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Key Qualifications Revisited. CEDEFOP Reference Series DOCUMENT RESUME ED 469 800 CE 083 705 AUTHOR Kamarainen, Pekka, Ed.; Attwell, Graham, Ed.; Brown, Alan, Ed. TITLE Transformation of Learning in Education and Training: Key. Qualifications Revisited. CEDEFOP Reference Series. INSTITUTION European Centre for the Development of Vocational Training, Thessaloniki (Greece). REPORT NO TI-43-02-284-EN-C; CEDEFOP-Ser-37 ISBN ISBN-92-896-0130-2 ISSN ISSN-1608-7089 PUB DATE 2002-00-00 NOTE 262p. AVAILABLE FROM Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706- 4391 (#3025 EN; 25 Euro). Tel: 800-274-4447 (Toll Free); e- mail: [email protected]; Web site: http://www.bernan.com. PUB TYPE Books (010) Collected Works General (020) Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS Apprenticeships; Basic Skills; Competence; *Curriculum Development; *Education Work Relationship; Educational Environment; Educational Planning; *Educational Policy; Educational Practices; Educational Technology; Employment Potential; *Employment Qualifications; Evaluation Methods; Federal Regulation; Foreign Countries; Futures (of Society); Information Technology; *Job Skills; Labor Force Development; Models; Nonformal Education; Postsecondary Education; Relevance (Education); School Business Relationship; Secondary Education; Student Evaluation; Theory Practice Relationship; Trend Analysis; *Vocational Education; Work Experience IDENTIFIERS Contextualized Instruction; *Europe; Learning Organizations; Work Based Learning ABSTRACT This book contains 15 papers examining European approaches to the theme of key qualifications. The following papers are, included: "Key Qualifications Revisited: An Introduction" (Pekka Kamarainen); "Exploring Key Qualifications: Context, Theory, and Practice in Europe" (Pekka Kamarainen); "Rethinking Key Qualifications: Towards a New Framework" (Pekka Kamarainen); "Regulation and Deregulation: The Development and Modernisation of the German Dual System" (Gunter Kutscha); "Qualifications, Competences, and Learning Environments for the Future: Analyses of the Development of Three Parallel Approaches" (Tim Oates, Pier Giovanni Bresciani, Bruno Clematide); "A Dutch Approach to Promoting Key Qualifications: Reflections on 'Core Problems' as a Support for Curriculum Development" (Jeroen Onstenk, Alan Brown); "Changing Perspectives on the Impact of Information and Communication Technologies and Their Role in the Context of Education and Training" (Graham Attwell, Nick Boreham, Pekka Kamarainen, Norma Lammont); "Rethinking the Role of Assessment of Non-formal Learning" (Jens Bjornavold, Alan Brown); "Developing a Regional Dialogue on Vocational Education and Training" (Ludger Deitmer, Peter Gerds); "Interpretation of the Relevance of Work Experience for Future-Oriented Educational Strategies" (Toni Griffiths, Fernando Marhuenda); "Bringing Work- Related Learning Back to Authentic Work Contexts" (Peter Dehnbostel); "Transforming Vocational Curricula with Work Process Knowledge" (Nick Reproductions supplied by EDRS are the best that can be made from the on final document. Boreham); "Learning in a Social and Systemic Context--The Learning Organisation" (Barry Nyhan, Michael Kelleher); "The Social Shaping of Work and Technology as a Guiding Principle for Vocational Education and Training" (Gerald Heidegger, Graham Attwell); and "Promoting Learning in and for Organisational Contexts The Development of Key Qualifications/Key Competences" (Barry Nyhan). Individual papers contain references.(MN) Reproductions supplied by EDRS are the best that can be made from the original document. U S DEPARTMENT OF EDUCATION 1 Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) g....11-his document has been reproduced as eceived from the person or organization originating it Minor changes have been made to improve reproduction quality °Points of view or opinions stated in this document do not necessarily represent official OERI position or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1.I 0 S 4=9 if a '449 " E TOPYAVALISth 2 Transformation of learning in education andtraining Key qualifications revisited Pekka Kamarainen, Graham Attwell and Alan Brown (eds.) Cedefop Reference series; 37 Luxembourg: Office for Official Publications of the European Communities,2002 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2002 ISBN 92-896-0130-2 ISSN 1608-7089 ©European Centre for the Development of