Competence-Based Education and Training

Autor/in	Mulder, Martin
Titel	Competence-Based Education and Training
Quelle	In: Journal of Agricultural Education and Extension, 18 (2012) 3, S.305-314 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2012.670048
Schlagwörter	Competency Based Education; Vocational Education; Educational Philosophy; Educational Principles; Curriculum Design; Curriculum Development; Training Methods; Training Objectives; Instructional Design; Instructional Development; Extension Education; Agricultural Education; Change Strategies; Educational Change; Educational Practices + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Erweitertes Bildungsangebot; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Lösungsstrategie; Bildungsreform; Bildungspraxis
Abstract	This contribution aims at informing readers about a current education and training design approach which is based on theory building and practical experience. It is about the development of comprehensive competence-based education, which is different from earlier attempts to develop competence-based education. In many education development projects the notion of outcome-based or competence-based education is taken as a starting point. The advantage of the current (comprehensive and holistic) approach is that education and training programmes will become more practice-oriented and relevant for finding or creating employment. The question however is what this education philosophy entails and how to go about the development of this kind of education. There are many questions about this approach, and the author hopes that this contribution will help university leaders, staff of education and examination quality departments, curriculum developers, faculty development staff, chairs of departments and department staff to understand the essence of the approach, see its potential, but also appreciate the complexity of the development and implementation process. (Contains 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10