Korn Ferry HayGroup, Amsterdam, The Netherlands
Senior Consultant, HR.
Competence development and performance improvement
In corporate strategy, management, training and development, much attention has been given to the concept of core competence, the development of competence frameworks, competence assessments, personal development plans, and learning opportunities during the last decades. The consultancy industry has strongly supported the implementation of competence development and performance improvement initiatives in organizations. A case study on this will be presented based on an interesting project conducted by Jumbo, which is a key player in the food retail sector in the Netherlands. HayGroup, well-known for its long-standing history in competence research and development, as main consultancy organization for this project, will present the case (Further information on the speaker and content of the keynote will be published here next week).
Federal Institute for Vocational Education and Training (BIBB)
Deputy President and Head of the Research, Bonn, Germany,
Status of competence research in Germany: approaches – results
During the last decades research on competences and competence development has become a major research issue in Germany. Starting with international comparative studies on general competences like PISA a number of studies have been carried out. Research programmes such as ASCOT have transferred and developed new approaches to the field of vocational education and training. Scientific resources and methodological know-how have been developed. Measurement of competences meanwhile has become an integrated part of educational research. Nevertheless resources invested in VET-research are very limited. At the same time, approaches and results are the object of criticism. Two arguments are of central importance. Competence research has produced a lot of data but only poor results on reasons, instruments and advice on how to improve learning arrangements. Competence research has focused on testing competences on the basis of single items, but it has failed to measure holistic competences and the demands in the complexity of real work.
Directorate General for Employment, Social Affairs and Inclusion
Acting Head of Unit C5, Vocational training and adult education
The New Skills Agenda and the development of key competences
Europe's social market economy, combining economic and social development depends to a large extent on the skills and competences of its population. Skills drive innovation, competitiveness and employability. The European Commission is fully dedicated to addressing the challenges ahead in realizing lifelong learning and competence development. The New Skills Agenda, supporting the Commission's priority on "A New Boost for Jobs, Growth and Investment", aims at promoting the development of skills and competences at all levels of education and training. Building on the experience of implementing the 2010 Bruges Communiqué, the Riga conclusions adopted at the Ministerial meeting in Riga on 22 June 2015, defined a set of five medium-term deliverables for the period 2015-2020. These include a new focus on the promotion of work-based learning, quality assurance mechanisms, access to vocational education and training in a LLL perspective, training and professional development of teachers, trainers and mentors, and further strengthening of the key competencies by initial and continuing vocational education and training. In this keynote a review will be given of the initiatives of the European Commission on the New Skills Agenda, and in particular on the development of key competences for the 21st century.