Vocational Training, 2002 All rights reserved. Designed by Colibri Ltd. - Greece Printed in Greece 4 The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123 GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427 GR-551 02 Thessaloniki Tel. (30) 310 490 111, Fax (30) 310 490 020 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Acknowledgements This book is a result of many joint European activities. Cedefop and the editors wish to thank all those who have participated in these exercises in knowledge development. Edited by: Cedefop Pekka Kamarainen, Project manager Published under the responsibility of: Johan van Rens, Director Stavros Stavrou, Deputy Director 9 Table of contents Preface 5 Summary 6 List of contributors 10 Part I From key qualification debates towards a new framework Chapter 1 Key qualifications revisited: an introduction Pekka Karnarainen 1.1.Starting points 12 1.2. How to use the material 15 Chapter 2 Exploring key qualifications: context, theory and practice in Europe Pekka Karnarainen 2.1.Key qualifications in context 20 2.2.Development of key qualifications in Europe 24 2.3.Curriculum design and development 29 2.4.From key qualifications to new basic skills? 33 2.5.Beyond key qualificationsnew perspectives for educational flexibility? 36 Bibliography 37 Chapter 3 Rethinking key qualifications: towards a new framework Pekka Karnarainen 3.1. A common framework for dialogue 39 3.2.Coordinates for analysing the general renewal of education, training and learning 41 3.3.The new framework for key qualifications polarities between renewal and change 43 3.4.Towards a dialogical discourse on the renewal of national frameworks for qualifications and curricula 46 3.5.Key qualificationschallenges for future research and development 47 3.6.Key qualifications and shaping future-oriented research capacities 50 Part II Key qualifications and policy development in Europe Chapter 4 Regulation and deregulation: the development and modernisation of the German dual system Giinter Kutscha 4.1.Introduction and keynote themes 53 4.2. The dual systemdeveloping future employment in the information and service society 55 4.3.Learning from Europe: alternative structures for modernisation 58 4.4.Developing a comprehensive system of vocational education and training: flexibility and modernisation 66 Bibliography 67 2 Transformation of learning in education and training - Key qualifications revisited Chapter 5 Qualifications, competences and learning environments for the future: analyses of the development of three parallel approaches Tim Oates, Pier Giovanni Bresciani and Bruno Clematide 5.1.Key skills/ Key qualifications: a common policy response 70 5.2.Key skills/ Key qualifications in the EU Member States 73 5.3.Developing and implementing key skills/ key qualifications 77 5.4. Common concerns and future development 83 Bibliography 85 Chapter 6 A Dutch approach to promoting key qualifications: reflections on 'core problems' as a support for curriculum development Jeroen Onstenk and Alan Brown 6.1.Introduction 87 6.2.Core skills, key qualifications and broad occupational competences 89 6.3.Core problems: activities, problems and dilemmas of an occupation 94 6.4.Core problems in the curriculum 96 6.5.Conclusions 100 Bibliography 101 Part Ill Key qualifications: issues and challenges for developing vocational education and training Chapter 7 Changing perspectives on information and communication technologies in the context of education and training Graham Attwell, Nick Boreham, Pekka Kamarainen and Norma Lammont 7.1.Introduction 105 7.2.Changing assumptions on the impact of ICT and on the consequences for education and training 106 7.3. The impact of ICT on work organisation 108 7.4.Informatisation 111 7.5.Skill needs arising from the introduction of ICT into the workplace 113 7.6.Changing perspectives on the use and role of ICT in education and training 117 Bibliography 125 Chapter 8 Rethinking the role of the assessment of non-formal learning Jens Bjernavold and Alan Brown 8.1.Introduction 128 8.2. A new direction? 129 8.3. Why have new assessment methodologies been developed? 142 8.4.Combining different forms of assessment to answer new questions? 146 Bibliography 148 Chapter 9 Developing a regional dialogue on vocational education and training Ludger Deitmer and Peter Gerds 9.1.Introduction 150 9.2. The importance of the region as a new platform for VET reform in Germany
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