Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    Towards competence-based technical-vocational education and training in Ethiopia
    Solomon, Getachew Habtamu - \ 2016
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Renate Wesselink; Omid Noroozi. - Wageningen : Wageningen University - ISBN 9789462579002 - 161
    vocational training - competency based education - competences - training - training courses - education - technical training - ethiopia - east africa - beroepsopleiding - vaardigheidsonderwijs - bevoegdheden - opleiding - scholingscursussen - onderwijs - technische opleiding - ethiopië - oost-afrika

    In the human development effort, different countries are underscoring the role of technical-vocational education and training (TVET) in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socio-economic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. Within this broad aim, the thesis looks into the historical pathways TVET in Ethiopia has passed through time, teachers’ involvement in policy and curriculum development and implementation, the extent to which TVET programs are competence-based (‘competentiveness’) and TVET teachers’ training and professional development. A mix of methods (quantitative and qualitative) was employed and data were collected through questionnaires, interview and documents.Four Polytechnic TVET colleges in Addis Ababa, TVET teachers, students and employed TVET graduates, teacher training teachers and students were involved.

    The research findings showed that TVET development lacked consistent and stable policy direction, greatly influenced by government ideology. Competence-based TVET was implemented under severe challenges which include lack of adequately prepared teachers and resources, frequent curricula changes, lack of employers cooperation, discontent of teachers and administrators, etc. The competence-based approach was implemented without extensive deliberations and understanding by TVET teachers in which teachers participation was minimal. Positive correlation between TVET teachers’ participation in educational reform and perception towards TVET system was observed. Thought teachers, students and graduates observed competence-based education and training (CBET) principles in the Ethiopian TVET system, competence-based TVET is not performing well with regard to the practical dimensions of CBET (mainly the “how” aspect) in accordance with the principles of competence-based education. In a positively perceived work environment, ‘competentiveness’ of a TVET programs and employed TVET graduates’ workplace performance was observed. The TVET teacher training programs lack alignment (coherence) with competence-based TVET curriculum in terms of curriculum design and practices. The delivery is predominantly teacher-centered: more lecture oriented with less opportunity for students self and group reflection; student assessment was norm-referenced, not individual competence assessment. Though teachers believe that teacher professional development (TPD) enhances their professional growth, the practices were not in line with their belief; the personal initiative of TVET teachers to undertake TPD activities was minimal; no systematic professional development plan exists in TVET colleges, more traditional approaches in which TVET teachers’ engagement in research has almost been ignored.

    Inconsistency in educational policymaking (unstable policy direction) hampered a consensus-based, national education system including TVET, structuring of TVET starting from the scratch. TVET is implemented without a strong foundation – administratively and manpower and materials/facilities (lack well-crafted implementation strategy), more a product of political than of collective decisions. From the study it appears that lacking proper alignment with employment capacity of the economy is a systemic problem of the TVET system. Enforcement of TVET strategy on TVET teachers and administrators without understanding the new competence-based education, which affected their perception. TVET teachers regarded as implementers of a decision rather than having a stake in the issue, affecting their actions and training outcome. Competence-based education and training (CBET) is practiced in TVET but the instruction and practical components lack alignment with CBET principles (no strong learning environments). Though it requires further evidence, the positive relationship between ‘competentiveness’ of a TVET program and graduates’ job performance found in this study supports the assertion that CBET bridges the gap between classroom learning and labor market reality. Because TVET teacher training programs are not aligned with TVET curriculum and teachers professional needs, it is difficult to say that TVET teachers are well prepared in terms of CBET requirement. In TVET teacher training programs, competence development focused instructional practices are not well fostered in practice. TVET teachers TPD activities are more conventional, not aligned with CBET and teachers’ needs.

    A number of recommendations are forwarded to improve the implementation of competence-based TVET which have policy implications for future development of TVET and practical interventions to be taken to improve the implementation of competence-based TVET in its different dimensions.

