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001 978-94-007-4725-8
003 DE-He213
005 20140220082934.0
007 cr nn 008mamaa
008 120725s2013 ne | s |||| 0|eng d
020 _a9789400747258
_9978-94-007-4725-8
024 7 _a10.1007/978-94-007-4725-8
_2doi
050 4 _aLC1051-1072
050 4 _aLC1041-1048
072 7 _aJNRV
_2bicssc
072 7 _aEDU031000
_2bisacsh
072 7 _aEDU046000
_2bisacsh
082 0 4 _a370.113
_223
100 1 _aRauner, Felix.
_eauthor.
245 1 0 _aCompetence Development and Assessment in TVET (COMET)
_h[electronic resource] :
_bTheoretical Framework and Empirical Results /
_cby Felix Rauner, Lars Heinemann, Andrea Maurer, Bernd Haasler.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _aXVII, 169 p. 65 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aTechnical and Vocational Education and Training: Issues, Concerns and Prospects,
_x1871-3041 ;
_v16
505 0 _aPreface -- Introduction: Competence Diagnostics in Vocational Education – what for? -- Foundations of a competence model -- The COMET competence model: foundations for the study of professional competence and identity -- Test development and design of the study -- Test instruments and implementation of the COMET study -- Results 2008 – the survey population -- Results 2008 – Apprentices competence -- Results of the main phase -- The COMET rating procedure in practice: some conclusions -- References.
520 _aThe transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as ‘COMET’ on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The model’s success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aProfessional & Vocational Education.
650 2 4 _aAssessment, Testing and Evaluation.
700 1 _aHeinemann, Lars.
_eauthor.
700 1 _aMaurer, Andrea.
_eauthor.
700 1 _aHaasler, Bernd.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400747241
830 0 _aTechnical and Vocational Education and Training: Issues, Concerns and Prospects,
_x1871-3041 ;
_v16
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-4725-8
912 _aZDB-2-SHU
999 _c99459
_d99459