The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States

Autor/inn/en	Weigel, Tanja; Mulder, Martin; Collins, Kate
Titel	The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States
Quelle	In: Journal of Vocational Education and Training, 59 (2007) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Foreign Countries; Qualifications; Criticism; Vocational Education; Competence; Literature Reviews; Teacher Education; Labor Market; Curriculum Development; Employment Potential; France; Germany; Netherlands; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Qualifikation; Qualifikationsstufe; Kritik; Ausbildung; Berufsbildung; Kompetenz; Lehrerausbildung; Lehrerbildung; Labour market; Arbeitsmarkt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Frankreich; Deutschland; Niederlande; Großbritannien
Abstract	This contribution reviews how four European countries--England, Germany, France and the Netherlands--use the concept of competence in the process of developing vocational education and training. Competence in England is set in the context of the National Vocational Qualifications; in Germany within action competence and the approach to learning areas; in France within the "Emploi Type Etudie dans sa Dynamique" (ETED, translated by Cereq as "Typical Employment Studied in Its Dynamics") and the "bilan de competences"; and, in the Netherlands, the concept is strongly linked to the development of a competence-based qualification structure for senior secondary vocational education. The nature of this review is rather descriptive as it aims to present a comparison of the meaning and use of the concept of competence within these respective countries. It can be concluded that despite a certain amount of diversity, especially at the instrumental level, there is enough conceptual convergence within the four above-mentioned countries to posit some common principles of competence and competence-based VET. In a subsequent contribution, Mulder et al. (this issue) will present a more critical analysis of the literature on the competence concept and its use. To avoid unnecessary overlap, the list of references for this article will be included in that second critical literature review. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10