Journal of European Industrial Training

Compétence: conceptual approach and practice in France : Table of Contents

Françoise Le Deist — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this article is to analyse the conceptual approaches to competence and practice in competence management in France. Design/methodology/approach – Extensive literature review, discussion with academic experts in the French competence network of AGRH and interviews concerning developments following the 2003 national agreement with officials of the major trade unions and employers' associations. Findings – The conceptual approach to competence is formally comprehensive and incorporates key dimensions of the other dominant competence models. Extensive academic debate on competence does not appear to be mirrored in practice within establishments. Nevertheless, competence management has been given a major stimulus by recent legislation designed to promote lifelong learning and competence is at the centre of the reform of the training and qualifications systems. Research limitations/implications – It is still too early to assess the extent of adoption of competence management overall in the economy but there is increasing evidence that the techniques are becoming diffused throughout the economy from leading edge cases, often larger enterprises, to smaller firms and establishments. Practical implications – This paper provides valuable information for practitioners engaging with organisations in France. Originality/value – This paper gives a summary of the state of the art of competence management in France.

Competence across Europe: highest common factor or lowest common denominator? : Table of Contents

Jonathan Winterton — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European approach to underpin the European Qualifications Framework. Design/methodology/approach – The paper uses a literature review and interviews with policy makers. Findings – Despite the central role of competence in policy initiatives, conceptual approaches to competence vary not only between but also within different member states. This diversity embodies not only language issues but also fundamental cultural differences in approaches to skill formation. Whether the models have sufficient common ground to permit a “best-fit” European-wide approach is open to question, although this is clearly an essential prerequisite for removing barriers to labour mobility. Despite initiatives like the European Qualifications Framework there is still no consensus for adopting a common competence model and policy discussions continue to reveal confusion. Research limitations/implications – The focus on policy discussions at the European level may be a limitation, and readers should see this as the introductory scene setting to more detailed discussions in the following papers of important developments within member states. Beyond this, much is happening at the level of sectors and occupations that is the focus for practical implementation. Practical implications – The paper highlights the urgent need to develop a coherent conceptual underpinning for competence descriptors in qualifications frameworks that will work as a best-fit approach across Europe. Without this, occupational and inter-sector mobility will be hindered. Originality/value – The paper offers the most comprehensive assessment of European approaches to competence to date.

Developing competence frameworks in UK healthcare: lessons from practice : Table of Contents

Lindsay Mitchell, George Boak — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this article is to review the use of competence frameworks in the UK healthcare sector and to explore characteristics of the sector that may influence the success of projects to develop new frameworks. Design/methodology/approach – The paper draws on project reports and evaluations of practice in a range of recent projects to develop new competence frameworks. Findings – There are a number of competence frameworks in use in the UK healthcare sector, principally the NHS, designed for a range of purposes. There are many potential benefits of such frameworks. The main characteristics of the UK healthcare sector that can present difficulties to the development, and ultimate use, of such competence frameworks are the size, complexity, professionalisation and extent of other simultaneous change in the sector. Potential difficulties caused by these characteristics can be ameliorated by measures to align the development of the framework with priorities, interests and concerns of practitioners and stakeholder bodies. A case study of effective implementation of a framework demonstrates the benefits of integrating the competences with other measures to deliver a new service. Practical implications – The paper gives practical guidance for those who intend to develop and implement competence frameworks in healthcare and other complex environments. Originality/value – The paper applies established organisational change concepts to the specific issue of developing new frameworks of competence. The article provides high originality and high value to those who commission and those who develop competence frameworks.

“Kompetenz” and “Beruf” in the context of the proposed German Qualifications Framework for Lifelong Learning : Table of Contents

Volker Gehmlich — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this paper is to answer a set of questions related to “Kompetenz”, “Beruf” and the German Qualifications Framework for Lifelong Learning. What is a competence, can it be measured? Is the “Beruf” really endangered by the focus on learning outcomes? What are the implications as regards the learning process? Are permeability and mobility between occupations fostered? Design/methodology/approach – Literature was analysed to identify elements which are linked to the introduction of qualifications frameworks in Germany and which have an impact on the German system of education and training. Additionally some primary research was done by interviewing about 50 experts in the field. The results were published prior to this paper in the form of a study on behalf of the German government. Here they are used to highlight potentially controversial issues: “Beruf”, “Qualifikation”, “Kompetenz”, “learning outcomes” and their relationship to qualifications frameworks. Findings – It is assumed that “Beruf” will also be used in future but in different contexts. It will describe any type of occupation or profession without the need to specify the way to get there (“Berufsbild”). Instead, there will be flexible pathways, allowing for non-formal and informal learning. Its former role of structuring training will be taken over by “Kompetenz” within the qualifications frameworks. It is recommended to clearly differentiate between learning outcomes and “Kompetenz”. Research limitations/implications – As a one-year pilot phase to test the proposed qualifications framework is about to start, the final outcomes may be different from what is expected on the basis of this research. Originality/value – The paper answers a set of questions related to “Kompetenz”, “Beruf” and the German Qualifications Framework for Lifelong Learning.

Organising workplace learning: an inter-organisational perspective : Table of Contents

Lennart Svensson, Hanne Randle, Maria Bennich — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this paper is to argue that both the supply-based model and the demand-based form of vocational education and training (VET) have their limitations and propose a “third way” in which reflective learning in the workplace is a central ingredient. Design/methodology/approach – The data was collected from several studies of VET programmes in Sweden based on individual and group interviews, a survey and continuous participation in developmental work. The paper uses an interactive research approach in the research design. Findings – The paper proposes a “third way” that tries to overcome the deficiencies of both the supply- and demand-based strategies for VET by developing a more equal balance in the relationship between the education and workplace systems. Collaboration and partnership between education providers and progressive workplaces are core elements. Research limitations/implications – The paper tries to connect activities and changes at the organisational, inter-organisational and institutional levels of the VET system. It is argued that changes at different levels are strongly interconnected and necessary to an understanding of the prerequisites for workplace learning. These vertical relationships form the main focus of future research. Practical implications – It is argued that changes in the VET system should be initiated using a “bottom up” approach, start at the local level, and include change at all levels. The “bottom up” approach should include a combined employer, employee and service-user perspective. It requires that learning issues are solved in a partnership that represents both the supply side of education and the demand side of working life. Originality/value – Inter-organisational relations need to be based on equal, mutual and trustful relationships between the education and workplace systems in order to support a sustainable change process.

The new competence concept in higher education: error or enrichment? : Table of Contents

Martin Mulder, Judith Gulikers, Harm Biemans, Renate Wesselink — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this paper is to evaluate whether the new (comprehensive) concept of competence and the competence-based education approach are being used in, and perceived as being fruitful for, academic education. Design/methodology/approach – In this explorative and qualitative study individual interviews with representatives of study programs from eight universities in the Netherlands were held, and a participative case-study in one university was conducted, in which practices and perceptions from various stakeholder groups were triangulated. Findings – The opinions of the respondents on the usefulness of the competence-based education approach were quite positive. There is wide agreement on the necessity to align university curricula to the needs of society and of the labour market. University education can make effective use of the competence concept. Universities differ as to the extent to which they employ a competence-based education approach. Many hurdles exist for actually implementing this in university curricula. Research limitations/implications – Interpretations largely depend on the perceptions of the respondents in the study. For most university programs only one representative was included as respondent in the study. Practical implications – With some exceptions, the competence-based education approach is currently not much used in academic education. Possibilities and limitations of competence-based academic education should be identified in further case studies and strategies for actually implementing it should be developed. Further research should show differential relationships between the level of integration of the competence concept in higher education and the societal effects of the respective programs. Originality/value – The competence concept has been underexposed in university education practices and in research.

Descriptors for competence: towards an international standard classification for skills and competences : Table of Contents

Jörg Markowitsch, Claudia Plaimauer — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard Classification of Skills and Competences to supplement ISCED and ISCO. Design/methodology/approach – This contribution contains a comparative analyses of three systems providing ontologies of skills and competences – DISCO, O*NET and Taxonomy_DB – under terminological and pragmatic aspects. Findings – The analysis identifies O*NET as the most promising candidate to serve European transparency instruments and the EQF. Furthermore, it demonstrates that the development of an International Standard Classification of Skills and Competences, that is suitable for statistical purposes as well as appropriate for practical applications in human resource management and in the area of education, would have to integrate very diverging demands, which so far are being best met by O*NET and DISCO. Research/limitations/implications – The depth of the analysis is not sufficient to serve as an exhaustive guideline to design an International Standard Classification of Skills and Competences. Practical implications – The paper shows the potential of a future International Standard Classification of Skills and Competences for the EQF, for European transparency tools, and for statistical purposes. Originality/value – This article brings a new topic, namely ontologies for skills and competences, into the European debate about competences and their visibility and validation.

Evolution of competence concept in Lithuania: from VET reform to development of National Qualifications System : Table of Contents

Rimantas Laužackas, Vidmantas Tutlys, Irma Spudyte — Sat Nov 07 08:00:18 GMT 2009

Abstract:
Purpose – This paper aims to explore the development of the concept of competence in Lithuania beginning from the period of transition from the Soviet planned economy and post-totalitarian regime to the market economy and democratic society and ending with the designing and implementation of the National Qualifications System and Qualifications Framework. Design/methodology/approach – The paper takes the form of desktop research of scientific literature and analysis of documents related to competences and qualifications in Lithuania. Findings – The understanding of competence in Lithuania varies between the official usage in the laws and policy documents, common usage in education institutions and the approaches of employers, and this differentiation of understanding is caused by complex reasons related to the development of education, world of work and society in the socio-economic transformations. In the National Qualifications System and National Framework of Qualifications of Lithuania competences are understood to be a bridge between the system of activities and the system of education. Research limitations/implications – The research involves mainly those concepts of competence that are originated by different social stakeholders and have influence on the processes of initial and continuing vocational training in Lithuania. All different scientific concepts of competence proposed by different scholars and circulating only in the scientific discourse have not been considered. Practical implications – The article provides useful information for the policy makers and different stakeholders looking for information on the existing variety of the concepts of competences in Lithuania. Originality/value – The paper provides a discourse that integrates the various complex conceptual and contextual issues related to the concept of competence.

Competence and competency in the EQF and in European VET systems : Table of Contents

Michaela Brockmann, Linda Clarke, Christopher Winch — Sat Nov 07 08:00:18 GMT 2009

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.