    Designing hybrid learning configurations at the interface between school and workplace
    Cremers, P.H.M. - \ 2016
    Wageningen University. Promotor(en): Martin Mulder; Arjen Wals, co-promotor(en): Renate Wesselink. - Wageningen : Wageningen University - ISBN 9789462576322 - 156
    intermediate vocational training - education - education programmes - higher education - organization of education - practical education - postsecondary education - vocational training - firms - companies - knowledge transfer - knowledge - netherlands - middelbaar beroepsonderwijs - onderwijs - onderwijsprogramma's - hoger onderwijs - onderwijsorganisatie - praktijkonderwijs - vervolgonderwijs - beroepsopleiding - firma's - kapitaalvennootschappen - kennisoverdracht - kennis - nederland

    In today’s knowledge society there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Increasingly, challenges have to be addressed by experts from different fields who collaborate across different contexts. In addition, given the fast pace with which society changes, experts must continually construct and reconstruct their expertise in a process of lifelong learning. Institutions for higher and vocational education are challenged to educate these ‘knowledge workers’. They are responding, among others, by developing novel hybrid practices at the interface between school and workplace, the so-called hybrid learning configurations. By connecting education, research and professional practice they aim to address complex problems in society by fostering interprofessional collaboration and learning. We define a hybrid learning configuration (HLC) as ‘a social practice around illdefined, authentic tasks or issues whose resolution requires transboundary learning by transcending disciplines, traditional structures and sectors, and forms of learning’.

    While many educational institutions and other organizations are co-developing and experimenting with HLCs, the process followed is often one of trial and error. Practical expertise is becoming available but only in an ad hoc and fragmented way. Although research on situated and social learning offers relevant theories and concepts that are useful when designing an HLC, not much research has addressed the design of HLCs in a comprehensive way. This PhD research aims to address this lacuna. We investigate HLCs from an educational design research (EDR) perspective, which involves framing the HLC as a complex intervention. We are interested not only in the features or designed elements of such interventions, but also in the underlying principles or conjectures that are embodied in those features. In addition, we intend to provide support for interprofessional HLC design teams, which consist of, for instance, educational consultants, researchers, lecturers and other practitioners. In order to address these aims we studied six HLCs in the context of Dutch higher vocational education. One of the cases is a joint project of two Dutch institutions for senior secondary vocational educational (which are called ‘MBO’ in Dutch) and two universities of applied sciences (‘HBO’ in Dutch) in collaboration with two companies. The other cases are HLCs in different settings within the context of a university of applied sciences in the Netherlands.

    The aims mentioned above led to the following general research questions: 1. Which heuristics can underpin the design of a hybrid learning configuration? 2. In which ways can interprofessional teams be supported when designing hybrid learning configurations? Chapters 2 and 3 address the first research question and chapters 4 and 5 address the second question.

    Design principles for HLCs

    Chapter 2 focuses on the HLC as a whole. The central research question is: “Which set of principles can underpin the design of a hybrid learning configuration for educating the knowledge worker?” Based on a literature search and designers’ craft knowledge, a set of initial design principles was developed for an HLC at the interface between school and workplace. The intention was that four learning processes would be enabled by the HLC: self-directed learning, authentic learning, the development of a professional identity and collaborative creation of knowledge across the boundaries of disciplines, professions and perspectives.

    These initial design principles were evaluated from the perspective of the participants by analysing interview data from students, lecturers, educational consultants and business representatives. This resulted in the following set of seven refined principles that underpin the design of an HLC: fostering authenticity; creating a learning community; utilizing diversity; inter-linking of working and learning; facilitating reflexivity; enabling organization; enabling ecology. These principles can be used as heuristics for guiding the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.

    Fostering self-directed lifelong learning in HLCs

    Chapter 3 elaborates further on the design principle ‘facilitating reflexivity’. Since knowledge workers have to redefine and reconstruct their own expertise in an on-going fashion, they should be able to reflect on and pro-actively develop their professional competence. This capacity for self-directed lifelong learning is an essential asset for them and should therefore be developed or enhanced in an HLC. The main research question in this chapter is: “Which design guidelines underpin an intervention that would foster students’ capacity for self-directed lifelong learning while working on ill-structured, authentic professional tasks?”

