Competence and Competence DevelopmentValérie Cohen-Scali What are today’s main concepts and theories – and the main stakes – associated with the issue of competences in organisations? Several topics are discussed, including competence issues regarding the evolution of work, professionalisation, competence evaluation, competence management, and the competences of adult educators and trainers, as well as European policies regarding competence needs and development. From the Contents: Changes in Work and Competences Professionalisation and the Development of Competences in Education and Training The Role of Professional Didactics in Skills Development for Training and Education Professionals Competence Evaluation Processes in Adult Education Competence Management and Adult Education Changes in Vocational Training and New Models of Competences for Individuals |
Contents
| 9 | |
| 11 | |
| 17 | |
3 Professionalisation and the Development of Competences in Education and Training | 31 |
4 The Role of Professional Didactics in SkillsDevelopment for Training and EducationProfessionals | 53 |
5 Competence Evaluation Processes in AdultEducation | 73 |
6 Competence Management and Adult Education | 95 |
7 Changes in Vocational Training and New Modelsof Competences for Individuals | 115 |
8 Conclusion | 133 |
List of Abbreviations | 136 |
Annotated Bibliography | 137 |
| 138 | |
About the Authors | 144 |
| 145 | |
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Common terms and phrases
ability According acquired action action process activity adapt adult adult education aimed analyse approach assessment basis become behaviours career carried Cedefop changes chapter characteristics cognitive collective communications compe competence management competences concept concerned consists construction context continuing countries created defined describe designed didactics effective elements emergence employees environment European evaluation example experience Finally firms forms framework hand human identify identity implemented important increasing individual initial interactions involved Italy knowledge learning linked means ment methods needs objectives observation operative organisation particular person play players possible practices production professional professionalisation qualifications question recognition refers reflective relation relationship responsibility result role sector situations skills social space specific task tences tion trainers types understanding validation various vocational training workplace