The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands

Abstract

In a previous series of studies, a model of comprehensive competencebased vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38-51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired "competentiveness" of their study programmes. "Competentiveness" refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams' intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired "competentiveness" of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.

Exploring the links between interdependence, team learning and a shared understanding among team members: the case of teachers facing an educational innovation

“…coach and tutor) and to apply other pedagogical approaches and methods. In The Netherlands, this is the main reason why the implementation does not go smoothly (Sturing et al 2011); teachers often do not have a clear understanding of what CBE exactly encompasses and how it could be best translated into their practice. Hence, the learning of teachers in order to prepare themselves for these new roles has become increasingly important for schools and as such has become a recurrent item in research (e.g.…”

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

“…In other words, students should be enabled to develop their knowledge, skills, and competencies (required not only for dealing with present and future professional core tasks but also for their own personal development from the perspective of further education, lifelong learning, employability, and citizenship; see also Biemans et al 2004Biemans et al , 2009Wesselink et al 2010a, b;Sturing et al 2011) in seamless pathways without artificial barriers between educational levels (Harris and Rainey 2012).…”

Towards competence-based technical-vocational education and training in Ethiopia

“…This is possible if competence-based TVET is practiced in accordance with the principles of CBET that guide curriculum development, teachinglearning processes and assessment. These principles collectively characterize CBET and comprise: formulating competence profiles based on occupational analysis, professional core tasks (problems) as a basis for curriculum development, the regular assessment of students in the learning process, the integration of knowledge, skills and attitudes, the use of meaningful (authentic) learning activities, student reflection and self-steering, flexibility in delivery and time, and proper teacher guidance and feedback (see Chapter 4 and Sturing et al, 2011). The realization level of these principles reflects the 'competentiveness' of the TVET programs, in other words the degree to which the TVET program is competence-based (Sturing et al, 2011).…”

“…According to Sturing et al (2011), effecting innovations such as competence-based education necessitates changes that affect different facets of the education system, including the curriculum, curriculum practice in the classroom and work placements. Seezink et al (2009) stated that schools involved in educational innovations such as competence-based training are engaged in radical educational reforms which have substantial implications both for the schools and teachers.…”