    An intervention was designed, implemented and evaluated during two iterations of a hybrid learning configuration, which was embedded in a one-semester elective course at a university of applied sciences in the Netherlands. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. This resulted in the following five intervention design guidelines: provide opportunities to engage in two or more cycles of self-directed learning; provide educational support; pay attention to emotional and motivational aspects; treat self-directed lifelong learning as a social learning process; position self-directed lifelong learning as a self-evident and integrated part of the course.

    The intervention appeared to be usable and effective. At a basic level, the students developed their capacity for self-directed lifelong learning. We concluded that further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.

    Utilization of design principles for HLCs

    The focus of chapter 4 is the utilization of the set of design principles that was generated in chapter 2. Research has shown that while knowledge of design heuristics can increase the efficiency and effectiveness of design work, design teams often have difficulty articulating the rationale for their design. In addition, it is important to facilitate ideation and nourish creative spirit while utilizing the design heuristics to create a novel learning environment. In this study we explored an intervention for supporting the creative utilization of the set of design principles for HLC. The intervention was based on boundary-crossing theory and design thinking methods, with a particular focus on prototyping. It consisted of a ‘guidebook’ in which the design principles were explained, and a workshop. The corresponding research question was: “What is the perceived effectiveness of a boundarycrossing intervention (based on a set of research-based design principles) for (re)designing hybrid learning configurations?”

    Four design teams of different HLCs in the context of a university of applied sciences used the guidebook and attended the workshop while (re)designing their HLC. The intervention was evaluated by way of questionnaires that were filled out by members of the design teams. The results show that the design teams perceived this intervention as being relevant, consistent, practical and effective. The intervention appeared to provide a conceptual framework for understanding and designing features of a hybrid learning configuration and a vocabulary to communicate design ideas. It, thereby, supported the creative utilization of the design principles. Further research could explore other, complementary ways of facilitating the design of hybrid learning configurations.

    Cross-boundary learning during the design and implementation of an HLC

    Chapter 5 concerns cross-boundary collaboration and learning processes within an interprofessional design team of an HLC. These teams often consist of actors from different educational institutions and other organizations, such as companies or (non) governmental institutions. When team members bring their different perspectives into the collaboration, they are likely to experience boundaries. Boundaries can be defined as ‘discontinuities in action or interaction’. They can hinder cooperation, but they can also provide opportunities for learning. This led to the following research question: “In which ways could a better understanding of boundaries enhance learning?”

    In this study, transcripts of interviews with members of an HLC-design team were analysed using concepts of boundary crossing theory. This theoretical framework provided a lens through which different ways of boundary crossing, learning mechanisms and processes became visible. We established that boundaries are highly personal and subjective constructs. We found that if boundaries are detected and if the related practices are made explicit, this allows for further analysis of these boundaries. Our analysis yielded a number of possible ways to enhance trans-boundary learning in HLC design teams. We also concluded that boundary objects and brokers can play an important role in transboundary learning processes.

    Conclusions in a broader perspective

    In chapter 6 we frame our conclusions from the four studies in a broader perspective. The first aim of our research was the development of heuristics for the design of HLCs. Given this aim, we developed a set of design principles for an HLC and guidelines for an intervention that fosters the capacity for self-directed lifelong learning. We positioned these principles and guidelines in a ‘conjecture map’ (Sandoval 2014), which shows the relationships between design heuristics, their embodiment in features of an intervention, the intended mediating processes, and the desired outcomes. Our overall conclusion is that framing the set of design principles or guidelines in multiple conjecture maps, rather than representing them as causal chains of design propositions, can provide guidance and support for designing and researching complex educational interventions such as HLCs.

    Our second aim was to provide support or ‘design knowledge’ for interprofessional HLC design teams. We addressed that aim by developing and testing an intervention that supported the creative utilization of a set of design principles for HLC. In addition, we provided guidance for enhancing learning across boundaries that could be experienced in an interprofessional design team. We positioned this design knowledge in a broader framework, the ‘ecological framework for conceptualizing teacher knowledge for technology-enhanced learning design’. This framework seems to be useful in contexts beyond technology-enhanced learning, and, so, we consider it relevant to the design of HLCs. We conclude that design teams of HLCs can be supported by using an appropriate framework for design knowledge and by adjusting or expanding this framework for the design of complex interventions by interprofessional design teams.

