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"Lahn, Leif Chr"
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Large scale studies of holistic professional competence in vocational education and training (VET). The case of Norway
Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of \"professional competence\" (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on \"measurement equivalence\" is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations. (DIPF/Orig.)
Journal Article
Professional Learning in the Knowledge Society
This book presents an entirely new perspective on professional learning and knowledge based on perspectives on the knowledge society and in particular an interpretation of Knorr Cetina's work on scientific 'Epistemic cultures'.
eBook
The use of knowledge sources amongst novice accountants, engineers, nurses and teachers
The concept of epistemification (Stutt & Motta, 1998; Hakkarainen, Pelonen, Paavola, & Lehtinen, 2004) has recently made its way into the literature on technology and society.
Book Chapter
Good professional work in accounting, engineering, nursing and teaching
Professionals are expected to carry out their work well and base their judgment on a system of abstract knowledge (Abbott, 1988). In return they are given a certain degree of autonomy regarding how they perform their work as well as recruitment and training to their field of expertise.
Book Chapter
Introduction – Professional learning in new knowledge landscapes: A cultural perspective
Our times are characterised by a prevalent interest in knowledge. In all branches of social life, people are turning to experts to provide answers and solutions to their problems. At the same time the rapid pace of knowledge production generates confusion as it leads to a wide array of conflicting evidence that lives and circulates simultaneously.
Book Chapter