Skip to main content
SpringerLink
Log in
Book cover

Handbook of Vocational Education and Training pp 1–21Cite as

Competency Proficiency Scaling

  • Living reference work entry
  • First Online:

  • 228 Accesses

Abstract

This chapter presents an overview of extant literature on competence proficiency scaling. To structure the field, the chapter distinguishes between three aspects of competence proficiency scaling: (1) methodological approaches to competence proficiency scaling and the methodological and conceptual critique of this phenomenon; (2) the contextual factors of competence proficiency scaling, including organizational and societal factors; and (3) the implications of competence proficiency scaling to the vocational and professional education and didactics. The chapter overviews a range of different approaches to competence proficiency scaling applied in the vocational education and training, higher education, and human resource management by synthesizing the perspectives to competence proficiency scaling from the different disciplines, such as educations science, education sociology, work psychology, and human resource management and development. Particular attention is paid to the variety of the functions and application fields of competence proficiency scaling, such as assessment of competence acquired in the learning and work process, identification and hierarchical structuring of the requirements of performance in the occupational fields, and identification of the potential of competence development and progression in the occupational fields.

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

References

  • Angelopulo G (2000) Scalable competency in the communication profession. Communicatio 26(2):3–17

    Article  Google Scholar 

  • Becker M (2014) Mit Arbeitsprozessanalysen zu Kompetenzmatrizen für die Berufsausbildung. In: Spöttl G, Becker B, Fischer M (eds) Arbeitsforschung und berufliches Lernen. Peter Lang-Verlag, Frankfurt am Main, pp 181–200

    Google Scholar 

  • Bereiter C, Scardamalia M (1993) Surpassing ourselves: an inquiry into the nature and implications of expertise. Open Court, Chicago

    Google Scholar 

  • Billett S (2017) Developing domains of occupational competence: workplaces and learner agency. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 47–66

    Chapter  Google Scholar 

  • Boxall P, Winterton J (2015) Which conditions foster high-involvement work processes? A synthesis of the literature and agenda for research. Econ Ind Democr. https://doi.org/10.1177/0143831X15599584

    Article  Google Scholar 

  • Bremer R, Saniter A (2010) Ein Kompetenzentiwcklungsmodell und seine Inkompatibilität mit der Kompetenzdiagnostik. In: Becker M, Fischer M, Spöttl G (eds) Von der Arbeitsanalyse zur Diagnose beruflicher Kompetenzen, Peter Lang Internationaler Verlag der Wissenschaften, Frankfurt am Main, pp 194–211

    Google Scholar 

  • Castoldi M (2013) Curricolo per competenze: percorsi e strumenti. Carocci, Roma

    Google Scholar 

  • Clot Y (2014) Travail et pouvoir d’agir. Presses Universitaires de France, Paris

    Google Scholar 

  • Colins D, Burke V, Martindale A, Cruickshank A (2014) The illusion of competency versus the desirability of expertise: seeking a common standard for support professions in sport. Sports Med 45:1–7. https://doi.org/10.1007/s40279-014-0251-1

    Article  Google Scholar 

  • Coulet JC (2011) La notion de compétence: un modèle pour décrire, évaluer et développer les competences. Le travail humain 74:1–30. https://doi.org/10.3917/th.741.0001

    Article  Google Scholar 

  • Damiano E (2004) Didattica ed epistemologia. Indagine sui fondamenti di alcuni modelli di insegnamento. Pedagogia e Vita 4:75–106

    Google Scholar 

  • Delors J (ed) (1996) Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNESCO publishing, Paris

    Google Scholar 

  • Dreyfus SE, Dreyfus HL (1980) A five-stage model of the mental activities involved in the direct skill acquisition. University of California, Berkeley

    Book  Google Scholar 

  • Evers AT, van der Heijden BIJM (2017) Competence and professional expertise. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 83–102

    Chapter  Google Scholar 

  • Fabio D (2002) Bilancio di competenze e orientamento formativo Il contributo psicologico. Giunti, Firenze

    Google Scholar 

  • Fischer M (2014) Von der Arbeitsanalyse zur Planung beruflicher Bildung. In: Spöttl G, Becker M, Fischer M (eds) Arbeitsforschung und berufliches Lernen. Peter Lang-Verlag, Frankfurt am Main, pp 93–117

    Google Scholar 

  • Green F (2013) Skills and skilled work–an economic and social analysis. Oxford University Press, Oxford

    Book  Google Scholar 

  • Grollmann P (2008) Professional competence as a benchmark for a European space of vocational education and training. J Eur Ind Train 32(2/3):138–156