    Further research and practical implications

    Our studies led us to the following recommendations. While we focused mainly on learning processes that should occur within HLCs, further research could be directed towards the students’ learning outcomes. Moreover, our findings suggest that selfdirected lifelong learning should be developed and practiced throughout an education programme. To achieve this, curricula in higher education should offer opportunities for students to experiment and follow their own path, alongside prescribed activities with fixed learning outcomes. In the six HLCs that we studied, student learning was foregrounded. However, an HLC also involves other stakeholder types, such as lecturers, researchers, citizens, and entrepreneurs. Therefore, further research could shed light on supporting and evaluating multi-stakeholder learning processes and learning outcomes of all types of stakeholders. Our research on supporting interprofessional design teams focused on the utilization of design knowledge in early stages of (re)design of an HLC. Further research and development could yield ways of support in further stages of the design. In light of this we recommend crossing the boundaries of areas of design science outside the educational context. This will allow us to learn from each other and capitalize on what is already known.

    In our study, design principles for HLC were ‘reified’ and disseminated by way of a guidebook. Further investigations could reveal other ways of documenting and communicating design knowledge, for instance via the construction of a database containing principles or guidelines and their associated features in different contexts. Boundary crossing theory appeared to provide a lens through which boundaries and related learning processes became visible. The elements of boundary crossing theory can be translated into guidelines or tools for enhancing cross-boundary learning in interprofessional HLC design teams and, perhaps, for other types of ‘hybrid teams’ as well.

    This thesis intends to contribute to the knowledge base for designing hybrid learning configurations. This is done with the intention that this contribution will be utilized and developed further by researchers and practitioners who are committed to educating future professionals in an ever-changing world.

