Elly de Bruijn | Utrecht University of Applied Sciences (original) (raw)
Papers by Elly de Bruijn
Vocational education in the Netherlands
de Bruijn, E., & Bakker, A. (2017). The role and nature of knowledge in vocational programmes. In... more de Bruijn, E., & Bakker, A. (2017). The role and nature of knowledge in vocational programmes. In E. de Bruijn, S. Billett, & J. Onstenk, Vocational education in the Netherlands. New York: Springer.
Heusdens, W., Bakker, A., Baartman, L., & De Bruijn, E. (2016). Contextualising vocational knowle... more Heusdens, W., Bakker, A., Baartman, L., & De Bruijn, E. (2016). Contextualising vocational knowledge: A theoretical framework and illustrations from culinary education. Vocations & Learning, 9(2), 151-165.
Journal of Vocational Education & Training, 2009
In a previous series of studies, a model of comprehensive competence-based vocational education (... more In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired " competentiveness " of their study programmes. " Competentiveness " refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams' intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired " competentiveness " of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.
Vocations and Learning, 2011
In a previous series of studies, a model of comprehensive competence-based vocational education (... more In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness” refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.
European Journal of Women's Studies, 2000
In response to recent developments in the labour market, in occupational structure and in occupat... more In response to recent developments in the labour market, in occupational structure and in occupational practice, many aspects of vocational education and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are integrating while others are differentiating. New methods of production and organization require new types of employee competencies: problem-solving and social-communicative skills are becoming more and more important. The article focuses on the importance and the possibilities of shaping these developments from a gender perspective. First, the significance of changing qualification requirements is discussed for the technical sector, the service and care sector and the economic-administrative sector. Second, two innovations in vocational education and training are discussed: the recognition of prior learning and the development of flexible, modular educational pathways.
Journal of Vocational Education & Training, 2009
European Journal of Women's Studies, 2000
ABSTRACT In response to recent developments in the labour market, in occu-pational structure and ... more ABSTRACT In response to recent developments in the labour market, in occu-pational structure and in occupational practice, many aspects of vocational edu-cation and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are ...
Higher Education, 2011
How to design learning environments leading to learning-, thinking, collaboration-and regulation ... more How to design learning environments leading to learning-, thinking, collaboration-and regulation skills which can be applied to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments in innovative higher professional education more closely. To characterize learning environments we identify designable elements and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified. We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues that would be available in professional practice and scaffold learners in need of support.
Vocational education in the Netherlands
de Bruijn, E., & Bakker, A. (2017). The role and nature of knowledge in vocational programmes. In... more de Bruijn, E., & Bakker, A. (2017). The role and nature of knowledge in vocational programmes. In E. de Bruijn, S. Billett, & J. Onstenk, Vocational education in the Netherlands. New York: Springer.
Heusdens, W., Bakker, A., Baartman, L., & De Bruijn, E. (2016). Contextualising vocational knowle... more Heusdens, W., Bakker, A., Baartman, L., & De Bruijn, E. (2016). Contextualising vocational knowledge: A theoretical framework and illustrations from culinary education. Vocations & Learning, 9(2), 151-165.
Journal of Vocational Education & Training, 2009
In a previous series of studies, a model of comprehensive competence-based vocational education (... more In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired " competentiveness " of their study programmes. " Competentiveness " refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams' intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired " competentiveness " of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.
Vocations and Learning, 2011
In a previous series of studies, a model of comprehensive competence-based vocational education (... more In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness” refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.
European Journal of Women's Studies, 2000
In response to recent developments in the labour market, in occupational structure and in occupat... more In response to recent developments in the labour market, in occupational structure and in occupational practice, many aspects of vocational education and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are integrating while others are differentiating. New methods of production and organization require new types of employee competencies: problem-solving and social-communicative skills are becoming more and more important. The article focuses on the importance and the possibilities of shaping these developments from a gender perspective. First, the significance of changing qualification requirements is discussed for the technical sector, the service and care sector and the economic-administrative sector. Second, two innovations in vocational education and training are discussed: the recognition of prior learning and the development of flexible, modular educational pathways.
Journal of Vocational Education & Training, 2009
European Journal of Women's Studies, 2000
ABSTRACT In response to recent developments in the labour market, in occu-pational structure and ... more ABSTRACT In response to recent developments in the labour market, in occu-pational structure and in occupational practice, many aspects of vocational edu-cation and training are subjects of discussion and in transition. The tertiary sector is growing, some occupations are ...
Higher Education, 2011
How to design learning environments leading to learning-, thinking, collaboration-and regulation ... more How to design learning environments leading to learning-, thinking, collaboration-and regulation skills which can be applied to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments in innovative higher professional education more closely. To characterize learning environments we identify designable elements and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified. We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues that would be available in professional practice and scaffold learners in need of support.