    Article  Google Scholar 

  • Haasler B (2010) Berufliche Kompetenzen angehender Elektroniker-Zwischenergebnisse zur Kompetenzdiagnostik aus einem Schul-Modelversuch der Bundesländer Bremen und Hessen. In: Becker M, Fischer M, Spöttl G (eds) Von der Arbeitsanalyse zur Diagnose beruflicher Kompetenzen, Peter Lang Internationaler Verlag der Wissenschaften, Frankfurt am Main, pp 177–193

    Google Scholar 

  • Hager P (2017) The integrated view on competence. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 203–228

    Chapter  Google Scholar 

  • Handel MJ (2017) Measuring job content. Skills, technology and management practices. In: Warhurst C, Mayhew K, Finegold D, Buchanan J (eds) The Oxford handbook of skills and training. Oxford University Press, Oxford, pp 126–160

    Google Scholar 

  • Hartmann E A, Appt W, Shajek A, Stamm I, Wischmann S (2017) Industrie 4.0 – Hypeoderechte Revolution? In: Spöttl G, Windelband L (eds) Industrie 4.0. Risiken und Chancen für die Berufsbildung, W. Bertelsmann Verlag, Bielefeld, pp 49–74

    Google Scholar 

  • Holahan LF (2014) Quality-in-doing: competence and occupation. J. Occup. Sci 21(4):473–487

    Article  Google Scholar 

  • Kreinsen H H, Ittermann P (2017) Drei Thesen zu Arbeit und Qualifikation in Industrie 4.0. In: Spöttl G, Windelband L (eds) Industrie 4.0. Risiken und Chancen für die Berufsbildung, W. Bertelsmann Verlag, Bielefeld, pp 131–151

    Google Scholar 

  • Kuhlmann DO, Ardichvili A (2015) Becoming an expert: developing expertise in an applied discipline. Eur J Train Dev 39(4):262–276

    Article  Google Scholar 

  • Le Deist FD, Winterton J (2005) What is competence? Hum Resour Dev Int 8(1):27–46

    Article  Google Scholar 

  • Lee H, Pfeiffer S (2017) Industrie 4.0-Szenarios zur Facharbeiter qualifizierung und ihrerbetrieblichen Gestaltung. In: Spöttl G, Windelband L (eds) Industrie 4.0. Risiken und Chancen für die Berufsbildung, W. Bertelsmann Verlag, Bielefeld, pp 153–169

    Google Scholar 

  • Lichtner M (2004) Valutare l’apprendimento: teorie e metodi. Franco Angeli, Milano

    Google Scholar 

  • Markowitsch J, Luomi-Messerer K, Becker M, Spöttl G (2008) Putting Dreyfus into action: the European credit transfer system. J Eur Ind Train 32(2/3):171–186

    Article  Google Scholar 

  • Mulder M (2017) Competence and the alignment of education and work. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 229–254

    Chapter  Google Scholar 

  • Mulder M, Winterton J (2017) Introduction. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 1–43

    Chapter  Google Scholar 

  • Pastré P (2011) La didactique professionnelle. Approche anthropologique du dévelopement chez les adultes. Presses Universitaires de France, Paris

    Google Scholar 

  • Pellerey M (2010) Competenze, conoscenze, abilità, atteggiamenti. Il ruolo delle competenze nei processi educativi scolastici e formativi. Tecnodid, Napoli

    Google Scholar 

  • Schwab K (2016) The fourth industrial revolution. Penguin Random House, London

    Google Scholar 

  • Shavelson RJ (2010) On the measurement of competency. Empir Res Vocat Educ Train 2(1):41–63

    Google Scholar 

  • Spöttl G (2010) Berufsstrukturen und berufliche Kompetenz. In: Becker M, Fischer M, Spöttl G (eds) Von der Arbeitsanalyse zur Diagnose beruflicher Kompetenzen, Peter Lang Internationaler Verlag der Wissenschaften, Frankfurt am Main, pp 159–176

    Google Scholar 

  • Spöttl G (2014) “Intelligente Standards” als Kern einer Curriculumentwicklung. In: Spöttl G, Becker M, Fischer M (eds) Arbeitsforschung und berufliches Lernen. Peter Lang-Verlag, Frankfurt am Main, pp 278–294

    Chapter  Google Scholar 

  • Spöttl G (ed) (2016) Industrie 4.0 – Auswirkungen auf Aus und Weiterbildung in der M+E Industrie. Eine baymevbm Studie. Universität Bremen

