Aspects of Competence-Based Education as Footholds to Improve the Connectivity between Learning in School and in the Workplace

Autor/inn/en	Wesselink, Renate; de Jong, Cees; Biemans, Harm J. A.
Titel	Aspects of Competence-Based Education as Footholds to Improve the Connectivity between Learning in School and in the Workplace
Quelle	In: Vocations and Learning, 3 (2010) 1, S.19-38 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-009-9027-4
Schlagwörter	Competency Based Education; Vocational Education; Education Work Relationship; Workplace Learning; Responsibility; Teacher Role; Expertise; Secondary Education; Biological Sciences; Foreign Countries; Students; Teachers; Supervisors; Stakeholders; Netherlands + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Verantwortungsübernahme; Zuständigkeit; Lehrerrolle; Expert appraisal; Sekundarbereich; Abwasserbiologie; Ausland; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01