Competence-based Vocational and Professional Education, Softcover reprint of the original 1st ed. 2017 Bridging the Worlds of Work and Education Technical and Vocational Education and Training: Issues, Concerns and Prospects Series, Vol. 23

Introduction.- 1 Introduction.- Part I Theory: Conceptual Foundations, Concerns and Perspectives.- 2 Developing domains of occupational competence: Workplaces and learner agency.- 3 Competence, qualification and action theory.- 4 Competence and professional expertise.- 5 Competence, capabilities and graduate attributes.- 6 Using an epistemological perspective to understand competence-based vocational and professional education.- 7 Mindful Working and Skilful Means: Enhancing the affective elements of vocational education and training through the ethical foundations of mindfulness.- 8 Competence- based education and teacher professional development.- 9 Beyond competence, thinking through the changes: Economy, work and neo-Liberalism.- 10 The integrated view on competence.- 11 Competence and the alignment of education and work. Part II Competence-based Education as a Global Innovation.- II.I The USA: Where it all began.- 12 Competence-based education in the USA.- 13 Competence-based education and assessment in the accounting profession in Canada and the United States.- II.II Diverse European Approaches.- 14 NVQs and approaches to competence in the UK: Contexts, issues and prospects.- 15 Competence development and workplace learning: Enduring challenges in the interplay of policy and practice in the UK.- 16 Competence Domains and Vocational-Professional Education in Germany.- 17 The competence development agenda in France.- 18 Competence-based approach in the education reforms of Lithuania and Estonia.- 19 Competence-based Education in the Italian Context: State of Affairs and overcoming difficulties.- II.III Asian and African approaches.- 20 Competence-based education in China's higher TVET: The case of Shenzhen Polytechnic.- 21 Competence-based training in South Asia.- 22 Competence-based vocational education and training in Viet Nam: Input and process towards learning outcomes.- 23 Competence and TVET-Innovation in Sub-Saharan Africa; The case of Rwanda.- Part III Competence and Key Aspects of Education Systems.- III.I Generic Competence Frameworks for Education Systems.- 24 Competencies in Higher Education: Experience with the Academic Competencies and Quality Assurance (ACQA) Framework.- 25 Models and Principles for Designing Competence-based Curricula, Teaching, Learning and Assessment.-  26 '4C your way': A competence framework for measuring competence growth from secondary vocational to higher education and curriculum design.- III.II Recognition, Assessment, Quality Management and Effectiveness.- 27 Comparing Recognition of Prior Learning (RPL) across countries.- 28 Competence assessment as learner support in education.- 29 Assuring quality in competence assessments: The value-added of applying different assessment approaches to professional education.- 30 Quality management of competence-based education.- 31 Competence-based education and educational effectiveness.- III.III Areas of Learning, Knowledge and Skills.- 32 Areas of Learning: The shift towards work and competence orientation within the school-based vocational education in the German Dual Apprenticeship System.- 33 Knowledge concepts in competence-based VET-research. Perspectives on cognitivist and social-constructivist approaches.- 34 Competence and the need for transferable skills.- III.IV Support for Teachers, Teaching and Learning.- 35 Factors influencing professional development in teacher teams within CBE contexts.- 36 Self-regulation and competence in formal and informal contexts of vocational and professional education.- 37 Fostering development of work competencies and motivation via Gamification.- 38 Software tools for scaffolding argumentation competence development.- Part IV Competence Domains.- IV.I Discipline-Oriented Competence Domains.- 39 Modeling, measurement and development of professional competencies in industrial-technical professions.- 40 Competence modelling and measurement in engineering mechanics.- 41 Modelling and Measurement of Teacher Competence: Old wine in new skins?.- 42 Competency-based Medical Education and its Competency-Frameworks.- IV.II Transversal Competence Domains.- 43 Green skills as the agenda for the competence-movement in TVET.- 44 Complex problem solving in a changing world: Bridging domain-specific and transversal competence demands in vocational education.- 45 Intuition as crucial component of professional competence: Its relevance for competence-based Vocational and Professional Education and Training.- 46 Labour market uncertainty and career perspectives: Competence in entrepreneurship courses.- 47 Becoming globally competent through student mobility.- 48 Social competence research: A review.- 49 Computational thinking as an emerging competence domain.- Conclusions and Discussion.- 50 Competence Theory and Research: A Synthesis.