and the need for transferable skills -- III.IV Support for Teachers, Teaching and Learning -- 35 Factors influencing professional development in teacher teams within CBE contexts -- 36 Self-regulation and competence in formal and informal contexts of vocational and professional education -- 37 Fostering development of work competencies and motivation via Gamification -- 38 Software tools for scaffolding argumentation competence development -- Part IV Competence Domains -- IV.I Discipline-Oriented Competence Domains -- 39 Modeling, measurement and development of professional competencies in industrial-technical professions -- 40 Competence modelling and measurement in engineering mechanics -- 41 Modelling and Measurement of Teacher Competence: Old wine in new skins? -- 42 Competency-based Medical Education and its Competency-Frameworks -- IV.II Transversal Competence Domains -- 43 Green skills as the agenda for the competence-movement in TVET -- 44 Complex problem solving in a changing world: Bridging domain-specific and transversal competence demands in vocational education -- 45 Intuition as crucial component of professional competence: Its relevance for competence-based Vocational and Professional Education and Training -- 46 Labour market uncertainty and career perspectives: Competence in entrepreneurship courses -- 47 Becoming globally competent through student mobility -- 48 Social competence research: A review -- 49 Computational thinking as an emerging competence domain -- Conclusions and Discussion -- 50 Competence Theory and Research: A Synthesis.
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