It was a huge pleasure to give the webinar Competence Theory and Research for the YoriVET network this morning. Some more persons attended from outside the project. The presentation PPT contains a lot of new material and can be downloaded from here: 211109 Competence theory and research
It was a great pleasure to give the webinar on October 27 for the around 45 experts who are interested in the work of REAL (the Institute for Researching Education and Labour) of WITS University in Johannesburg, South-Africa. The webinar would originality address competence theory, research and practice, but it was turned into ‘The Challenge of Theorising Competence Development: A Focus on the Public Sector’, because most questions were about that. Thank you Presha Ramsarup for the invitation and facilitation. Thanks Kate Mlanzi for your introduction, and I am sorry you lost connection, and could not finish. I am sorry Stephanie Allais for the bad connection and that you could not make it. REAL recorded the webinar, and will put it on the YouTube channel of the Institute. That way, interested colleagues who were not able to attend can see the recording. Here you can download the PPT.211026 Theorizing Competence
Various questions were put upfront for which I prepared answers. One was about the theoretical value of the concept of competence. That was the same question raised by colleagues at the former chair group of Education and Competence Studies at Wageningen University, some 20 years ago. At that time, the answer on that question was not very clear yet. But during the last years, after more reflection. I came to the conclusion that the competence concept:
- Explains variation in performance (see the AMO-model of Appelbaum)
- Triggers motivation (see the CAR-model of Deci & Ryan)
- Points at improvement potential (see the theory of worthy performance of Gilbert)
- Articulates domains of teaching (based on job profile research)
- Holds course of learning (see the core competence theory of Prahalad & Hamel)
- Provides communication language (about learning and development priorities)
- Defines expectations frameworks (for professions, educational programs, careers)
- Includes application of knowledge in practice
- Stresses the importance of the attitude dimension in education
There were also questions during the session. One question kept coming to my mind, which was the question about the meaning of competence in a country like South-Africa, with its history of apartheid and fundamental social injustice. This question reminded me to my work on future competence for the VUCA world, VUCA meaning Volatility, Uncertainty, Complexity and Ambiguity. In my Farewel address (2016 Mulder – Farewell Address) in 2016 I elaborated on this.
However, whilst I am mostly speaking and writing about professional competence, there is a whole other reality than the VUCA world as just mentioned. What if VUCA would be the acronym of: Violence, Unjustice, Criminal, and Abusive? How many children, adolescents and adults are living in that world were they have to fight for survival, be smart to escape from that world (if possible at all), and/or shape a better life (if they can)? What would the meaning of competence be for them? In that discussion the human capability of Nussbaum comes in, which is stressing the rights people should be able to exert. For people in that other VUCA world, competencies can also be defined. There is a linkage between competencies for the future and competencies for challenging life circumstances. Discussions about these competencies should be embedded in narratives regarding the historical social-cultural developments of regions, nations and localities. Actually, discussions about world-wide implementation of the concept of professional competence and competence development, should also be held against the background of those historical social-cultural developments, and work cultures in organizations and the factors in play regarding the informal economy, creating livelihoods and small-scale entrepreneurship.
The article of Dr Zainun Misbah on teacher-student interactions in competence-based vocational education and the mediating role of motivation is now published online in Learning Environments Research. Continue reading Teacher interpersonal behaviour, student motivation and competence level
I am pleased to share that Editor in Chief of Learning Environments Research, Barry Fraser, accepted the manuscript of Dr Zainun Misbah, called ‘Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments’, for publication. Congratulations Dr Misbah with this outcome of your PhD project. Once the manuscript is published online, I will share more details, also about the results and conclusions of this publication.
For the time being, the current reference is: Misbah, Z., Gulikers, J., Widhiarso, W., & Mulder, M. (2021, accepted). Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments. Learning Environments Research.
I am pleased to facilitate a webinar for REAL (Researching Education and Labour) of WITS University in Johannesburg, South-Africa. The webinar will address competence theory, research and practice, which will support a research project of REAL to investigate ‘professional competence in the public sector’ in South Africa.Looking forward to the discussion and debate about this theme.
I am excited to facilitate a meeting of the YoriVET Round Table on November 9. YoriVET is a network of international PhD students who are doing research in the field of Vocational Education and Training. The theme of the meeting is Competence Theory and Research. I appreciate this opportunity also because I gave a keynote at the information event in Bonn when the overarching initiative for research on the internationalization of Vocational Education and Training was launched. The text of this keynote was published as Mulder, M. (2018). Researching vocational education and training: An International perspective. Journal of Vocational, Adult and Continuing Education and Training, 1(1), 35-51. Download: 2018 Mulder – Investm in intl VET res – JAEE. I will share more information when it is available.
Op 10 september heeft Edmé Oostinga-Flink haar scriptie voor de afronding van de opleiding Master Onderwijskunde succesvol verdedigd. Het titel van de scriptie luidt: ‘Coachingsvaardigheden van docenten. Een onderzoek naar aanwezige en verder te ontwikkelen coachingsvaardigheden van docenten van het eerste en het tweede leerjaar om gepersonaliseerd onderwijs te realiseren’.
Op 2 september heeft Marcel Koersma op succesvolle wijze zijn scriptie als eindwerk van de Master Onderwijskunde verdedigd. De titel van de scriptie luidt: ‘Effecten van gepersonaliseerd leren op motivatie, leerprocessen en leerresultaten’.
Op 2 september heeft Linda Kroon op succesvolle wijze haar scriptie als eindwerk van de Master Onderwijskunde verdedigd. De titel van de scriptie luidt: ‘Stimuleren van leren en professionaliseren van medewerkers in de 24 uurs zorg’. Er is onderzoek gedaan naar hoe de organisatie er voor kan zorgen dat het leren en professionaliseren van medewerkers voldoende bijdraagt aan hun huidige en toekomstig functioneren. Het onderzoek heeft geleid tot het inzicht dat leiderschap, het ondersteunen van het leren, beïnvloeden van motivatie, leerintentie en een positief leerklimaat daarbij van essentieel belang zijn.
Research of Chalachew Tarekegne et al is now published in The Journal of Agricultural Education and Extension. The research is about the development and validation of a competence framework of smallholder farmers who want to improve their productivity. Needless to say that productivity improvement of smallholder farmers in developing countries is key in eradicating hunger and poverty. Continue reading Competence framework for productivity improvement of smallholder farmers