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The article deals with transfer in the dual Danish VET system. Transfer is defined as the process of applying knowledge and skills acquired in an educational situation to working life. The existence of many identical elements in both training and transfer situations is known as 'near transfer', and is most readily achieved when training is conducted within company premises. Students find the relevance of their theoretical training to in-company-based application highly motivating. Cognitively, transfer is facilitated by the concrete similarities between training and its application. However, the purpose of school-based education is to develop the students' mastery of 'far transfer', i.e., their ability to apply knowledge and skills to a broad range of situations. Therefore the pedagogy of VET should provide a progression from near to far transfer. The aim of this article is to describe and discuss some of the pedagogical challenges for VET of near and far transfer.

Grein eftir Vibe

The European Qualifications Framework for lifelong learning (EQF) provides a common reference framework which assists in comparing the national qualifications systems, frameworks and their levels. It serves as a translation device to make qualifications more readable and understandable across different countries and systems in Europe, and thus promote lifelong and life-wide learning, and the mobility of European citizens whether for studying or working abroad.

In spite of the expectations that exist regarding efforts to develop competence and in spite of the large amounts of resources devoted to it, there is a marked lack of empirically-based research on competence development in companies and other organizations. The purpose of this article is to present a review of research on strategies for competence development in organizations, their prerequisites and effects. More specifically, the following three questions will be addressed: (i) Why do organizations invest in competence development? (ii) What effects can realistically be achieved through competence development? (iii) What characterizes successful strategies for competence development in organizations? Before these questions are dealt with, different views of the meaning of the concepts of competence and competence development are presented and discussed.

Hér er grein eftir Per-Erik Ellström um svipað efni og fyrirlesturinn

The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.

The purpose of the professional bachelor's degree is to qualify the students to act competently in a subsequent job situation. Anecdotal experience and research have shown that limited transfer between what is learned during the coursework and the subsequent professional practice. This article relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts' in accordance with the curriculum. How does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter 'he') uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program.

The original set of Instructor Competencies was published in 1993 following extensive review and testing by a group of practitioners and academics in the training and instructional design filed. The publication identified the core competencies of instructors - those decisions, actions and behaviors that competent instructors must demonstrate to complete an instructional assignment successfully. The competencies define the generic instructor role, independent of settings and organizations. Competent instructors will accomplish these standards whether delivering simple instructions to a small group or addressing a huge audience.

Leiðbeiningar um gerð námskeiða og námsmats: You can use these interactive guides alongside the written guidance included in the QCF support pack.  Each step-by-step guide will walk you through the key concepts and themes of the QCF and include case studies, hints and tips, and links to further

Eisner er eitt af stóru nöfnunum í námskrárfræðum. Hér er stutt kynning á verkum hans

Purpose: First, to elaborate on the notion of a learning environment based on an empirical study of care work. Second, to explore how aspects of a learning environment may differ between and within units in the same organization, and how to understand and explain such differences.

Purpose - The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes.

Nei þú hefur aðgang, þarft bara að opna proquest fyrst í af síðunni www.hvar.is og opna svo greinina hans Per-Erik!!!

Þetta tókst núna. Takk fyrir hjálpina.

The EQF is a common European reference framework which links countries' qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens' mobility between countries and to facilitate their lifelong learning.

The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning.

Grein eftir Per-Erik Ellström sem var með okkur í fyrstu staðlotunni

Stutt grein um yfirfærslu náms, skilgreiningar og leiðir

Sammála Rósa, flott ábending. Mér finnst höfundur einmitt benda á nokkrar góðar hugmyndir um framkvæmd ==> um að gera að skoða þær. Mér finnst þó skrítið hvað hún gerir með kenningarnar ;-) ... eins og henni finnist hún verði að hafa þær með, en gerir raunverulega ekkert meira með þær en að útskýra eina til tvær...