Competenc e and work: a generic working definition

1. 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, 2009Prof. dr. Martin Mulder, Dr. Judith Gulikers E: martin.mulder@wur.nl I: www.ecs.wur.nl I: www.mmulder.nl

2. Competence and work: a generic working definition • integrated capabilities • consisting of clusters of knowledge, skills, and attitudes • conditional for task performance and problem solving • and for being able to function effectively • in a certain profession, organisation, job, role and situation

3. Competence: a two-fold concept • Sufficient performative proficiency • Minimal capability to act • Ability • To be able to • Formalised permissive authorisation • Legal, institutional or organisational approval to act and decide • Power-responsibility • To be allowed to

4. The three levels of use of ‘competence’ • Fragmented behaviorism • Skills Training • Integrated occupationalism • Vocational Education • Reflective professionalism • Professional development

5. Two kinds of competence • Behavior-oriented • Interaction competence • Stress management • Independency • Self management, etc. • Task-oriented • Being able to supervise a greenhouse • Implement integrated pest management, • Maintain a fertigation system • Manage a flower farm, etc.

6. Competence as basic motivation, White, 1959 Selection and placement, McClelland, 1973 Performance Improvement, Gilbert, 1978 The competentmanager Boyatzis, 1982 Training and development, Zemke, 1982 Self assessment and development, McLagan, 1983 Core competence of the Corporation, Prahalad & Hamel, 1990 Work-process related competence Nordhaug, 1993 Education, learning and work, Dubois, 1993 Competence of group, Lado & Wilson, 1994 Professional development, Eraut, 1994 Lucia & Lepsinger, 1999 (OECD) Conflicting roles and team competence, Quinn et al Competence at work, Sandberg, 2000 The great eight competencies, Bartram, 2005 Competence – developments in the literature

7. Jones & Voorhees, 2002 (USDE) Rychen & Salganik, 2003 (OECD) European Commisson, 2005 European Parliament and Council 2006 European Social Partners, 2006 Towards institutional use

8. 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

9. 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.

10. Competence: an example - 1 Context: Making a DNA-profile in Crime Scene Investigations • Requires knowledge • disciplinary knowledge • Requires skills • working with artefacts • Requires attitudes • accuracy • coping with pressure • integrity • Together that requires professional competence

11. Requires knowledge product and market knowledge Requires skills persuasive communication Requires attitudes seeking and using opportunities self efficacy feeling for timing Together that requires professional competence Competence: an example - 2 Context: Making an Investment Decision in a Flower Farm

12. Principles for CBL • The competencies that are basis for the curriculum are defined. • Vocational core problems are the organising unit for (re)designing the curriculum. • Competence-development of students is assessed frequently (before, during and after the learning process). • Learning activities take place in several authentic situations. • In learning and assessment processes knowledge, skills and attitudes are integrated. • Self-responsibility and (self)reflection of students are stimulated. • Teachers both in schools and practice fulfil their roles as coach and expert in balance. • A basis is realised for a lifelong learning attitude for students.

13. Matrix of competence-based VET

14. Example of a principle

15. Example of a principle

16. Competence-based curriculum redesign • NUFFIC NPT projects Uganda and Ethiopia • Sectors: floriculture – horticulture • Consortia with LEI – PTC+ – PPO – ECS • Counterparts: schools + stakeholders • Making the programs more demand-driven • Include larger practical components • Move towards activation learning methods

17. Example: Uganda • Floriculture curriculum • Diploma and certificate level • Vocational and Higher Education Uganda • Bukalasa Agricultural College • Mountains of the Moon University

18. Capacity Building Model in the Floriculture Sub Sector

19. Project structure

20. Curriculum WP deliverables • Core Competence Assessments • Map of programme components • List of course titles • Boxes of learning outcomes • Boxes of content specifications • Specifications of allocated teaching time • Specifications of entry requirements

21. Informal curriculum evaluation Identification of stakeholders Selection of representatives Collection of opinions of experts Further literature analysis on trends Invited curriculum deliberation Continuous interactive alignment with stakeholder needs and preferences Strategies for competence-based curriculum development

22. From the curriculum to lesson plans and learning • Active learning • Cooperative learning • Argumentative learning • Student-centered • Socio-constructivist learning theory

23. Critical issues • Articulation of educational philosophy of colleges and universities • Personal epistemologies and inspiring mission statements • Faculty development • Attention to cross-cutting themes • Gender, HIV-Aids, Social, Managerial and Entrepreneurial skills • Ensuring quality internship places - financing • Ensuring practical training facilities (including basic resources) • Inclusion of research input in courses • Alignment with short practical courses – portfolio - APL • Continued interaction is needed between all stakeholders • Quality management and development program • Integrated evaluation system • course, semester, year, program, by teachers, students, alumni and other external stakeholders • Flexibility in continuing improvement (vis-à-vis agreements)

24. Conclusions • Overview of ins and outs of competence-based education • Inclusion of workplace learning – authentic practical learning • A promising educational innovation • Provided that it is really competence-based • To be clarified by applying the matrix of CBE • Based on a demand-driven multi-stakeholder process • I believe this innovation will be promising in terms of sustainable employability and socio-economic innovation