    Plan van Aanpak voor MBO 'training en opleiding' rond Smart Dairy Farming : onderdeel van BOGO project 'Sensoren in SDF 1.0: lessen voor validatie en informatievoorziening'
    Lokhorst, C. ; Fokkema, R. - \ 2015
    Livestock Research Wageningen UR (Livestock Research rapport 934) - 14
    melkveehouderij - gegevens verzamelen - gegevensanalyse - sensors - bedrijfsvoering - opleiding melkveehouderij - beroepsopleiding - onderwijsprogramma's - dairy farming - data collection - data analysis - sensors - management - dairy education - vocational training - education programmes
    Bedrijven in de lead : onderwijsontwikkeling en toegepast onderzoek : kennis & innovatie
    Vilsteren, G.E.T. van - \ 2015
    Agro & chemie (2015)1. - p. 4 - 5.
    kennisoverdracht - publiek-private samenwerking - biobased economy - toegepast onderzoek - onderwijs - hoger onderwijs - beroepsopleiding - knowledge transfer - public-private cooperation - biobased economy - applied research - education - higher education - vocational training
    Interview met Gerlinde van Vilsteren (CBBE) en Petra Koenders (CoE BBE). Het bedrijfsleven, zeker het midden- en kleinbedrijf, is de motor achter de biobased economy. Willen ze succesvol opereren, dan is kennis een sleutelfactor en zullen bedrijven en onderzoeks- en onderwijsinstellingen onderling nauwer samen moeten gaan werken. Dat gebeurt onder de vlag van het Centre for Biobased Economy (CBBE).
    De natuurbeheerder van de toekomst : Derk-Jan Stobbelaar
    Born, T. van den; Stobbelaar, D.J. - \ 2014
    Vakblad Groen Onderwijs 56 (2014)7. - ISSN 1568-8704 - p. 26 - 28.
    natuurbeheer - landschapsbeheer - beroepsopleiding - kennisoverdracht - nature management - landscape management - vocational training - knowledge transfer
    De natuurbeheerder van de toekomst heeft meer oog voor de omgeving, verwacht Derk Jan Stobbelaar. Met niet alleen ecologische kennis, maar ook sociale en economische bagage. “Hij is als een surfer die zich laat meevoeren op een golf, maar wel een die zelf richting kiest.” Natuur en leefomgeving vervangt de aanduiding natuur en landschap. Dat heeft te maken met ontwikkelingen in beheer en onderwijs. Staatsbosbeheer spreekt wat natuur betreft bijvoorbeeld over beheren, beleven en benutten. Daar zie je de ecologische, sociale en economische invalshoek in terug.
    Worden er nog landschapsecologen opgeleid ln Nederland en Vlaanderen?
    Jongman, R.H.G. - \ 2014
    Landschap : tijdschrift voor landschapsecologie en milieukunde 31 (2014)2. - ISSN 0169-6300 - p. 102 - 102.
    landschapsecologie - deskundigen - beroepsopleiding - hoger onderwijs - landscape ecology - experts - vocational training - higher education
    De nestor van de Nederlandse landscapsecologie, Ies Zonneveld, wordt in december 90. Ondertussen gaan zijn leerlingen met pensioen. Aan de universiteiten (Groningen, Leiden, Amsterdam) verdwijnen opleidingen. De vraag is of er nog vernieuwing kan zijn. Waar zijn de landschapsecologen van straks. Waar hun opleiding. Een inventarisatie van de huidige leerplekken voor landschapsonderzoek.
    Innovations in hands-on simulations for competence development : authenticity and ownership of learning and their effects on student learning in secondary and higher vocational education
    Khaled, A.E. - \ 2014
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Judith Gulikers. - Wageningen : Wageningen University - ISBN 9789462570825 - 178
    vaardigheidsonderwijs - middelbaar beroepsonderwijs - beroepsopleiding (hoger) - vakbekwaamheid - loopbaantraining - agrarisch onderwijs - beroepsopleiding - simulatie - leerplan - leren - competency based education - intermediate vocational training - professional education - professional competence - career education - agricultural education - vocational training - simulation - curriculum - learning
    Hands-on simulaties, ofwel praktijksimulaties, worden zeer regelmatig ingezet in het (groene) middelbaar en hoger beroepsonderwijs, vooral voor het toepassen van procedurele en technische vaardigheden. Wat is de toegevoegde waarde van hands-on simulaties, ofwel praktijksimulaties, in een innovatief beroepsgericht curriculum dat zich naast vakmanschap ook op competenties zoals probleemoplossen, innovatief denken en flexibel werken richt? Het proefschrift laat zien dat praktijksimulaties competentieontwikkeling kunnen stimuleren. Voor meer competentieontwikkeling is het niet voldoende om de simulaties authentieker te maken (realiteitsgehalte verhogen) en studenten meer zelfsturing en zelfregulatie te geven. Praktijksimulaties moeten bij de studentpercepties te betrokken worden en studenten gedurende het gehele curriculum te leren zelfsturende en zelfregulerende strategieën in te zetten.
