Pisa-Vet

Baethge, Martin; Achtenhagen, Frank; Arends, Lena; Babic, Edwin; Baethge-Kinsky, Volker; Weber, Susanne

doi:10.25162/9783515128223

Cited by 2 publications

(4 citation statements)

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“…This is easier said than done, however. As far as we know, only one attempt has been made to measure occupation-specific skills directly: the German PISA-VET feasibility study (Baethge et al, 2006). The results of this study demonstrate how difficult it is to develop direct measures for occupational skills with similar measurement properties for a large number of different programmes.…”

Section: Limitations and Future Research Questionsmentioning

confidence: 91%

“…The omitted variable bias implies that those studies might have overestimated the effect of general skills on wages. The implication may be even stronger for the vocationally educated because relevant occupation-specific skills are usually not measured (Baethge et al, 2006), although they are arguably important for work productivity. We therefore need to have a method that rewards pianoplaying skills only if directly relevant to the job (as in the case of professional pianists), and not in other cases (when their use is not part of the job description).…”

Section: Theorymentioning

confidence: 99%

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Are general skills important for vocationally educated?

van der Velden,

Bijlsma,

Fregin

et al. 2023

Acta Sociologica

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In this paper, we examine the effect of general skills on wages for vocationally educated workers with a qualification at upper secondary level. While general skills are considered crucial for labour market success of workers in general, it is not clear whether this also holds for the vocationally educated workers. We use the recently developed concept of effective skills to identify the relationship between general skills and wages for this group. Using data from the Programme for the International Assessment of Adult Competencies (PIAAC) in 25 countries with advanced economies, we show that general skills strongly affect wages of vocationally educated workers and are just as important a factor as they are for generally educated workers. For vocationally educated males, the effect is especially salient for older workers (aged 45 and above). For vocationally educated females, general skills are most important in the beginning of their career (aged 20 to 35) and at prime age (aged 36 to 45).

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Section: Limitations and Future Research Questionsmentioning

confidence: 91%

Section: Theorymentioning

confidence: 99%

Are general skills important for vocationally educated?

van der Velden,

Bijlsma,

Fregin

et al. 2023

Acta Sociologica

View full text Add to dashboard Cite

show abstract

“…Competency-based HE allows students to acquire important knowledge, skills, values and attitudes, which they will require in their future professional and personal lives. Many times, the use of competences has been misinterpreted or confused with knowledge, skills, values or attitudes (Baethge et al , 2006). It is recognized that competences encompass much more than knowledge and skills.…”

Section: Literature Reviewmentioning

confidence: 99%

“…HE competency-based education is an emerging interest because this approach integrates knowledge, skills, values and attitudes (Baethge et al , 2006; Rychen and Salganik, 2003). Competency-based HE allows students to acquire important knowledge, skills, values and attitudes, which they will require in their future professional and personal lives.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

Casanovas

Ruiz-Munzón

Buil-Fabregá

2021

IJSHE

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Purpose The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education. Design/methodology/approach Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD. Findings The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD. Research limitations/implications The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants. Practical implications The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development. Social implications These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals. Originality/value This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

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Pisa-Vet

Cited by 2 publications

References 0 publications

Are general skills important for vocationally educated?

Are general skills important for vocationally educated?

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

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