Against the background of increasing qualification needs there is a growing awareness of the challenge to widen participation in processes of skill formation and competence development. At the same time, the issue of permeability between vocational education and training (VET) and general education has turned out as a major focus of European education and training policies and certainly is a crucial principle underlying the European Qualifications Framework (EQF). In this context, «hybrid qualifications» (HQ) may be seen as an interesting approach to tackle these challenges as they serve «two masters», i.e. by producing skills for the labour market and enabling individuals to progress more or less directly to higher education. The specific focus of this book is placed on conditions, structures and processes which help to combine VET with qualifications leading into higher education.
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Purpose – The purpose of this paper is to highlight some inadequacies of the position of lecturers’ qualifications to design assessments within hospitality curricula while meeting the requirements of international and national quality frameworks. The Framework for Qualifications of the European Higher Education Area leaves the responsibility for designing appropriate teaching and assessment strategies in the hands of educators without fully recognizing the complexity of formulating the desired learning outcomes. Additionally, the subject-oriented background of the majority of educators within universities of applied sciences seems to be ignored in respect of its influence on assessment design. Design/methodology/approach – This paper reflects on the author’s experience in designing courses, teaching and assessment strategies at the NHTV University of Applied Sciences in The Netherlands, as well as observations of processes at other universities of applied sciences. Findings – The author argues for a uniform delineation of hospitality professional qualifications which integrates learning outcomes from international, national and industry profiles. It is proposed that course design should start with assessment design to achieve alignment with learning outcomes and instructional strategies. Universities of applied sciences will have to train course designers in advanced assessment methods and encourage all faculty to acquire appropriate didactical training in assessing students. Practical implications – This paper offers a view on the strategy necessary to ensuring adequate preparation of lecturers in the areas of writing–learning outcomes and preparing assessment. Originality/value – The value of the paper lies in the fact that it is a unique critique of pedagogy in Dutch universities of applied sciences.
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Worldwide there is a lack of well-educated and experienced information security specialists. The first step to address this issue is arranging enough people with a well-known and acceptable basic level of information security competences. However, there might be a lot of information security education and training, but there is anything but a well-defined outflow level with a known and acceptable basic level of information security competences. There exists a chaotic situation in respect of the qualification of information security professionals, with the emergence of a large number of difficult to compare certificates and job titles. Apparently the information security field requires uniform qualifications that are internationally recognized. Such qualifications could be an excellent way of unambiguously clarifying the knowledge and skills of information security professionals. Furthermore it gives educational institutions a framework which facilitates the development of appropriate information security education and training.
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Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
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Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
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In a rapidly developing labor market, in which some parts of jobs disappear and new parts appear due to technological developments, companies are struggling with defining future-proof job qualifications and describing job profiles that fit the organization’s needs. This is even more applicable to smaller companies with new types of work because they often grow rapidly and cannot hire graduates from existing study programs. In this research project, we undertook in-depth, qualitative research into the five roles of a new profession: social media architect. It has become clear which 21st century skills and motivations are important per role and, above all, how they differ in subcategory and are interpreted by a full-service team in their working methods, in a labor market context, and in the talents of the professional themselves. In a workshop, these “skills” were supplemented through a design-based approach and visualized per team role in flexibly applicable recruitment cards. This research project serves as an example of how to co-create innovative job profiles for the changing labor market. Ellen Sjoer, Petra Biemans. “A design-based (pre)recruitment approach for new professions: defining futureproof job profiles.” Információs Társadalom XX, no. 2 (2020): 84–100. https://dx.doi.org/10.22503/inftars.XX.2020.2.6
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Tom van Weert argues that economic, societal and cultural developments in indus-trialized countries push for educational innovation. He sees Information and Communication Technology (ICT) as enabling factor of this innovation. His line of reasoning is the following. Knowledge intensive economies have a need for modern professionals with new qualifications. These professionals have to be able to produce concrete business results, but need also to contribute to essential business knowledge, needed to survive in a highly competitive and changing environment. Knowledge creation is becoming part of working and is therefore not anymore the exclusive right of research institutions. In this light, universities as breeding place of modern professionals, need to redefine their role in much more fundamental ways than simply continuing old practices by modern ICT means. A new educational paradigm is needed, integrating learning, working and knowledge creation. Situation based learning environments may be the materialization of this new paradigm.
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The European Cooperation in Occupational Therapy Research and Occupational Science (ECOTROS) aims to bring together occupational therapists interested in research in order to promote and facilitate international cooperation. In 2005/06, a survey was undertaken to identify the occupational therapists and institutions that were undertaking research in each country in Europe and to discover the topic, range and type of research. Responses to questionnaires were obtained from 113 individuals and information was given about 143 studies being undertaken within 7 countries. The results of the survey state the academic qualifications, work areas and research topics of the participants; the professions of the supervisors; and the sources of the funding.
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Hogescholen starten in 2022 met een eigen doctoraatstraject: het Professional Doctorate. Daarmee introduceert het hbo een nieuwe beroepsopleiding waarmee het de grenzen in de beroepspraktijk wil verleggen. Kandidaten worden opgeleid tot hooggekwalificeerde professionals die leren te interveniëren in complexe vraagstukken zoals de energietransitie of de gezondheidszorg. Belangrijke en noodzakelijke toevoeging Hogescholen zien een doctoraatstraject in het hbo als een belangrijke en noodzakelijke toevoeging binnen het hoger onderwijs stelsel. Het Professional Doctorate (PD) maakt een doorlopende leerlijn van bachelor via master tot doctorate in de beroepskolom mogelijk, en wordt nauw verbonden met het overige hbo-onderwijs. Doel is dat hbo bachelor- en masterstudenten in hun onderwijs de vruchten plukken van het onderzoek van PD-kandidaten naar de laatste ontwikkelingen in de beroepspraktijk. Daarmee is de introductie van het professional doctorate ook een investering in de bredere aansluiting van het hbo op de arbeidsmarkt.
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Maatschappelijke en technologische ontwikkelingen geven zorgtechnologie een impuls. Een update van het hoger gezondheidszorgonderwijs is dan ook nodig om dit aan te laten sluiten bij alle ontwikkelingen. Het is belangrijk dat zorgprofessionals de juiste kennis en vaardigheden hebben. Dit rapport geeft suggesties hoe dit aan te pakken.
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