The 'World of Work' Competeny Framework in Occupational Assessement (original) (raw)
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Professional versus occupational models of work competence
Research in Post-Compulsory Education
In addition to the familiar occupational standards that underpin National Vocational Qualifications, the UK has a parallel if less complete system of competence or practice standards that are developed and controlled by professional bodies. While there is a certain amount of overlap between the two types of standard, recent research points to a distinct professional, as opposed to occupational, perspective on work competence. This can be characterised as focusing on ethics, professionalism and key standards rather than the detail of roles and functions; being designed to apply across the profession rather than having a core-and-options structure; and providing confidence in practitioners’ abilities to act as a member of the profession rather than in a bounded occupational role. These factors are illustrated by reference to practices in professions with which the author has worked, suggesting that there is a spectrum of approaches from this archetypally professional one to a more uti...
ComProCom: a revised model of occupational competence
Education + Training, 2018
Purpose This paper describes a revised approach to describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national VET systems. Design/methodology/approach An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions. Findings The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised. Practical implications A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focusing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.
Pedagogía Social: Revista Interuniversitaria, 2021
Copyright © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 CONTACT WITH THE AUTHORS Mercè JARIOT GARCIA. Facultat de Ciències de l’Educació, despacho G6-265. Universitat Autònoma de Barcelona. 08193 Cerdanyola del Vallès. E-mail: Merce.Jariot@uab.cat ANALYSIS OF THE THEORICAL MODEL OF THE SITUATIONAL TEST FOR MEASURING THE DEVELOPMENT OF BASIC EMPLOYABILITY COMPETENCES: THE WORKERS’ PERSPECTIVE1 ANÁLISIS DEL MODELO TEÓRICO DEL TEST SITUACIONAL DE DESARROLLO DE COMPETENCIAS BÁSICAS DE EMPLEABILIDAD: LA PERSPECTIVA DE LOS TRABAJADORES ANÁLISE DO MODELO TEÓRICO DO TESTE SITUACIONAL DE DESENVOLVIMENTO DAS COMPETÊNCIAS BÁSICAS DE EMPREGABILIDADE: A PERSPECTIVA DOS TRABALHADORES
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