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Competence-based Vocational and Professional Education

Overview of attention for book
Cover of 'Competence-based Vocational and Professional Education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Developing Domains of Occupational Competence: Workplaces and Learner Agency
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    Chapter 3 Competence, Qualification and Action Theory
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    Chapter 4 Competence and Professional Expertise
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    Chapter 5 Competence, Capability and Graduate Attributes
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    Chapter 6 Using an Epistemological Perspective to Understand Competence-based Vocational and Professional Education
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    Chapter 7 Mindful Working and Skilful Means: Enhancing the Affective Elements of Vocational Education and Training Through the Ethical Foundations of Mindfulness
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    Chapter 8 Competence-based Education and Teacher Professional Development
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    Chapter 9 Beyond Competence, Thinking Through the Changes: Economy, Work and Neo-liberalism
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    Chapter 10 The Integrated View on Competence
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    Chapter 11 Competence and the Alignment of Education and Work
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    Chapter 12 Competence-based Education in the United States
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    Chapter 13 Competence-based Education and Assessment in the Accounting Profession in Canada and the USA
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    Chapter 14 NVQs and Approaches to Competence in the UK: Contexts, Issues and Prospects
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    Chapter 15 Competence Development and Workplace Learning: Enduring Challenges in the Interplay of Policy and Practice in the UK
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    Chapter 16 Competence Domains and Vocational-Professional Education in Germany
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    Chapter 17 The Competence Development Agenda in France
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    Chapter 18 Competence-based Approach in the Education Reforms of Lithuania and Estonia
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    Chapter 19 Competence-based Education in the Italian Context: State of Affairs and Overcoming Difficulties
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    Chapter 20 Competence-based Education in China’s Higher TVET: The Case of Shenzhen Polytechnic
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    Chapter 21 Competence-based Training in South Asia
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    Chapter 22 Competence-based Vocational Education and Training in Viet Nam: Input and Process towards Learning Outcomes
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    Chapter 23 Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda
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    Chapter 24 Competencies in Higher Education: Experience with the Academic Competences and Quality Assurance (ACQA) Framework
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    Chapter 25 Models and Principles for Designing Competence-based Curricula, Teaching, Learning and Assessment
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    Chapter 26 “4Cyourway”: A Competence Framework for Measuring Competence Growth from Secondary Vocational to Higher Education and Curriculum Design
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    Chapter 27 Comparing Recognition of Prior Learning (RPL) across Countries
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    Chapter 28 Competence Assessment as Learner Support in Education
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    Chapter 29 Assuring Quality in Competence Assessments: The Value Added of Applying Different Assessment Approaches to Professional Education
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    Chapter 30 Quality Management of Competence-based Education
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    Chapter 31 Competence-based Education and Educational Effectiveness
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    Chapter 32 Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System
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    Chapter 33 Knowledge Concepts in Competence-based VET Research Perspectives on Cognitivist and Social-Constructivist Approaches
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    Chapter 34 Competence and the Need for Transferable Skills
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    Chapter 35 Factors Influencing Professional Development in Teacher Teams within CBE Contexts
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    Chapter 36 Self-Regulation and Competence in Formal and Informal Contexts of Vocational and Professional Education
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    Chapter 37 Fostering Development of Work Competencies and Motivation via Gamification
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    Chapter 38 Software Tools for Scaffolding Argumentation Competence Development
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    Chapter 39 Modeling, Measurement, and Development of Professional Competence in Industrial-Technical Professions
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    Chapter 40 Competence Modeling and Measurement in Engineering Mechanics
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    Chapter 41 Modeling and Measurement of Teacher Competence: Old Wine in New Skins?
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    Chapter 42 Competency-Based Medical Education and its Competency Frameworks
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    Chapter 43 Green Skills as the Agenda for the Competence Movement in Vocational and Professional Education
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    Chapter 44 Complex Problem-Solving in a Changing World: Bridging Domain-Specific and Transversal Competence Demands in Vocational Education
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    Chapter 45 Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training
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    Chapter 46 Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses
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    Chapter 47 Becoming Globally Competent through Student Mobility
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    Chapter 48 Social Competence Research: A Review
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    Chapter 49 Computational Thinking as an Emerging Competence Domain
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    Chapter 50 Competence Theory and Research: A Synthesis
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    Chapter 51 Erratum: Competence-based Vocational and Professional Education
Overall attention for this book and its chapters
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Mentioned by

1 policy source
24 tweeters
4 Facebook pages
1 Google+ user


48 Dimensions

Readers on

108 Mendeley
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Competence-based Vocational and Professional Education
Published by
Springer International Publishing, January 2017
DOI 10.1007/978-3-319-41713-4
978-3-31-941711-0, 978-3-31-941713-4

Martin Mulder

Twitter Demographics

The data shown below were collected from the profiles of 24 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 108 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 108 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 7 6%
Researcher 6 6%
Lecturer 5 5%
Student > Master 5 5%
Other 3 3%
Other 8 7%
Unknown 74 69%
Readers by discipline Count As %
Social Sciences 10 9%
Computer Science 4 4%
Medicine and Dentistry 4 4%
Engineering 3 3%
Economics, Econometrics and Finance 2 2%
Other 8 7%
Unknown 77 71%