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x Using evidence-based research and evaluation to establish the types of policies and programmes that can work in TVET.
x Promoting innovative TVET projects and reforms in the fields of new qualifications frameworks, skill competences, industry partnerships, increased articulation and access to Higher Education as well as social inclusion.
x Supporting equity and access to education and training inclusive of life-long learning, gender considerations and disadvantaged groups.
x Building and extending partnerships with stakeholders to promote wider participation in conjunction with demand driven solutions to ensure sustainability in TVET.
x TVET delivery is spread across levels of Government and Ministries and therefore requires effective and efficient policy co-ordination and governance (Fawcett, El Sawi,
& Allison, 2014, pp. 42-44).
A deliberate plan of action should guide decisions to achieve rational outcomes. This must include frameworks of action across the system to steer and shape decisions, strategies, programmes and behaviours (Markussen & Sandberg, 2011, pp. 391-406). Furthermore, policies should not only focus on expanding the TVET system in their current state of unmet potential to meet the growing demands placed thereon, but on expansions founded in evidence based research data (Marope, Chakroun & Holmes, 2015, p.19). TVET is engaged in diverse Policy and Government initiatives to address the national mandate and simultaneously improve the glooming student success rate. Policy frameworks, strategies and guidelines require precise action plans to effect the desired change and not to remain excellent paper work.
2.8 DIMENSIONS OF COMPETENCE DIAGNOSTIC ASSESSMENT AND
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Various models were developed such as the Dreyfus Novice to Expert five dimensional model of skills acquisition based on the principle that humans evolve from rule guided “know that”
to experienced “know-how” as illustrated in Figure 6. A high level of skills acquisition resulting from extensive, concrete experience in specific, contextual real life situations is imperative in an unstructured problem area (Dreyfus, Huber, Dreyfus, Stuart, 1986, pp.19-21).
This model is valuable but it does not provide a measuring tool. It is of critical importance but focus on one aspect or axis of occupational competence.
COMET is designed to measure occupational competence by using open-ended test tasks corresponding to the processing of orders and training objectives in the world of work. There is therefore no simplistic YES or NO responses but rather comprehensive responses based on eight competence criteria (Heinemann & Rauner, 2011). The focus is on problem solving, project orientation and practical learning. Learning tasks are a fundamental component of occupational competence assessment and development. Competence, skills and knowledge of the target group range from detailed help and specifications to beginners to merely giving the task to advanced learners. This must be done in a manner that safeguards reflection on practice and the establishment of complex relations (Scholz & Heinemann, 2013, pp. 107-110).
The eight COMET criteria illustrated in Figure 7 below defines the three levels of competence.
The competence levels are accumulative of nature but allows for the possibility to determine the diversity in terms of the quality of the solutions within the levels as illustrated in Figure 7.
Figure 7: Criteria and levels of occupational competence
(Rauner, 2016)
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These eight criteria must be implemented to
enable
holistic problem solving. Functionality and the clarity of the solution must be in place before the other criteria can be considered. The solution must be workable and clearly deliberated. Occupational competence measured at levels of Nominal, Functional, Processional and Holistic competence allows for diagnostic assessment. The potential for development is increased as opposed to Outcomes-based assessment results rated as either competent or not yet competent (Meyer & Orpen, 2012, p.217).
COMET Competence model has three dimensions (Figure 8) namely, the Requirement dimension, Content dimension and the Action dimension.
Figure 8: Dimensions of the COMET competence model
The Requirement dimension (levels of professional competence):
x Accumulative competence is a fundamental principle of COMET: Nominal, Functional, Processual and Shaping Competence.
x It is defined on the basis of skills associated with holistic problem solving in work tasks.
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x Allows for concrete description of empirically tested competences at various levels ranging from Low to High competence levels.
x Quantitative and qualitative differences at competence levels can be described.
x Competence profiles can be generated based on the eight competence criteria.
x Quantitative scores or performance indicators can be interpreted according to the eight competence criteria underpinned by rules for the transition from one competence level to the next according to threshold values.
x COMET methodology is not a norm-oriented test procedure meaning that the boundaries between competence levels are not based on the complexity and degree of difficulty of the test tasks.
x It is a multi-level model implying a ranking from lowest to highest in three competence levels, one being lowest and three highest possible level of competence. The levels can be achieved independent of the phase of the training process.
x The model allows for the matching of a solution to an appropriate competence level.
The crossover test arrangement makes it possible to assess professional competence development during training (Rauner et al. , 2013, pp. 41-43).
The Content Dimension:
x The content of teaching and learning in a specific subject or learning area serve as a basis for the test development.
x Diverges from large-scale international comparative assessments such as PISA where a “world-curriculum” is adopted.
x COMET is based on professional validity as a criterion for the content development of test tasks.
x This dimension is justified by learning and development theory and the application thereof allows for an occupation-specific implementation of a trans-occupational test concept. This means that competence levels and development of learners in different occupations as well as different VET (TVET) systems can be assessed comparatively. Furthermore, Competence development can be systematically assessed at different stages in a vocational training programme.
x Phases of competence development must be identified from Novice to Expert worker.
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x Competence development must be supported by characteristic work tasks transformed into developmental tasks (Rauner et al. , 2013, pp. 43-49).
The Action Dimension:
x The humanisation of the world of work underpinned by “complete professional action” is a fundamental normative principle.
x Holistic tasks, meaning the shaping of work, are viewed as an aspect of personality development.
x It is diverged into six steps of activity aiming at validating holistic problem solving constituted by the requirement and the action dimensions, contributing to refining COMET as a basis for the development of test tasks and the rating of solutions.
x The instrumental rationality didactic approach adopted in the action dimension is however more appropriate for beginners and less so for advanced learners and experts. It is necessary to take cognizance of the vocational debate regarding instrumental rational activity typical of professional tasks with a clearly defined objective within a structured and systemic approach and design-oriented, dialogical type of activity, with more open objectives and limited foreseen and planned activities. Both approaches are applied in professional work according to the characteristics of the work task and tend to overlap.
x The actions are: informing, planning, deciding, conducting, controlling and assessing (Rauner et al. , 2013, pp. 49-52).
As discussed above, the dimensions of competence diagnostic assessment and development models must serve as quality assurance tools that lead to the development of holistic competence in an occupation. The achievement of work process knowledge requires a fine balance between knowledge and skills learnt at institutions of learning such as TVET colleges and real work place undertakings. A dual vocational education programme holds the potential to develop shaping competence and equally so, the ability to independently control and manage professional tasks. The dimensions described are embedded in the Work Process Knowledge criteria for the complete (holistic) solution of professional tasks.
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The eight COMET criteria required to solve problems holistically within the context of the specific task are illustrated in Figure 9 at the Work Process Knowledge levels of know that (knowledge to guide action), know how (knowledge to explain action) and know why (knowledge to reflect action).
Figure 9: Criteria for the complete (holistic) solution of professional tasks – Work Process Knowledge.
(Rauner, 2011, p. 25)
These eight criteria need to be deliberated to alleviate the risk of a worker offering solutions to customers that do not comply with legal and technical rules. Economic operability, Social compatibility and equally so, Environmental compatibility in the world of work are fundamental principles of professional problem solving competence. The know-why level of Work process knowledge, referring to the knowledge to reflect action is essential in sustaining the capacity for holistic problem solving competence and involves reflective thinking such as:
why doing it this way and not in another way? (inAP, 2012, p. 4; Rauner, 2011, pp. 19-26).