    De ecologische stad
    Lenzholzer, S. - \ 2014
    Academie van Bouwkunst
    stadsontwikkeling - vegetatie - ecologie - steden - beroepsopleiding - urban development - vegetation - ecology - towns - vocational training
    interview voor Video Academie van Bouwkunst vertoond onder meer bij Future Urban Regions (FUR) op 2.7.2014
    Textbook for nature entrepreneurship : product of the WURKS project Nature Entrepreneurship and Tourism within Green Education (NatureToGo)
    Felder, M. ; Pellis, A. - \ 2013
    Wageningen : Wageningen University, Cultural Geography Group - 50
    natuurbeheer - landschapsbeheer - regionale ontwikkeling - toerisme - financieren - ecosysteemdiensten - beroepsopleiding - hoger onderwijs - handleidingen - natuur- en milieueducatie - nature management - landscape management - regional development - tourism - financing - ecosystem services - vocational training - higher education - guide books - nature and environmental education
    In recent years, government funding for nature conservation and development has declined. As a result, links between nature conservation and entrepreneurship are increasingly being made in both practice and education. This comes with many questions and challenges. In Green Secondary Vocational Education and Higher Professional Education, educators want to incorporate social, economic and ecological factors in their courses in nature entrepreneurship. There is also a demand for tools for developing new business models for nature conservation and development. This textbook is meant to meet those demands, together with the other educational materials including a documentary and a number of PowerPoint presentations
    Handleiding voor natuurondernemen : het ontwikkelen van verdienmodellen voor natuurbehoud en natuurontwikkeling : product van het WURKS project Natuurondernemerschap en Toerisme binnen het Groene Onderwijs (NatureToGo)
    Felder, M. ; Pellis, A. - \ 2013
    Wageningen : Wageningen Universiteit, Culturele Geografie Groep - 54
    natuurbeheer - landschapsbeheer - regionale ontwikkeling - toerisme - financieren - ecosysteemdiensten - beroepsopleiding - hoger onderwijs - handleidingen - natuur- en milieueducatie - nature management - landscape management - regional development - tourism - financing - ecosystem services - vocational training - higher education - guide books - nature and environmental education
    Natuurbeschermingsorganisaties kijken naar nieuwe vormen van ondernemerschap om natuurbehoud ook in de toekomst te kunnen blijven financieren. Natuur wordt daarnaast meer naar voren geschoven als economische drager van gebieden die kampen met drastische economische en demografische veranderingen. De betrokkenheid van onderwijsinstellingen als: Wageningen University, Van Hall Larenstein, Helicon Opleidingen, Hogeschool InHolland (Delft) bij het project "Natuurondernemerschap en Toerisme"
    Zelfevaluatie van het lectoraat Geïntegreerd Natuur- en Landschapsbeheer : evaluatieperiode 2010-2013
    Appel, L. ; Stobbelaar, D.J. ; Heide, C.M. van der; Janssen, J.A.M. - \ 2013
    Leeuwarden [etc.] : Hogeschool VHL - 67
    beroepsopleiding - hoger onderwijs - natuurbeheer - bosbeheer - landschapsbeheer - programma-evaluatie - vocational training - higher education - nature management - forest administration - landscape management - program evaluation
    Het lectoraat Geïntegreerd Natuur- en Landschapsbeheer (GNL) wordt ingevuld door drie Groene Plus lectoren in deeltijd, elk gespecialiseerd in een ander aspect van natuur- en landschapsbeheer: milieu-econoom Martijn van der Heide, ecoloog John Janssen en sociaal wetenschapper Derk Jan Stobbelaar. Behalve door de invulling met drie lectoren met een verschillende achtergrond, maakt ook de aansturing door een externe stuurgroep (met personen uit het werkveld) en de koppeling van lectoren aan hoogleraren dit lectoraat bijzonder (en kan mogelijk dienen als voorbeeld voor andere lectoraten van Van Hall Larenstein). In dit rapport wordt de kwaliteit van het lectoraat Geïntegreerd Natuur- en Landschapsbeheer geëvalueerd aan de hand van de input en output van het lectoraat, een evaluatie van “gebruikers” van het lectoraat (docenten, studenten en vertegenwoordigers van het werkveld), met een reflectie van de lectoren daarop en een schets van het toekomstperspectief van het lectoraat.
