A European skills framework?—but what are skills? Anglo‐Saxon versus German concepts

Clarke, Linda; Winch, Christopher

doi:10.1080/13639080600776870

Cited by 91 publications

(66 citation statements)

References 14 publications

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“…Such an approach has a venerable pedigree, stretching from Adam Smith's account of the pin factory to Frederick Taylor's scientific management theory (Smith, 1947;Taylor, 1911). It is odd, however, that it has become so prominent for the English concept of qualification at a time when Taylorist and Fordist conceptions of work organisation are becoming increasingly obsolete, given advances and changes in the labour process and demands for a deeper and broader vocational educational element (Clarke and Winch, 2006). In this respect, the association of competence with task analysis in the English conception denotes a growing discrepancy between the qualification system and the demands of the labour process.…”

Section: The English Conception Of Competencementioning

confidence: 99%

“…relating to narrowly defined tasks (Table II). These are strongly characterised by the notion of skills, the worker with skill possessing a narrowly task-related form of know-how appropriate the job in hand (Clarke and Winch, 2006). They typically rely on minimal underpinning knowledge, are divorced from a learning process, with assessment based on performance of existing skills.…”

Section: The English Conception Of Competencementioning

confidence: 99%

“…Here, qualifications generally comprise clearly set out competences that relate to the skills deemed necessary to carry out a job and therefore directly refer to the workplace (Clarke and Winch, 2006). More specifically, in the English NVQ system, competence is understood as the performance of a narrow set of tasks to a defined standard, and is thus bound to and reflects particular outputs.…”

Section: The Different Conceptions Of Competencementioning

confidence: 99%

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Competence and competency in the EQF and in European VET systems

Brockmann

Clarke

Winch

2009

Journal of European Industrial Training

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Purpose -Though the notion of competence is common terminology in European VET policy at national and supra-national level, understandings vary widely, both across countries and within. The particular conceptions of competence adopted in the EQF are themselves problematic and the framework allows for a variety of interpretations. The purpose of this paper is to clarify those applied in the EQF and the vocational education and qualifications systems of particular European countries and to contribute to the development of a transnational understanding of the term, one which is compatible with a rapidly changing labour market. Design/methodology/approach -Drawing on evidence from work funded by the Nuffield Foundation entitled "Cross-national Equivalence of Vocational Skills and Qualifications", the paper explores the various conceptions of competence in the EQF and the national systems -in particular in the sectors of construction, ICT and health -of England, Germany, France and The Netherlands. Findings -Interpretations are located on a continuum from the comprehensive occupational model traditionally found in many European countries to the task-focused model of the English NVQ system. Research limitations/implications -Much developmental work involving all stakeholders is necessary to arrive at a commonly agreed conception. A broad understanding of competence would relate to the potential of labour, itself determined through the occupational capacity embodied in the qualification. Practical implications -Zones of Mutual Trust need to be based on transnational categories of VET. Originality/value -The value of the paper is in seeking to go beyond identifying differences by developing transnational categories and suggesting the nature of Zones of Mutual Trust for implementing the EQF.

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Section: The English Conception Of Competencementioning

confidence: 99%

Section: The English Conception Of Competencementioning

confidence: 99%

Section: The Different Conceptions Of Competencementioning

confidence: 99%

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Competence and competency in the EQF and in European VET systems

Brockmann

Clarke

Winch

2009

Journal of European Industrial Training

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“…The papers describe mainly some specific practices of entrepreneurship training [10,11,12], with a special emphasis on particular skills and features of entrepreneurial, creative or innovative activities, rather than representing those competences as a comprehensive integral structure [13,14,15]. It can be stated that despite the abundance of various discourses for creativity, innovation and entrepreneurship, there is no perception of those as a single conceptual integrity.…”

Section: The Theoretical Backgroundmentioning

confidence: 99%

Innovation development in Russia: the value aspect

Chmykhalo

Михайлова

Vtorushin

et al. 2016

SHS Web of Conferences

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Abstract. The article examines the problems of the transition of modern Russia towards the formation of an innovative economy, with a special emphasis on the investigation of the key challenges that Russian universities face while training engineers equipped for innovative activities. The paper considers the impact of cultural characteristics of the Russian society on the organization and content of an education process in a technical university, on "producing" engineers capable of developing innovation. In our analysis we use a comparative approach, as well as the outcomes of the etnometric studies based on the method by G. Hofstede. The study presents the comparative analysis of the organization and content of engineering training at two universities representing Russia and the United States. The results of the study show that further productive development of the Russian system of engineering education towards integration with Western systems is possible provided that the value orientation of the Russian state and society is significantly revised.

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“…Thus, they argue that, due to different national trajectories in constructing skills, convergence is unlikely although international organizations are increasingly engaged in education, as is, for example, the EU, with its initiative of establishing a European Qualification Framework (EQF) in the wake of the so-called Copenhagen Process (Brockmann et al 2008;Clarke & Winch 2006). Tellingly, Clarke and Winch (2006) Research into the effects of IOs at the national level mainly benefits from detailed case studies (Trampusch 2008) or small-N country comparisons (Dobbins & Knill 2009;Trampusch 2009;Witte 2006). Witte (2006) analyses the implementation of the Bologna Process in France, Germany, the Netherlands and England.…”

Section: Effects Of Internationalization On Domestic Policies Politimentioning

confidence: 99%

Review Article: Comparative Political Science and the Study of Education

Busemeyer¹,

Trampusch²

2011

Brit. J. Polit. Sci.

128

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The study of education has long been a neglected subject in political science. Recently, however, scholarly interest in the field has been increasing rapidly. This review essay introduces the general readership to this burgeoning literature with a particular focus on work in comparative public policy and political economy. Particular topics discussed are the historical and political foundations of contemporary education systems, the political and institutional determinants of education policies, the internationalization and Europeanization of education, the political economy of skill formation in varieties of capitalism and the effects of education policies. The article also introduces scholarship in related disciplines such as economics, sociology and comparative education sciences, and points out avenues for future interdisciplinary dialogue between political science and these disciplines.

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A European skills framework?—but what are skills? Anglo‐Saxon versus German concepts

Cited by 91 publications

References 14 publications

Competence and competency in the EQF and in European VET systems

Competence and competency in the EQF and in European VET systems

Innovation development in Russia: the value aspect

Review Article: Comparative Political Science and the Study of Education

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