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A pedagogy for the vocationally educated learner entering Higher
A pedagogy for the vocationally educated learner entering Higher
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A pedagogy for the vocationally educated learner entering Higher Education: from competence to capability

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1A pedagogy for the vocationally 8IT and knowledge management and ways of
educated learner entering Higher working across professional boundaries
Education: from competence to capability. Fraser & Greenhalgh, 2001. 8.
1st UK National Transition Conference 24th 9Capability and social justice. Freedom
April 2009 Julie Wintrup, Helen Briers, + opportunity ‘While ‘opportunity freedom’
Tracey Pugh. J.Wintrup@soton.ac.uk refers to what people have opportunity or
Helen.Briers@winchester.ac.uk. ability to achieve, ‘process freedom’
2‘First year students who had refers to ‘the process through which
undertaken vocational education and things happen’ Sen, 2002: 585. 9.
training before they started their HE 10Nussbaum and capability. Functional
studies describe their transition into HE ability and real opportunities based on
as a complex and often difficult process’ personal and social circumstance Life,
Hayward et al, 2008. 2. bodily health, emotions, reason.. Control
3Overview of workshop. Welcome, over one's environment Nussbaum, 2006. 10.
introductions Ice breaker / exercise 11What are the cultural characteristics
Feedback from pairs and discussion of each? 11.
Cultures: competency and capability 12Compare your own team / organisation /
Towards a pedagogy for transition 3 ideas programme with: A competence-based culture
for change. 3. A capability-based culture. 12.
4Go back in time to your arrival at the 13If Vocational training draws upon a
venue today. Imagine that you had found a competency culture and Higher Education
notice pinned to the outer door. You are requires capability ...what are the
advised that maps are available at implications for transition? 13.
reception. 4. 14Towards a pedagogy for transition. 14.
5Discuss your immediate responses. Jot 15What are the abilities and
them down. Ask yourselves: What are your opportunities students need, in order to
choices? What will you do? What will achieve in HE? What are the processes in
influence your decision? Is there anything HE that enable them to make use of those
else you would have wanted to know? Are abilities and opportunities ..and to exert
there any differences in each of your control over their environment? Think of 3
responses, attitudes, need for process changes which would facilitate
information? 5. transition in your institution / team /
6Discuss. 6. programme. 15.
7‘Competences describe performance as 16References. Fraser, S.W. &
outcomes of a person's work. They focus on Greenhalgh, T., (2001). Coping with
what the person needs to be able to do, as Complexity: Educating for Capability.
well as what they must know and understand British Medical Journal. 323: 799 – 803.
to work effectively. ...are designed to Hayward, G (2008) Degrees of Success:
allow people to assess and be assessed Learners Transition from Vocational
against them and must be: a single task Education and Training to Higher Education
able to be undertaken by one individual TLRPwww.tlrp.org/project%20sites/degrees
measurable observable’ Accessed on 14 /2/2009 Nussbaum, M.
http://www.skillsforhealth.org.uk/page/com (2006). Education and Democratic
etences/faq-s. 7. Citizenship: Capabilities and Quality
8Capability. The ability to manage Education. Journal of Human Development
uncertainty and complexity Self awareness, (7); 3: 385 – 395. Sen 2002: 585. in
preparedness to enter uncharted territory Comim, F., Qizilbash , M. & Alkire, S.
and tolerance of uncertainty Learning for (2008) The Capability Approach: Concepts,
capability should provide skill in the use Measures and Applications. Cambridge:
of learning networks, research evidence, Cambridge University press. 16.
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A pedagogy for the vocationally educated learner entering Higher Education: from competence to capability

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