Skip to main content
SpringerLink
Log in

Qualifying for the future

  • Chapter
Key Qualifications in Work and Education

Abstract

The integration of general and vocational education is a perennial problem in education. Many educational thinkers have been caught by the question and came to the conclusion that the demarcation line between ‘Bildung’ (liberal education) and ‘Ausbildung’ (training) should pass away. When work is such a big part of human life, why should preparation for work not be part of general education? It seems that in recent years the pressure on both parts of the educational system to integrate, is rising and will lead to a rethinking of preparation for life for young people and will have consequences not only for secondary, but also for primary and for further and higher education (Lasonen, 1996).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Achtenhagen, F. (1994). How should research on vocational and professional education react to new challenges in life and in the workplace. In W.J. Nijhof & J.N. Streumer (Eds.), Flexibility in training and vocational education (pp. 201–247). Utrecht: Lemma.

    Google Scholar 

  • Ammentorp, W., Copa, G., Morgan, T., Roca, J., & Krebsbach, S. (1992). Learning process. New designs for two year institutions of higher education. (Draft for Discussion). St. Paul, Minnesota.

    Google Scholar 

  • Anderson, A., & Marshall, V. (1994). Core versus occupation-specific skills. Horsham: The Host Consultancy, Labour Market Intelligence Unit.

    Google Scholar 

  • Attwell, G. (1996, October). Occupational competence for vocational education and training. Professionals — profiles, taxonomies and content. Paper presented at the Europrof Workshop on VET/HRD competencies at the University of Evora. Bremen: ITB.

    Google Scholar 

  • Baldwin, T.T., & Ford, K.J. (1988). Transfer of training: a review and directions for future research. Personnel Psychology, 41, 63–105.

    Article  Google Scholar 

  • Berryman, S. E., & Bailey, Th. R. (1992). The double helix of education & the economy. New York: Columbia University, The Institute on Education and The Economy.

    Google Scholar 

  • Bloom, B.S. (1956). Taxonomy of educational objectives. The classification of educationa goals. Handbook 1. Cognitive Domain. New York: Longman Green.

    Google Scholar 

  • Bremer, R., & Heidegger, G. (1996). The Brandenburg Model Project: Combining the apprenticeship system and the German dual system with access to polytechnics. In J. Lasonen (Ed.), Reforming upper secondary education in Europe (pp. 149–161). Jyväskylä: Institute for Educational Research. Publication Series B nr. 92.

    Google Scholar 

  • Carnevale, A.P., Gainer, L.J., & Meltzer, A.S. (1990). Workplace basics: The essential skills employers want. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Cormier, S.M., & Hagman, J.D. (Eds.) (1987). Transfer of learning: contemporary research and applications. San Diego, CA: Academic Press.

    Google Scholar 

  • Daniels, M.H., & Karmos, J.S. (1983). Preparing students to adapt with new technology. Carbondale, Ill.: College of Education.

    Google Scholar 

  • Daniels, M.H., Karmos, J.S., & Presley, C.A. (1985). Toward excellence in secondary vocational education: Developing pretechnical curricula. Columbus, OH: The National Center for Research in Vocational Education (Information Series no. 295).

    Google Scholar 

  • Datta, L. (1982). Employment related basic skills. In H.F. Silberman (Ed.), Education and work. Chicago: The University of Chicago Press.

    Google Scholar 

  • DeCorte, E. (1973). Onderwijsdoelstellingen. Bijdrage tot de didaxologische theorie-vorming en aanzetten voor empirisch onderzoek over onderwijsdoelen [Educational objectives: Contributions to the study of teaching and perspectives for empirical research on educational objectives]. Leuven: Universitaire Pers Leuven (Dissertation).

    Google Scholar 

  • Didi, H.J., Fay, E., Kloft, C., & Vogt, H. (1993). Einschätzung von Schlüsselqualifikationen aus psychologischer Perspektive. Gutachten im Auftrag des Bundesinstituts für Berufsbildung (BIBB) [Key qualifications from a psychological point of view], Bonn: Institut für Bildungsforschung.

    Google Scholar 

  • Dubs, R. (1995). Entwicklung von Schlüsselqualifikationen in der Berufsschule. [Developing key qualifications in vocational schools] In R. Arnold. & A. Lipsmeier (Eds.), Handbuch der Berufsbildung. Opladen: Leske & Budrich.

    Google Scholar 

  • Engeström, Y. (1994). Training for change: New approach to instruction and learning in working life. Geneva: International Labour Office.

    Google Scholar 

  • Eraut, M. (1994). Developing professional knowledge and competence. London: The Farmer Press.

    Google Scholar 

  • European Commission (EC) (1994). Key/Core Competencies (3rd draft). Synthesis of related work undertaken within the Eurotecnet Programme (1990-1994). Brussels: Task Force Human Resources, Education, Training and Youth.

