02 SES 06 B, Assessing Competence in VET
Most occuptions are being more and more textbased. The demands for literacy compentences as an integrated component of vocational competences have increased. This paper focus on writing. In Norway, the increased emphasis on writing as an integral component of vocational competency is reflected in the inclusion of writing as one of five basic (generic) skills in the educational reform and curriculum The Knowledge Promotion (2006). This requires that VET-students and apprentices are able to express their vocational competency in writing with reflections concerning their own learning and development processes towards developing a professional vocational practice. What characterize the writing competences of students and apprentices?
Through the MECVET project (Measuring Competence Development in Vocational Education and Training) we have tested and mapped comprehensively a model for assessment of vocational competency which require that VET-students and apprentices to express in writing their vocational competency in answers to a case-test of vocational competences in three occupations: Health, electrician and industrial mechanic.This paper is based on findings from analysis of the case-based tests from the MECVET project. The research question is: To what extent is writing a component in the vocational competency? The analysis will focus on the writing compentences as a part of and integrated in the vocational an how the students and apprentices are mastering to communicate their vocational competence. The paper will outline both the vocational or profesional writing competence and the genreric or hybrid writing competences. In this way this paper have both a subject/professional perspektiv and a lingusitc/generic perspectiv on writing. An overall perspctive is to analyse how students and apprentices mastering to communicate their vocational competences by writing. The analyse will give results related to specific linguistic challanges to students and apprentices and development or progression in writing competences from students to apprentices levels.
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