Workplace Learning in the Horti/Floriculture Sector in East-Africa First International Conference on Educational Research for Development, Addis Ababa.

Workplace Learning in the Horti/Floriculture Sector in East-

AfricaFirst International Conference on Educational Research for

Development, Addis Ababa University,Addis Ababa, Ethiopia,

May 12-15, 2009

Prof. dr. Martin Mulder, Dr. Judith Gulikers

E: [email protected] I: www.ecs.wur.nl I: www.mmulder.nl

Competence and work: a generic working definition

integrated capabilitiesconsisting of clusters of knowledge, skills, and attitudesconditional for task performance and problem solvingand for being able to function effectivelyin a certain profession, organisation, job, role and situation

Competence: a two-fold concept

1.Sufficient performative proficiencyMinimal capability to actAbilityTo be able to

2.Formalised permissive authorisationLegal, institutional or organisational approval to

act and decidePower-responsibilityTo be allowed to

The three levels of use of ‘competence’

1.Fragmented behaviorismSkills Training

2.Integrated occupationalismVocational Education

3.Reflective professionalismProfessional development

Two kinds of competenceBehavior-oriented

Interaction competence

Stress managementIndependencySelf management, etc.

Task-orientedBeing able to

supervise a greenhouseImplement integrated pest management,Maintain a fertigation systemManage a flower farm, etc.

Competence – developments in the literature

Competence as basicmotivation, White, 1959Selection and placement, McClelland, 1973Performance Improvement,Gilbert, 1978The competent managerBoyatzis, 1982Training and development, Zemke, 1982Self assessment and development, McLagan,

1983Core competence of the Corporation, Prahalad &

Hamel, 1990

Work-process related competence

Nordhaug, 1993Education, learning and work, Dubois, 1993Competence of group, Lado & Wilson, 1994Professional development,

Eraut, 1994Lucia & Lepsinger, 1999

(OECD)Conflicting roles and team competence, Quinn et alCompetence at work,

Sandberg, 2000The great eight competencies, Bartram, 2005

Towards institutional use

Jones & Voorhees, 2002 (USDE)

Rychen & Salganik, 2003 (OECD)

European Commisson, 2005

European Parliament and Council

2006European Social Partners,

2006

Biemans, H., L. Nieuwenhuis, R. Poell, M. Mulder & R. Wesselink (2004). Competence-based VET in The Netherlands: backgrounds and pitfalls. Journal of Vocational Education and Training, 56, 4, 523-538.

Brinkman, B., Westendorp, A.M.B., Wals, A.E.J. & Mulder, M. (2007). Competencies for Rural Development Professionals in the Era of HIV/AIDS. Compare: A journal of comparative education, 37, 4, 493 – 511.

Karbasioun, M. (2007). Towards a Competency Profile for the Role of Instruction of Agricultural Extension Professionals in Esfahan. Doctoral dissertation. Wageningen: Wageningen University.

Karbasioun, M, H. Biemans & M. Mulder (2007). Supporting Role of the Agricultural Extension Services and Implications for Agricultural Extension Instructors as Perceived by Farmers in Esfahan, Iran. Journal of International Agricultural and Extension Education, 14, 1, 31-44.

Karbasioun, M., M. Mulder & H. Biemans (2007). Towards a job competency profile for agricultural extension instructors: A survey of views of experts. Human Resource Development International, 10, 2, 137-151.

Recent ECS publications on competence - 1

Recent ECS publications on competence - 2

Mulder, M. (2007). Competence – the essence and use of the concept in ICVT. European Journal of Vocational Training, 40, 5-22.

Mulder, M., T. Weigel & K. Collins (2006). The concept of competence concept in the development of vocational education and training in selected EU member states. A critical analysis. Journal of Vocational Education and Training, 59, 1, 65-85.

Weigel, T., M. Mulder & K. Collins (2007). The concept of competence in the development of vocational education and training in selected EU member states. Journal of Vocational Education and Training, 59, 1, 51-64.

Wesselink, R., H.J.A. Biemans, M. Mulder & E.R. van den Elsen (2007). Competence-based VET as seen by Dutch researchers. European Journal of Vocational Training. 40, 38-51.

Competence: an example - 1

Requires knowledgedisciplinary knowledge

Requires skillsworking with artefacts

Requires attitudesaccuracycoping with pressureintegrity

Together that requires professional competence

Context: Making a DNA-profile in Crime Scene Investigations

Requires knowledgeproduct and market

knowledgeRequires skills

persuasive communication

Requires attitudesseeking and using

opportunitiesself efficacyfeeling for timing

Together that requires professional competence

Context: Making an Investment Decision in a Flower Farm

Competence: an example - 2

Principles for CBL1. The competencies that are basis for the curriculum are

defined. 2. Vocational core problems are the organising unit for

(re)designing the curriculum.3. Competence-development of students is assessed frequently

(before, during and after the learning process).4. Learning activities take place in several authentic situations.5. In learning and assessment processes knowledge, skills and

attitudes are integrated. 6. Self-responsibility and (self)reflection of students are

stimulated. 7. Teachers both in schools and practice fulfil their roles as

coach and expert in balance. 8. A basis is realised for a lifelong learning attitude for students.