    Biomassa uit natuur en landschap
    Knaap, W.G.M. van der; Spijker, J.H. ; Stobbelaar, D.J. - \ 2013
    Dronten : Kenniscentrum Agrofood en Ondernemen - 71
    biomassa - natuur - landschap - biobased economy - beroepsopleiding - biomassa productie - biomass - nature - landscape - biobased economy - vocational training - biomass production
    De Nederlandse overheid kent forse ambities om biomassa uit natuur en landschap tot waarde te brengen. Het lectoraat richt haar onderzoek op een kosteneffectieve bestemming voor deze ‘groene biomassa’ waarbij vraagstukken omtrent oogst en logistiek worden bestudeerd. Samen met landschapsbeheerders, agrarische natuurverenigingen en terreineigenaren wordt gezocht naar een 'optimaal beheer': op het juiste moment laten vrijkomen van de juiste hoeveelheid biomassa in de gewenste kwaliteit, zónder dat daarmee de draagkracht van natuur en landschap wordt aangetast.
    Expertisecentrum Dierenwelzijn - ondersteuning van dierhouders
    Veenstra, E. ; Hopster, H. - \ 2013
    dierenwelzijn - onderwijs - hoger onderwijs - beroepsopleiding - dierhouderij - animal welfare - education - higher education - vocational training - animal husbandry
    Door middel van het project 'Expertisecentrum Dierenwelzijn' wordt getracht dierenwelzijn in het hogere groene onderwijs meer in te bedden. Hiermee wordt een impuls gegeven aan de doorvertaling van nieuwe inzichten en ontwikkelingen via toekomstige dienstverleners, adviseurs en toeleveranciers naar dierhouders en praktijk. In dit onderdeel van het project worden dierhouders en MKB ondersteund die willen investeren in diervriendelijke houderijsystemen en –ketens.
    Expertisecentrum Dierenwelzijn : bijscholing HBO docenten
    Hokwerda, J. ; Hopster, H. - \ 2013
    dierenwelzijn - onderwijs - hoger onderwijs - beroepsopleiding - docenten - bijscholing - animal welfare - education - higher education - vocational training - teachers - continuing training
    Door middel van het project 'Expertisecentrum Dierenwelzijn' wordt getracht dierenwelzijn in het hogere groene onderwijs meer in te bedden. Hiermee wordt een impuls gegeven aan de doorvertaling van nieuwe inzichten en ontwikkelingen via toekomstige dienstverleners, adviseurs en toeleveranciers naar dierhouders en praktijk. In dit onderdeel van het project staat de bijscholing van HBO docenten over dierenwelzijn centraal.
    Expertisecentrum Dierenwelzijn : quick scans dierenwelzijnsstatus
    Neddermeijer, V. ; Hopster, H. - \ 2013
    dierenwelzijn - onderwijs - hoger onderwijs - beroepsopleiding - animal welfare - education - higher education - vocational training
    Door middel van het project 'Expertisecentrum Dierenwelzijn' wordt getracht dierenwelzijn in het hogere groene onderwijs meer in te bedden. Hiermee wordt een impuls gegeven aan de doorvertaling van nieuwe inzichten en ontwikkelingen via toekomstige dienstverleners, adviseurs en toeleveranciers naar dierhouders en praktijk. In dit onderdeel van het project worden quick scans ontwikkeld om de welzijnsstatus van (non-)productiedieren in de praktijk te bepalen.
    Expertisecentrum Dierenwelzijn - gedragsonderzoek
    Walstra, I. ; Koot, S. ; Hopster, H. - \ 2013
    dierenwelzijn - onderwijs - hoger onderwijs - beroepsopleiding - gedrag - onderzoek - animal welfare - education - higher education - vocational training - behaviour - research
    Door middel van het project 'Expertisecentrum Dierenwelzijn' wordt getracht dierenwelzijn in het hogere groene onderwijs meer in te bedden. Hiermee wordt een impuls gegeven aan de doorvertaling van nieuwe inzichten en ontwikkelingen via toekomstige dienstverleners, adviseurs en toeleveranciers naar dierhouders en praktijk. In dit onderdeel van het project is met name aandacht voor het uitbreiden van gedragsonderzoek uitbreiden in het HBO onderwijs en de verbinding met de praktijk.
    Internationale competenties in het mbo: Project 'Internationale competenties voor het mbo'
