The Inescapability of Significant Contextual Learning in Work Performance

Autor/inn/en	Hager, Paul; Smith, Erica
Titel	The Inescapability of Significant Contextual Learning in Work Performance
Quelle	In: London Review of Education, 2 (2004) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Stellungnahme; Competence; Competency Based Education; Skill Development; Professional Education; Job Performance; Context Effect; Cultural Influences; Vocational Education; Educational Needs + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsausbildung; Work performance; Arbeitsleistung; Cultural influence; Kultureinfluss; Ausbildung; Berufsbildung; Educational need; Bildungsbedarf
Abstract	Many countries have implemented versions of competency-based training in which competency standards or statements serve to provide standardized learning and skill development outcomes for vocational education and training. It seems that a main attraction that motivated the introduction of such competency-based systems was the assumption by some that they would be "failsafe", in that achievement of the learning and skill development outcomes would guarantee that the learner was workplace competent. However there were always convincing conceptual reasons for denying that the achievement of standards-based learning and skill development outcomes would be equivalent to being workplace competent. This paper aims to explain these reasons, to provide empirical evidence of the scope of the gap between formal standardized training and workplace competence, and to address the implications of this gap for the improvement of vocational education and training. The assumption that the gap could be avoided overlooks the crucial importance of context and culture in workplace performance. It is argued that sound vocational education and training needs to take account of these features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10