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Competence Domains and Vocational-Professional Education in Germany

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Competence-based Vocational and Professional Education

Abstract

Discussing competence issues for vocational-professional education in Germany, one has to take into account its ‘collective skill formation regime’ that means a strong commitment of the state as well as of the firms. As this structure and organization have a long and tension-intensive historical tradition, we describe firstly some cornerstones of the German skill formation system as it is structured nowadays and installed by Federal Law. Secondly, the focus is on the alignment of ‘curriculum-instruction-assessment’ triad to secure a powerful organization for a competence-oriented VET. Thirdly, a comprehensive VET-PISA concept is introduced as a suggestion for modelling, measuring competence domains as well as monitoring VET on a programme and national level. Therefore, three pre-studies are introduced: a feasibility study for a large-scale assessment in VET, a study for identifying cross-national overlaps of competence in the area of technique, business and health and a study on first authentic assessments. Finally, an example of the current pilot from the business VET sector within the national ASCOT Initiative is introduced.

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Authors and Affiliations

  1. Institute of Wirtschaftspädagogik, Ludwig Maximilians University Munich, Munich, Germany

    Susanne Weber

  2. Georg August University Göttingen, Göttingen, Germany

    Frank Achtenhagen

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  1. Education and Competence Studies Group, Wageningen University, Wageningen, The Netherlands

    Martin Mulder

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Weber, S., Achtenhagen, F. (2017). Competence Domains and Vocational-Professional Education in Germany. In: Mulder, M. (eds) Competence-based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-41713-4_16

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