Key qualifications in work and education:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Dordrecht [u.a.]
Kluwer
1998
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 274 S. |
| ISBN: | 0792348648 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Key Qualifications
in Work and Education
Edited by
Wim J Nijhof
University of Twente,
Enschede, The Netherlands
and
Jan N Streumer
University of Twente,
Enschede, The Netherlands
KLUWER ACADEMIC PUBLISHERS
DORDRECHT/ BOSTON / LONDON
TABLE OF CONTENTS
1WMJ NUHOF AND JAN N STREUMER - THE DEMARCATION ISSUE : INTRODUCTION 11
Part 1: The meaning of key qualifications 17
2 WIMJ NUHOF- QUALIFYING FOR THE FUTURE 19
2 1 The changing scene 20
2 2 Key qualifications, core competencies, and core problems 22
2 3 Classifications of (key) qualifications: validity and usefulness 27
231 Powerful skills 27
232 Hybrid skills 28
233 Core skills 30
234 Transferable skills 31
2 4 Toward a system of qualifications? 33
References 33
PER-ERIK ELLSTROM - THE MANY MEANINGS OF OCCUPATIONAL COMPETENCE AND
QUALIFICATION 3 9
3 1 The concepts of occupational competence and qualification 40
3 2 Three views and five meanings of occupational competence 41
321 Competence as an attribute of the individual 41
•3 2 2 Competence as job requirements 42
323 An interactive view: competence-in-use 43
3 3 An adaptation versus a developmental view of competence 44
3 4 Change-oriented human competence: cognition versus context 45
3 5 Creating a creative learning environment 47
3 6 Concluding remarks 48
References 49
4 BEN HOVELS - QUALIFICATION AND LABOUR MARKETS: INSTITUTIONAUSATION AND
INDIVIDUALISATION 51
4 1 Qualification: clarification of the concept 51
411 Characteristic of persons: abilities 5 J
412 Linkages to labour market and work situation: an actor perspective S3
413 Dynamics of qualifications and environment 54
4 2 Qualification and sub-labour markets 55
4 3 Revival of key-qualifications 57
4 4 Concluding remarks 60
References 61
I
JOCHEN REUUNG - THE GERMAN BERUFSPRINZIP AS A MODEL FOR REGULATING TRAINING
CONTENT AND QUALIFICATION STANDARDS 6 3
5 1 What is meant by a Beruf? 64
5 2 Correlations between qualification structure and initial vocational training 65
5 3 The principle of the Beruf as a supra-company regulator of initial vocational training 66
5 4 Correlations between qualification structure and work organisation 68
5 5 Correlations between the Beruf-principle, wage and salary structures and social legislation 69
5 6 Supporting external conditions 69
5 7 The Beruf-principle, responsiveness of the vocational training system and demarcation lines 71
References 75
Part 2: Qualification systems and programmes 77
6 GEORGE COPA - THE DEMARCATION LINE IN FUNDING FOR SCHOOL-BASED VOCATIONAL
EDUCATION AND TRAINING IN THE UNRTED STATES 7 9
6 1 The School-Based Vocational Education Enterprise 79
6 2 Major Federal Initiatives 82
621 Carl D Perkins Vocational Education and Applied Technology Act 83
622 Coals 2000 83
623 School-to-Work Opportunities Act 83
6 3 Funding of School-Based Vocational Education 84
6 4 Demarcation in Funding for School-Based Vocational Education 85
641 Interest Croups 85
642 General Funding Distribution 85
643 Considerations in Funding Distribution 86
6 5 Concluding Notes 87
651 Using a Theoretical Perspective 87
652 Viewing Demarcation as a Practical Problem 87
References 88
7 TIM OATES - A CONVERGING SYSTEM? EXPLAINING DIFFERENCE IN THE ACADEMIC AND
VOCATIONAL TRACKS IN ENGLAND 91
7 1 Key factors for explaining difference 92
7 2 Key awards in the framework 94
721 CCSE (General Certificate of Education) 94
722 GCE A-level (Advanced Level) and AS (Advanced Supplementary) 94
723 GNVQ (General National Vocational Qualification) 94
7 3 NVQs (National Vocational Qualifications) 95
7 4 Segmented control, intervention and innovation (factors 1,2 and 4) 96
7 5 Horizontal and vertical integration (factors 4 and 5) 99
751 Contrasts in classifications of academic subject/vocational areas (factors 5 and 6) 99
7 6 Contrasts in learning and assessment models (factors 3,7 and 10) 102
7 7 Frameworks for levels of attainment (factors 5,6) 103
7 8 Contrasts in the system: qualifications and systems of regulation (factors 1,3,4,6 and 9) 106
7 9 Convergence: movement beneath the surface 109
7 10 Summary 112
References 113
Appendix 7 1 NVQ framework - levels 116
8 JEROEN ONSTENK - NEW STRUCTURES AND NEW CONTENTS IN DUTCH VOCATIONAL EDUCATION 117
8 1 Towards an integrated VET-system 117
811 Restructuring vocational education 118
812 Towards fewer and larger schools 119
813 Shared responsibility: The role of business and national bodies 120
8 2 New contents in vocational education: towards a broad concept of competence 121
821 Developing vocational profiles 121
822 Occupational problems 123
823 Key qualifications and broad competence 125
823 Core problems 126
8 3 Concluding remarks 129
References 129