    Google Scholar 

  • European Commission (EC) (1995). Teaching and Learning — Towards the learning society. Brussels: Directorate General XXII — Education, Training And Youth.

    Google Scholar 

  • EUROTECNET (1994). Key/ Core competencies. Synthesis of related work undertaken within the EUROTECNET Programme (1990-1994). Brussels: European Commission.

    Google Scholar 

  • Gick, M.L., & Holyoak, K.J. (1987). The cognitive basis of knowledge transfer. In S.M. Cormier & J.D. Hagman (Eds.), Transfer of learning: contemporary research and applications (pp. 9–47). San Diego, CA: Academic Press.

    Google Scholar 

  • Gielen, E. (1995). Transfer of training. Enschede: Universiteit Twente (dissertation).

    Google Scholar 

  • Herr, E.L. (1977). Links among training, employability and employment. Columbus, OH: The National Center for Research in Vocational Education.

    Google Scholar 

  • Houtkoop, W. (1993). The policy context of the discussion about competencies/ qualifications in the Netherlands. Bunnik: Adviescentrum Opleidingsvraagstukken.

    Google Scholar 

  • Jarausch, K.H. (1990). ‘Bildungsideale’. Society and Politics: some critical considerations. In W.J. Nijhof (Ed.), Values in Higher Education. “Bildungsideale” in historical and contemporary perspective (pp. 60–71). Wassenaar: NIAS.

    Google Scholar 

  • Jong, M.W. de, Moerkamp, T., Onstenk, J.H.A.M., & Babeliowsky, M., (1990). Breed toepasbare beroepskwalificaties in leerplan en beroepspraktijk [Broadly applicable vocational qualifications in curriculum and professional practice]. Amsterdam: SCO.

    Google Scholar 

  • Kawula, W.J., & Smith, A.D. (1975). Generic skills: Handbook of occupational information. Prince Albert, SK.: Canada Manpower and Immigration Department. Training Research and Development Center.

    Google Scholar 

  • Klein, U. (1986). Schlüsselqualifikationen am Beispiel der neuen Technologien [Key qualifications as example of new technologies]. Siemens AG. Gewerbliche Aus-und Weiterbildung. München.

    Google Scholar 

  • Lasonen, J. (Ed.) (1996). Reforming upper secondary education in Europe. The Leonardo da Vinci Project post-16 strategies. Jyväskylä: Institute for Educational Research. (Publication series nr. 92).

    Google Scholar 

  • Laur-Ernst, U., (1990). Integrative learning of complex qualifications. Paper presented at the International Experts Conference on vocational education and training. Boekelo, The Netherlands.

    Google Scholar 

  • Lüth, Ch. (1990). Integration Allgemeiner und Beruflicher Bildung — zur Revision einer Deutschen Tradition [Integration of general and vocational education — revision of a German Tradition]. In W.J. Nijhof (Ed.), Values in higher education. ‘Bildungsideale’ in historical and contemporary perspective (pp. 43–60). Wassenaar: NIAS.

    Google Scholar 

  • Mertens, D. (1974). Schlüsselqualifikationen. Thesen zur Schulung für eine moderne Gesellschaft. Mitteilungen aus der Arbeitsmarkt und Berufsforschung (7), 36–43.

    Google Scholar 

  • Moerkamp, T. (1996). Transitievaardigheden en transfer in de beroepsloopbaan [Transition skills and transfer in the carreer]. Amsterdam: SCO.

    Google Scholar 

  • Nieuwenhuis, L. (1993). Beroepsgerichte Leerplanontwikkeling [Curriculum design and development in Vocational education]. In W.J. Nijhof, H.A.M. Franssen, W.J.Th.G. Hoeben & R.J.G. Wolbert (Eds.), Handboek Curriculum. Amsterdam: Swets & Zeitlinger.

    Google Scholar 

  • Nijhof, W.J., & Mulder, M. (Eds.). (1986). Basisvaardigheden in het beroepsonderwijs. [Key qualifications in vocational education]. Den Haag: Stichting voor Onderzoek van het Onderwijs.

    Google Scholar 

  • Nijhof, W.J., & Remmers, J.L.M. (1989). Basisvaardigheden nader bekeken. [A closer look at key qualifications]. Enschede: University of Twente, Department of Educational Science and Technology.

    Google Scholar 

  • Nijhof, W.J., & Streumer, J.N. (1994a). Verbreed beroepsonderwijs. (Broadening Vocational Education). De Lier: Academisch Boekencentrum.

    Google Scholar 

  • Nijhof, W.J., & Streumer, J.N. (1994b). Flexibility in vocational education and training. Utrecht: Lemma

    Google Scholar 

  • Nijhof, W.J. (1996). Towards the learning society. LLINE, a journal well on lifelong learning in Europe (1), 46–50.

    Google Scholar 

  • Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company. New York, NY: Oxford University Press.