Matrix of competence-based VETPrinciple not starting partial complete

ly

Competences O O O O

Core problems O O O O

Assessment O O O O

Authentic learning O O O O

Integration O O O O

Self responsibility O O O O

Coaching O O O O

Lifelong learning O O O O

Example of a principle

Principle 2 Not competence based

Starting to be competence-based

Partial competence-based

Completely competence-based

Vocational core problems are the organising unit for (re)designing the curriculum (learning and assessment).

There are no vocational core problems specified.

There are vocational core problems specified, which are used as examples in the (re)design of the curriculum

There are vocational core problems specified. These core problems are the basis for the (re)design of some parts of the curriculum.

There are vocational core problems specified and these are leading for the (re)design of the whole curriculum.

Example of a principle

Principle 3 Not competence based

Starting to be competence-based

Partial competence-based

Completely competence-based

Competence-development of students is assessed frequently (before, during and after the learning process).

Assessment is the final stage of a learning process and takes place at a fixed moment.

Assessment takes place at several moments. Assessment is used for formal assessment and does not play a role in the learning process of students.

Assessment takes place before, during and after the learning process. Assessment is used for both formal assessment and competence development of students.

Assessment takes place before, during and after the learning process. Assessment is used both for formal assessment and competence development of students. Students determine moment and format of assessment themselves.

Competence-based curriculum redesign

NUFFIC NPT projects Uganda and EthiopiaSectors: floriculture – horticultureConsortia with LEI – PTC+ – PPO – ECSCounterparts: schools + stakeholdersMaking the programs more demand-drivenInclude larger practical componentsMove towards activation learning methods

Example: Uganda

Floriculture curriculum Diploma and certificate levelVocational and Higher Education

UgandaBukalasa Agricultural CollegeMountains of the Moon University

Capacity Building Model in the Floriculture Sub Sector

Flower farms

ResearchEducation & Training

Knowledge exchange between research and farmers

Knowledge exchange between research

education and training

Learning-on-the job

Knowledge construction in action

Flower farms

ResearchEducation & Training

Knowledge exchange between research and farmers

Knowledge exchange between research

education and training

Learning-on-the job

Knowledge construction in action

Project structure

WP 6 Project Management

Designing

Floriculturetraining

curriculumimplemented

Implementation

Needs Assessment

Professional trainers &

training courses available

Curriculumsmallholder floricultureoperational

Evaluation & Revision

Practicalresearchprogram

operational

WP 1Curriculum

Development

Trainingfacilities

operational

WP 2Capacity Building *)

WP 3Applied

Research

WP 4Investments

WP 5SmallholderFloriculture

*) Including course development

WP 6 Project Management

Designing

Floriculturetraining

curriculumimplemented

Implementation

Needs Assessment

Professional trainers &

training courses available

Curriculumsmallholder floricultureoperational

Evaluation & Revision

Practicalresearchprogram

operational

WP 1Curriculum

Development

Trainingfacilities

operational

WP 2Capacity Building *)

WP 3Applied

Research

WP 4Investments

WP 5SmallholderFloriculture

*) Including course development

Curriculum WP deliverables

Core Competence AssessmentsMap of programme componentsList of course titlesBoxes of learning outcomesBoxes of content specificationsSpecifications of allocated teaching

timeSpecifications of entry requirements

Strategies for competence-based curriculum development

Informal curriculum evaluationIdentification of stakeholdersSelection of representativesCollection of opinions of expertsFurther literature analysis on trendsInvited curriculum deliberationContinuous interactive

alignment with stakeholder needs andpreferences

From the curriculum to lesson plans and learning

Active learningCooperative learningArgumentative

learningStudent-centered Socio-constructivist learning theory

Critical issuesArticulation of educational philosophy of colleges and

universitiesPersonal epistemologies and inspiring mission statementsFaculty developmentAttention to cross-cutting themes

Gender, HIV-Aids, Social, Managerial and Entrepreneurial skillsEnsuring quality internship places - financingEnsuring practical training facilities (including basic resources)Inclusion of research input in coursesAlignment with short practical courses – portfolio - APLContinued interaction is needed between all stakeholders Quality management and development programIntegrated evaluation system

course, semester, year, program, by teachers, students, alumni and other external stakeholders

Flexibility in continuing improvement (vis-à-vis agreements)

Conclusions

Overview of ins and outs of competence-based educationInclusion of workplace learning – authentic practical

learningA promising educational innovationProvided that it is really competence-basedTo be clarified by applying the matrix of CBEBased on a demand-driven multi-stakeholder processI believe this innovation will be promising in terms of sustainable employability and socio-economic innovation