Titlebook: Competence-based Vocational and Professional Education; Bridging the Worlds Martin Mulder Book 2017 Springer International Publishing Swit

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J. P. Henry,C. Pontis,J. David,P. H. Gouyon original values and ethos of mindfulness strategies have been distorted and subverted in a number of instances in which ‘McMindfulness’ programmes have been implemented with a view to the exclusive pursuit of corporate objectives and commercial profit. Such mutated examples of MBIs are, to some deg

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Isolation and Purification of Insect DNA,development. It will take the position that the overuse of functional competences is likely to narrow the agenda and that because teaching is a complex blend of the cognitive and emotional, skills, knowledge, attributes and values, they should not dominate. Narrowly defined competences are only one

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1871-3041 tencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accredi978-3-319-82411-6978-3-319-41713-4Series ISSN 1871-3041 Series E-ISSN 2213-221X

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Introduction, clarify the manifold meanings of and approaches regarding competence-based education, to show the diversity and to explain the backgrounds of the differences so that scholars and practitioners will be better informed about this. It should help making the different views on competence and competence

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Developing Domains of Occupational Competence: Workplaces and Learner Agencypation (i.e. what all occupational practitioners need to know, can do and value). This comprises the domain of occupational capacities required to perform competently in, secondly, particular situations (i.e. situated domain of occupational competence) and, thirdly, the personal domains that individ

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Competence, Qualification and Action Theory ongoing debate about measuring and developing competence exists, the concept itself is only partly founded on theory. It sometimes seems that ‘competence’ is used as a material construct, which refers to real objects like arms or heads. Rather, it is a social construct, only viable if it grounds on

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Competence, Capability and Graduate Attributesple meanings and applications across these areas of educational endeavour as discussed elsewhere in this volume. In addition, the term ‘capability’ has come to prominence with a range of meanings from a synonym for competence in some usage, to the plural capabilities and sometime synonymously with c