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Article
Publication date: 25 September 2009

Michaela Brockmann, Linda Clarke and Christopher Winch

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…

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Abstract

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.

Details

Journal of European Industrial Training, vol. 33 no. 8/9
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 1 March 2011

Norman Crowther

442

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 1 no. 3
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 29 February 2008

Michaela Brockmann, Linda Clarke and Christopher Winch

This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes…

1133

Abstract

Purpose

This paper aims to explain the distinction between educational standards and learning outcomes and to indicate the problems that potentially arise when a learning outcomes approach is applied to a qualification meta‐framework like the European Qualification Framework, or indeed to national qualification frameworks.

Design/methodology/approach

The methods used are documentary, political and conceptual analysis, with some reference to empirical work carried out in relation to other projects.

Findings

It is found that there are substantial differences between learning outcomes and standards with large educational and political implications. Furthermore, the “pure” form of learning outcomes approach contains a design flaw, which makes its coherent implementation problematic.

Research limitations/implications

The stimulation of further research on learning outcomes based approaches to qualifications and the problems that arise in their implementation.

Practical implications

The EU needs to think carefully about the fitness for purpose of the current descriptors for EQF and whether or not it is desirable to move away from a pure outcome‐based approach to qualification frameworks and meta‐frameworks.

Originality/value

As far as the authors are aware, this is the first paper to draw attention to this distinction.

Details

Journal of European Industrial Training, vol. 32 no. 2/3
Type: Research Article
ISSN: 0309-0590

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Publication date: 22 August 2014

John C. Weidman, W. James Jacob and Daniel Casebeer

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two…

Abstract

There has been a resurgence of interest in comparative and international research on teacher education that has been driven, in large part, by the emergence over the past two decades of comprehensive international studies of student achievement supported by (1) the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA) and (2) the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). Widely published country rankings that set benchmarks for student achievement suggest the importance of understanding more fully what specific characteristics set highly ranked countries apart, especially quality of teaching and teacher education.

Recent literature on comparative and international teacher education is reviewed, focusing on special issues of Prospects (Vol. 42, March 2012, “Internationalization of Teacher Education”), sponsored by the UNESCO International Bureau of Education (IBE) in Geneva, Switzerland, and the International Journal of Science and Mathematics Education (Vol. 11, August 2013, “International Perspectives on Mathematics and Science Teacher Education for the Future”), sponsored by the National Science Council of Taiwan.

A conceptual framework for describing the complexity of teacher education in comparative and international context is presented, adapting an approach used for understanding educational change and reform in emerging democracies. The chapter concludes with a discussion of theoretical perspectives that have been applied to teacher education in comparative and international education with recommendations for new directions that might inform scholarly understanding as well as practice.

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Article
Publication date: 11 February 2014

Norman Crowther

129

Abstract

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Higher Education, Skills and Work-based Learning, vol. 4 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 1 June 1997

Tove Nagel and Tone Kvernbekk

Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on…

1703

Abstract

Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on different views of what education is all about. Attempts to transcend commonly encountered dichotomies by proposing an alternative approach, taking the notions of arête and phronesis as points of departure. Assessing educational quality implies high complexity if the approach is going to be comprehensive and holistic, and take both external and internal factors into account. The framework of the discussion is the political context, on the assumption that this is the right context for questions concerning the worthwhileness, values in and quality of education. The authors hope that this dialogue illustrates the irenic mode of communication briefly discussed in the paper.

Details

Quality Assurance in Education, vol. 5 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 9 February 2015

Melinda Waters, Linda Simon, Michele Simons, Jennifer Davids and Bobby Harreveld

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite…

1304

Abstract

Purpose

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda.

Design/methodology/approach

Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper.

Findings

The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future.

Research limitations/implications

This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate.

Originality/value

This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 1 July 1992

David Twigg, Christopher A. Voss and Graham M. Winch

Companies are increasingly adopting technologies that can promoteintegration between functions and tasks. The implementation of thesetechnologies has largely concerned the tasks…

1318

Abstract

Companies are increasingly adopting technologies that can promote integration between functions and tasks. The implementation of these technologies has largely concerned the tasks of installation and the technical integration of the system. However, insufficient attention appears to have been directed towards organizational and managerial integration issues. Argues, based on empirical data from 15 UK engineering companies, that effective implementation of integrating technology requires a better understanding of issues concerning the integration of functions/tasks involved. Focuses on the issues and problems concerning managers involved with improving engineering/production integration, and proposes alternative organizational and technical mechanisms for implementing such integration. Reviews these mechanisms by reference to the engineering case companies.

Details

International Journal of Operations & Production Management, vol. 12 no. 7/8
Type: Research Article
ISSN: 0144-3577

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Article
Publication date: 13 June 2016

Christopher Bajada, Walter Jarvis, Rowan Trayler and Anh Tuan Bui

The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The…

670

Abstract

Purpose

The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum.

Design/methodology/approach

A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject.

Findings

Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.

Research limitations/implications

Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing.

Practical implications

The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications.

Originality/value

Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

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Article
Publication date: 1 March 1978

Neil MacDonald

16th APRIL 1958 is one of the most important dates in the history of hovercraft for it was on that day that Sir Christopher Cockerell (he was knighted in 1969) first visited the…

149

Abstract

16th APRIL 1958 is one of the most important dates in the history of hovercraft for it was on that day that Sir Christopher Cockerell (he was knighted in 1969) first visited the offices of the National Research Development Corporation, then located in Tilney Street, London. During this visit he gave a presentation of his hovercraft invention and showed a film of a model hovercraft engaged in ‘round the pole’ tests to his audience of two key NRDC executives: Lord Halsbury, NRDC's Managing Director, and Mr R. A. E. Walker, its Secretary. Both were impressed with the thoroughness of Cockerell's brief on his invention. The next day, when the inventor had returned to his Suffolk home, he received a telephone call from Mr Walker telling him that Lord Halsbury's on‐the‐spot decision to finance foreign patent applicatiois on the hovercraft invention had been endorsed. NRDC's links with the hovercraft had been forged. The foresight of that decision is impressive, particularly now, some twenty years later, when the hovercraft invention has developed into a wide range of applications well beyond the scope of hovercraft ferries. Indeed, few people — even the inventor himself — could have imagined that so many products might result from those early experiments using a pair of empty food tins, an industrial blower and a pair of iron kitchen scales!

Details

Aircraft Engineering and Aerospace Technology, vol. 50 no. 3
Type: Research Article
ISSN: 0002-2667

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