    Google Scholar 

  • Parkes, D. (1993). ‘Competence’ and context: sketching the British scene. Paris: European Institute of Education and Social Policy.

    Google Scholar 

  • Parsons, D., & Marshall, V. (1995). Skills, qualifications and utilisation: A research review. Department for education and employment. Research Series no. 67. Sheffield: The Host Consultancy.

    Google Scholar 

  • Perkins, D.N., & Salomon, G., (1989). Are cognitive skills context bound? Educational Researcher, 18(1), 16–25.

    Google Scholar 

  • Pratt, D. (1980). Curriculum design and development. New York: Harcourt, Brace, Jovanovich, Inc.

    Google Scholar 

  • Pratzner, F. C. (1978). Occupational adaptability and transferable skills. Columbus, OH: The National Center for Research in Vocational Education. (Bulletin no. 29).

    Google Scholar 

  • Raizen, S. A., (1989). Reforming education for work: A cognitive science perspective. Berkeley, CA: National Center for Research in Vocational Education (MDS 024).

    Google Scholar 

  • Randhawa, B.S., (1978). Unsteering of skills and occupations: a generic skills approach. Journal of Vocational Behaviour (12), 80–92.

    Article  Google Scholar 

  • Reetz, L. (1990). Zur Bedeutung der Schlüsselqualifikationen in der Berufsausbildung. [The meaning of key qualifications] In L. Reetz & Th. Reitmann (Eds.), Schlüsselqualifikationen (pp. 16–36). Hamburg: Feldhaus Verlag.

    Google Scholar 

  • Resnick, L.B., &. Wirt, J.G. (Eds.). (1996). Linking school and work. Roles for standards and assessment. San Francisco: Jossey Bass Publishers.

    Google Scholar 

  • Rummler, G., & Brache, A. (1990). Performance improvement. San Francisco: Jossey Bass Publishers.

    Google Scholar 

  • SCAN (1991). What work requires of schools: A SCANS report for America 2000. Washington, DC: US Department of Labour.

    Google Scholar 

  • Senge, P. (1990). The fifth discipline. New York: Doubleday.

    Google Scholar 

  • Sticht, T.G., & Mickulecky, L. (1984). Skills need for information technology users. Athens, GA: The University of Georgia.

    Google Scholar 

  • Tate, A. (1992). Pursuing core skills: A discussion paper. National Foundation for Educational Research.

    Google Scholar 

  • Thijssen, J.G.L. (1996). Leren, leeftijd en loopbaanperspectief [Learning, aging and career]. Deventer: Kluwer Bedrijfswetenschappen.

    Google Scholar 

  • Thomson, P., & Murphy, J. (1987). Transferable skills in technical and further education. Adelaide: Tafe National Centre for Research and Development.

    Google Scholar 

  • Tucker, M.S. (1996). Skill standards, qualification systems, and the American workforce. In L.B. Resnick & J.G. Wirt (Eds.), Linking school and work: Roles for standards and assessments (pp. 23–53). San Francisco: Jossey Bass Publishers.

    Google Scholar 

  • Twilt, J.C. (1996). Coaching naar performance [Coaching towards performance]. Studies in Human Resource Development. De Lier: Academisch Boeken Centrum.

    Google Scholar 

  • Wiant, A.A. (1987). Flexible skills and training strategies. Columbus, OH: The National Center for Research in Vocational Education.

    Google Scholar 

  • Wolf, A., Fotheringhame, J., & Gray, A., (1989). Learning in context: patterns of skills; transfer and training implications. London: University of London, Institute of Education.

    Google Scholar 

  • Young, M. (1993). A Curriculum for the 21st Century: towards a new basis for overcoming academic/vocational divisions. British Journal of Educational Studies XXXXI (3). September 1993.

    Google Scholar 

  • Young, M., & Spours, K., (1996). In J. Lasonen (Ed.), Reforming upper secondary education in Europe. Jyväskylä: Institute for Educational Research. Publication Series B nr. 92.

    Google Scholar 

  • Zolingen, S.J. van (1995). Gevraagd: Sleutelkwalificaties [Wanted: key qualifications]. Nijmegen: Katholieke Universiteit Nijmegen (dissertation).

    Google Scholar 

  • Zolingen, S. J. van (1997, 2 June). Towards broad, initial vocational education and training: a method for the formulation of key qualifications and core problems. Paper presented at the Conference on Key Qualifications. Amsterdam: CEDEFOP.

    Google Scholar 

Download references

Authors
  1. Wim J. Nijhof
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Twente, Enschede, The Netherlands

    Wim J. Nijhof  & Jan N. Streumer  & 

Rights and permissions

Reprints and permissions

Copyright information

© 1998 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Nijhof, W.J. (1998). Qualifying for the future. In: Nijhof, W.J., Streumer, J.N. (eds) Key Qualifications in Work and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5204-4_2

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-5204-4_2

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-6190-2

  • Online ISBN: 978-94-011-5204-4

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation