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Workplace Learning in the Horti/Floriculture Sector in East-
AfricaFirst International Conference on Educational Research for
Development, Addis Ababa University,Addis Ababa, Ethiopia,
May 12-15, 2009
Prof. dr. Martin Mulder, Dr. Judith Gulikers
E: [email protected] I: www.ecs.wur.nl I: www.mmulder.nl
Competence and work: a generic working definition
integrated capabilitiesconsisting of clusters of knowledge, skills, and attitudesconditional for task performance and problem solvingand for being able to function effectivelyin a certain profession, organisation, job, role and situation
Competence: a two-fold concept
1.Sufficient performative proficiencyMinimal capability to actAbilityTo be able to
2.Formalised permissive authorisationLegal, institutional or organisational approval to
act and decidePower-responsibilityTo be allowed to
The three levels of use of ‘competence’
1.Fragmented behaviorismSkills Training
2.Integrated occupationalismVocational Education
3.Reflective professionalismProfessional development
Two kinds of competenceBehavior-oriented
Interaction competence
Stress managementIndependencySelf management, etc.
Task-orientedBeing able to
supervise a greenhouseImplement integrated pest management,Maintain a fertigation systemManage a flower farm, etc.
Competence – developments in the literature
Competence as basicmotivation, White, 1959Selection and placement, McClelland, 1973Performance Improvement,Gilbert, 1978The competent managerBoyatzis, 1982Training and development, Zemke, 1982Self assessment and development, McLagan,
1983Core competence of the Corporation, Prahalad &
Hamel, 1990
Work-process related competence
Nordhaug, 1993Education, learning and work, Dubois, 1993Competence of group, Lado & Wilson, 1994Professional development,
Eraut, 1994Lucia & Lepsinger, 1999
(OECD)Conflicting roles and team competence, Quinn et alCompetence at work,
Sandberg, 2000The great eight competencies, Bartram, 2005
Towards institutional use
Jones & Voorhees, 2002 (USDE)
Rychen & Salganik, 2003 (OECD)
European Commisson, 2005
European Parliament and Council
2006European Social Partners,
2006
Biemans, H., L. Nieuwenhuis, R. Poell, M. Mulder & R. Wesselink (2004). Competence-based VET in The Netherlands: backgrounds and pitfalls. Journal of Vocational Education and Training, 56, 4, 523-538.
Brinkman, B., Westendorp, A.M.B., Wals, A.E.J. & Mulder, M. (2007). Competencies for Rural Development Professionals in the Era of HIV/AIDS. Compare: A journal of comparative education, 37, 4, 493 – 511.
Karbasioun, M. (2007). Towards a Competency Profile for the Role of Instruction of Agricultural Extension Professionals in Esfahan. Doctoral dissertation. Wageningen: Wageningen University.
Karbasioun, M, H. Biemans & M. Mulder (2007). Supporting Role of the Agricultural Extension Services and Implications for Agricultural Extension Instructors as Perceived by Farmers in Esfahan, Iran. Journal of International Agricultural and Extension Education, 14, 1, 31-44.
Karbasioun, M., M. Mulder & H. Biemans (2007). Towards a job competency profile for agricultural extension instructors: A survey of views of experts. Human Resource Development International, 10, 2, 137-151.
Recent ECS publications on competence - 1
Recent ECS publications on competence - 2
Mulder, M. (2007). Competence – the essence and use of the concept in ICVT. European Journal of Vocational Training, 40, 5-22.
Mulder, M., T. Weigel & K. Collins (2006). The concept of competence concept in the development of vocational education and training in selected EU member states. A critical analysis. Journal of Vocational Education and Training, 59, 1, 65-85.
Weigel, T., M. Mulder & K. Collins (2007). The concept of competence in the development of vocational education and training in selected EU member states. Journal of Vocational Education and Training, 59, 1, 51-64.
Wesselink, R., H.J.A. Biemans, M. Mulder & E.R. van den Elsen (2007). Competence-based VET as seen by Dutch researchers. European Journal of Vocational Training. 40, 38-51.
Competence: an example - 1
Requires knowledgedisciplinary knowledge
Requires skillsworking with artefacts
Requires attitudesaccuracycoping with pressureintegrity
Together that requires professional competence
Context: Making a DNA-profile in Crime Scene Investigations
Requires knowledgeproduct and market
knowledgeRequires skills
persuasive communication
Requires attitudesseeking and using
opportunitiesself efficacyfeeling for timing
Together that requires professional competence
Context: Making an Investment Decision in a Flower Farm
Competence: an example - 2
Principles for CBL1. The competencies that are basis for the curriculum are
defined. 2. Vocational core problems are the organising unit for
(re)designing the curriculum.3. Competence-development of students is assessed frequently
(before, during and after the learning process).4. Learning activities take place in several authentic situations.5. In learning and assessment processes knowledge, skills and
attitudes are integrated. 6. Self-responsibility and (self)reflection of students are
stimulated. 7. Teachers both in schools and practice fulfil their roles as
coach and expert in balance. 8. A basis is realised for a lifelong learning attitude for students.