    Biemans, H.J.A. ; Gulikers, J.T.M. ; Oonk, C. ; Wel, M. van der; Leereveld, G. ; Frijters, S. ; Born, T. van den - \ 2013
    In: Op weg naar leerwinst : WURKS- 1 onderzoeksprogramma 2011-2013 : competenties voor het groene kennissysteem – deel I / Biemans, H., Wageningen : Wageningen Universiteit en Researchcentrum, Leerstoelgroep Educatie- en competentiestudies - ISBN 9789461737090 - p. 10 - 11.
    agrarisch onderwijs - vaardigheidsonderwijs - beroepsopleiding - carrières - globalisering - beroepsvaardigheden - agricultural education - competency based education - vocational training - careers - globalization - job skills
    In een onderzoek naar ‘internationale’ competenties voor startbekwame mbo’ers plant is in kaart gebracht over welke competenties het gaat. Groen mbo bereidt hen immers voor op een loopbaan die zeer waarschijnlijk een internationale dimensie heeft.
    Varianten, monitoring en effectmeting : project ‘Praktijkleren in vmbo groen’
    Biemans, H.J.A. ; Gulikers, J.T.M. ; Oonk, C. ; Wel, M. van der; Leereveld, G. ; Frijters, S. ; Born, T. van den - \ 2013
    In: Op weg naar leerwinst : WURKS- 1 onderzoeksprogramma 2011-2013 : competenties voor het groene kennissysteem – deel I / Biemans, H., Wageningen : Wageningen Universiteit en Researchcentrum, Leerstoelgroep Educatie- en competentiestudies - ISBN 9789461737090 - p. 8 - 9.
    agrarisch praktijkonderwijs - leerervaringen - leeractiviteiten - beroepsopleiding - beroepsvaardigheden - afstandsonderwijs - carrièreontwikkeling - monitoring - evaluatie - on-farm training - learning experiences - learning activities - vocational training - job skills - distance teaching - career development - monitoring - evaluation
    Het onderzoek naar praktijkleren in vmbo groen gaat over de varianten van deze vorm van leren binnen en buiten de school. De vraag is hoe dit wordt ingevuld, hoe het wordt beoordeeld, wat het oplevert en wat de rol van docenten is.
    Op weg naar leerwinst : WURKS- 1 onderzoeks programma 2011-2013 : competenties voor het groene kennissysteem – deel 1
    Biemans, H.J.A. ; Gulikers, J.T.M. ; Oonk, C. ; Wel, M. van der; Leereveld, G. ; Frijters, S. ; Born, T. van der - \ 2013
    Wageningen : Wageningen Universiteit en Researchcentrum, Leerstoelgroep Educatie- en competentiestudies (ECS) - 15
    agrarisch onderwijs - vaardigheidsonderwijs - beroepsopleiding - onderwijzen - kennis - onderwijs - kennissystemen - nederland - agricultural education - competency based education - vocational training - teaching - knowledge - education - knowledge systems - netherlands
    In de afgelopen twee jaren heeft de leerstoelgroep Educatie- en competentiestudies (ECS) van Wageningen UR in nauwe samenwerking met partijen uit het groene onderwijs vijf projecten uitgevoerd in het kader van het WURKSonderzoeksprogramma ‘Competenties voor het groene kennissysteem’ (totale looptijd: 2011-2015). WURKS staat voor Wageningen UR Knowledge Sharing oftewel voor het toepassen van Wageningse kennis in het overige groene onderwijs. De centrale doelstelling van het WURKS-programma is dienstverlening aan instellingen in het groene onderwijs in de vorm van toegepast en vraaggestuurd onderwijskundig onderzoek en daaraan gekoppelde didactische en onderwijskundige ondersteuning. De projecten zijn tot stand gekomen met betrokkenen uit het groene (vmbo-mbo-hbo) onderwijsveld.
    Anticiperen op de biobased economy : sluit groen onderwijs aan op de toekomstige praktijk?
    Bakker, T. ; Broens, D.F. ; Georgiev, E.S. ; Noordman, T. - \ 2012
    Den Haag : LEI, onderdeel van Wageningen UR (LEI-nota : Markt & ketens ) - 26
    agrarisch onderwijs - biobased economy - arbeidsmarkt - onderwijsplanning - vaardigheidsonderwijs - beroepsopleiding - agricultural education - biobased economy - labour market - educational planning - competency based education - vocational training
    Er is grote vraag bij bedrijven naar afgestudeerden mbo en hbo die zijn voorbereid op een biobased economy. Uit deze arbeidsmarktverkenning blijkt dat het bedrijfsleven geen behoefte heeft aan 'biobased specialisten', maar aan vakmensen die in staat zijn om samen te werken met andere specialisten. Opleidingen worden 'biobased proof' door competentieontwikkeling centraal te stellen.
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