9 FRANK ACHTENHAGEN - GENERAL VERSUS VOCATIONAL EDUCATION - DEMARCATION AND
INTEGRATION 133
9 1 Approaches to bridging the gap between academic and vocational education 135
911 Megatrends and their consequences for vocational education 135
912 Opening up the certification system with regard to vocational education and training 136
913 Opening up the vocational educational system to new goals as key-qualifications 137
1 The structure of goals and contents 138
2 The structure of instructional methods 140
3 New forms of assessment 141
9 2 One possible solution of the demarcation problem: key-qualifications within vocational
education 141
References 142
Part 3: Key qualifications in research and practice 145
10 JUDITH MARQUAND- OCCUPATIONAL STANDARDS AND BUSINESS ETHICS 147
10 1 Case study-Britain 148
10 2 Different cultures of capitalism 156
10 3 Conclusion-some questions 161
References 162
11 ALAN BROWN - DESIGNING EFFECTIVE LEARNING PROGRAMS FOR THE DEVELOPMENT OF A BROAD
OCCUPATIONAL COMPETENCE 165
11 1 Aims of learning programs seeking to promote broad occupational competence 166
11 1 1 Learning to learn 166
11 1 2 Core skills 167
11 1 3 Ability to transfer 168
11 2 Critical learning processes and outcomes 169
11 2 1 Reflection 169
11 2 2 Development of thinking skills 170
11 2 3 Development of learner independence 171
11 2 4 Teamwork and collaborative learning 172
11 2 5 Learning and assessment processes being linked 174
11 2 6 Importance of learners developing a substantive knowledge base 175
11 3 Effective work-based learning 176
11 3 1 Context of learning 176
11 3 2 Quality of learning environments in companies 177
11 3 3 Potential of work-based learning 178
11 3 4 Quality of support in the workplace 179
11 4 Conclusions 180
References 181
12 CATHLEEN STASZ - GENERIC SKILLS AT WORK: IMPLICATIONS FOR OCCUPATIONALLY-ORIENTED
EDUCATION 187
12 1 1 Occupationally-oriented education for the new workplace 188
12 1 2 Defining new skills 189
12 2 Conceptual approach and methods 190
12 2 1 Analytic procedures 191
12 2 2 Defining generic skills 191
12 3 Skills in practice 193
12 3 1 Problem solving 193
12 3 2 Communications 195
12 3 3 Teamwork 195
12 4 Employer perceptions of skill needs 196
12 5 Implications for research and practice in occupationally-oriented education 198
12 5 1 Instructional activities to teach generic skills must be sensitive to work context 198
12 5 2 Learning environments should reflect authentic practice 199
12 5 3 Teacher training and staff development should support the design of authentic learning
environments 200
12 5 4 Building effective industry-education partnerships 201
72 5 5 Adopt a socially situated view of skills 201
12 5 6 Occupationally-oriented education is one component of a workforce development system 202
References 203
13 ALISON WOLF - COMPETENCE BASED ASSESSMENT DOES IT SHIFT THE DEMARCATION LINES? 207
13 1 The argument for competence-based qualifications 208
13 2 Competence-based assessment 209
13 3 The evolution of occupational standards 211
13 4 Uptake of NVQs 213
13 5 Different players, different interests 213
13 6 The demand for general education 215
13 7 Conclusion 219
References 219
14 HANS HEUKE AND GER RAMAEKERS - THE KNOWLEDGE AND SKILLS OF ECONOMICS
GRADUATES AND THEIR SIGNIFICANCE ON THE LABOUR MARKET 221
14 1 Theory 222
14 2 The data 225
14 3 Sorts of qualifications 226
14 4 The qualifications obtained 228
14 5 Occupational domains 234
14 6 Wages 236
14 7 The choice of occupational domain 239
14 8 Conclusions 241
References 244
Appendix 14 1 Explanatory variables used in the estimates 245
Part 4: Reflections 247
15 JAN N STREUMER AND DAVID C BJORKQUIST - MOVING BEYOND TRADITIONAL VOCATIONAL
EDUCATION AND TRAINING: EMERGING ISSUES 249
15 1 Key Qualification, qualification, competence and occupation 249
15 2 Factors leading to organisational change and changes in the nature of the workplace 252
75 2 7 Technology, Economy and Work 253
15 2 2 Workforce Demographics 255
15 3 Organisational Change 256
15 4 Responsiveness of vocational education and training 258
15 5 Conclusions and reflection 260
References 262
INDEX 265
LIST OF CONTRIBUTORS 273
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| title | Key qualifications in work and education |
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| title_full | Key qualifications in work and education ed. by Wim J. Nijhof ... |
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| title_short | Key qualifications in work and education |
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| topic | Vocational education Germany Congresses Vocational education Great Britain Congresses Vocational education Netherlands Congresses Vocational education United States Congresses Vocational qualifications Congresses Bildungspolitik (DE-588)4006667-8 gnd Schlüsselqualifikation (DE-588)4199967-8 gnd |
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