    Google Scholar 

  • Spöttl G, Musekamp F (2017) Competence modeling and measurement in engineering mechanics. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 863–882

    Chapter  Google Scholar 

  • Ștefӑnicӑ F, Abele S, Walker F, Nickolaus R (2017) Modelling, measurement, and development of professional competence in industrial-technical professions. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 843–862

    Chapter  Google Scholar 

  • Straka G, Macke G (2010) Sind das “Dogma vollständige Handlung” und der “Pleonasmus Handlungskompetenz” Sackgassen der bundesdeutschen Berufsbildungsforschung? In: Becker M, Fischer M, Spöttl G (eds) Von der Arbeitsanalyse zur Diagnose beruflicher Kompetenzen, Peter Lang Internationaler Verlag der Wissenschaften, Frankfurt am Main, pp 215–229

    Google Scholar 

  • Tacconi G (2015) Tra scuola e lavoro. Una prospettiva didattica sul secondo ciclo del sistema educativo di istruzione e formazione. LAS, Roma

    Google Scholar 

  • Tenam-Zemach M, Flynn JE (eds) (2015) Rubric nation. Critical inquiries on the impact of rubrics in education. Information Age Publishing, Charlotte (NC)

    Google Scholar 

  • Tūtlys V, Spöttl G (2017) From the analysis of work processes to designing competence-based occupational standards and vocational curricula. Eur J Train Dev 41(1):50–66

    Article  Google Scholar 

  • Vonken M (2017) Competence, qualification and action theory. In: Mulder M (ed) Competence–based vocational and professional education. Bringing the worlds of education and work. Springer, Bern, pp 67–82

    Chapter  Google Scholar 

  • Winterton J (2009) Competence across Europe: highest common factor or lowest common denominator? J Eur Ind Train 33(8/9):681–700

    Article  Google Scholar 

  • Winterton J (2011) Competence in European policy instruments: a moving target for developing a National Qualifications Framework? J Contemp Educ Stud 5(2011):72–87

    Google Scholar 

  • Winterton J, Cafferkey K (2017) Theorising Human Capital, Concept Paper 1, FRGS Project 169896 Developing a Human Capital Index for Malaysia: Progress and prospects across generations

    Google Scholar 

  • Young MFD (2008) Bringing knowledge back in. From social constructivism to social realism in the sociology of education. Routledge, London

    Google Scholar 

  • Young M (2009) National Vocational Qualifications in the United Kingdom: their origins and legacy. In: Allais S, Raffe D, Strathdee R, Wheelahan L, Young M (eds) Learning from the first qualifications frameworks. Employment Sector Employment Working Paper No. 45, International Labour Office, Geneva, pp 5–30

    Google Scholar 

  • Young M, Muller J (2013) On the powers of powerful knowledge. Rev Educ 1–3:229–250. https://doi.org/10.1002/rev3.3017

    Article  Google Scholar 

  • Zarifian P (2005) Stratégie des entreprises et compétences. Édition Liaisons, Paris

    Google Scholar 

  • Zarifian P (2009) Le travail et la compétence: entre puissance et contrôle. Presses Universitaires de France, Paris

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Vytautas Magnus University, Kaunas, Lithuania

    Vidmantas Tūtlys

  2. Taylor’s University, Subang Jaya, Malaysia

    Jonathan Winterton

  3. University of Verona, Verona, Italy

    Giuseppe Tacconi

Authors
  1. Vidmantas Tūtlys
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jonathan Winterton
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Giuseppe Tacconi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Vidmantas Tūtlys or Jonathan Winterton .

Editor information

Editors and Affiliations

  1. School of Education, University of Nottingham School of Education, Nottingham, UK

    Simon McGrath

  2. Education and Competence Studies Group, Wageningen University, Wageningen, Gelderland, The Netherlands

    Martin Mulder

  3. Faculty of Education, University of the Western Cape Faculty of Education, Bellville, South Africa

    Joy Papier

  4. School of Education, University of Nottingham, Nottingham, UK

    Rebecca Suart

Section Editor information

  1. Department of Agricultural Education and Communication, University of Florida, Gainesville, Florida, USA

    Kirby Barrick

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Tūtlys, V., Winterton, J., Tacconi, G. (2018). Competency Proficiency Scaling. In: McGrath, S., Mulder, M., Papier, J., Suart, R. (eds) Handbook of Vocational Education and Training. Springer, Cham. https://doi.org/10.1007/978-3-319-49789-1_67-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-49789-1_67-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-49789-1

  • Online ISBN: 978-3-319-49789-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation