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Abstract
Competence‐based education is becoming increasingly popular. Competencies are used more and more as the starting point for designing curricula and instructional methods, especially in vocational education and training, to realize authentic and self‐steering study programmes. Despite its popularity in both research and educational settings, there is no shared understanding of what competence‐based education should look like. Earlier work developed a model for competence‐based education that outlines eight features that are important for competence‐based education. This paper presents a study designed to determine the extent to which the model for competence‐based education can be understood and perceived as useful by teachers in vocational education and training in the Netherlands. The study included 12 teams of teachers in the process of designing or re‐designing their study programmes to be more competence‐based. Teachers reported that the instrument helped them understand the state of affairs of their study programmes, and empowered them to make decisions about the extent to which they want to make these programmes more competence‐based.
Notes
1. The model for competence‐based education can be used as a framework to translate the developments on national level to the level of study programmes within educational institutions.
2. This evaluation study concentrated only on institutions for secondary vocational education in life sciences, because the study was commissioned by the Dutch Ministry of Agriculture, Nature, and Food Quality.
3. That is, in preparatory vocational education, secondary vocational education, and higher vocational education (including university level).
4. They were coded as missing values.
5. Two teams thought that they already had a good overview.