Matrix of competence-based VETPrinciple not starting partial complete
ly
Competences O O O O
Core problems O O O O
Assessment O O O O
Authentic learning O O O O
Integration O O O O
Self responsibility O O O O
Coaching O O O O
Lifelong learning O O O O
Example of a principle
Principle 2 Not competence based
Starting to be competence-based
Partial competence-based
Completely competence-based
Vocational core problems are the organising unit for (re)designing the curriculum (learning and assessment).
There are no vocational core problems specified.
There are vocational core problems specified, which are used as examples in the (re)design of the curriculum
There are vocational core problems specified. These core problems are the basis for the (re)design of some parts of the curriculum.
There are vocational core problems specified and these are leading for the (re)design of the whole curriculum.
Example of a principle
Principle 3 Not competence based
Starting to be competence-based
Partial competence-based
Completely competence-based
Competence-development of students is assessed frequently (before, during and after the learning process).
Assessment is the final stage of a learning process and takes place at a fixed moment.
Assessment takes place at several moments. Assessment is used for formal assessment and does not play a role in the learning process of students.
Assessment takes place before, during and after the learning process. Assessment is used for both formal assessment and competence development of students.
Assessment takes place before, during and after the learning process. Assessment is used both for formal assessment and competence development of students. Students determine moment and format of assessment themselves.
Competence-based curriculum redesign
NUFFIC NPT projects Uganda and EthiopiaSectors: floriculture – horticultureConsortia with LEI – PTC+ – PPO – ECSCounterparts: schools + stakeholdersMaking the programs more demand-drivenInclude larger practical componentsMove towards activation learning methods
Example: Uganda
Floriculture curriculum Diploma and certificate levelVocational and Higher Education
UgandaBukalasa Agricultural CollegeMountains of the Moon University
Capacity Building Model in the Floriculture Sub Sector
Flower farms
ResearchEducation & Training
Knowledge exchange between research and farmers
Knowledge exchange between research
education and training
Learning-on-the job
Knowledge construction in action
Flower farms
ResearchEducation & Training
Knowledge exchange between research and farmers
Knowledge exchange between research
education and training
Learning-on-the job
Knowledge construction in action
Project structure
WP 6 Project Management
Designing
Floriculturetraining
curriculumimplemented
Implementation
Needs Assessment
Professional trainers &
training courses available
Curriculumsmallholder floricultureoperational
Evaluation & Revision
Practicalresearchprogram
operational
WP 1Curriculum
Development
Trainingfacilities
operational
WP 2Capacity Building *)
WP 3Applied
Research
WP 4Investments
WP 5SmallholderFloriculture
*) Including course development
WP 6 Project Management
Designing
Floriculturetraining
curriculumimplemented
Implementation
Needs Assessment
Professional trainers &
training courses available
Curriculumsmallholder floricultureoperational
Evaluation & Revision
Practicalresearchprogram
operational
WP 1Curriculum
Development
Trainingfacilities
operational
WP 2Capacity Building *)
WP 3Applied
Research
WP 4Investments
WP 5SmallholderFloriculture
*) Including course development
Curriculum WP deliverables
Core Competence AssessmentsMap of programme componentsList of course titlesBoxes of learning outcomesBoxes of content specificationsSpecifications of allocated teaching
timeSpecifications of entry requirements
Strategies for competence-based curriculum development
Informal curriculum evaluationIdentification of stakeholdersSelection of representativesCollection of opinions of expertsFurther literature analysis on trendsInvited curriculum deliberationContinuous interactive
alignment with stakeholder needs andpreferences
From the curriculum to lesson plans and learning
Active learningCooperative learningArgumentative
learningStudent-centered Socio-constructivist learning theory
Critical issuesArticulation of educational philosophy of colleges and
universitiesPersonal epistemologies and inspiring mission statementsFaculty developmentAttention to cross-cutting themes
Gender, HIV-Aids, Social, Managerial and Entrepreneurial skillsEnsuring quality internship places - financingEnsuring practical training facilities (including basic resources)Inclusion of research input in coursesAlignment with short practical courses – portfolio - APLContinued interaction is needed between all stakeholders Quality management and development programIntegrated evaluation system
course, semester, year, program, by teachers, students, alumni and other external stakeholders
Flexibility in continuing improvement (vis-à-vis agreements)
Conclusions
Overview of ins and outs of competence-based educationInclusion of workplace learning – authentic practical
learningA promising educational innovationProvided that it is really competence-basedTo be clarified by applying the matrix of CBEBased on a demand-driven multi-stakeholder processI believe this innovation will be promising in terms of sustainable employability and socio-economic innovation