This article presents teachers' adjustments to the CCBE (comprehensive competence-based) model in order to create a valid instrument that assess the 'competentiveness' of study programmes. It shows that the revised model indeed has good content validity and provides a solid instrument to position study programmes.
On this publication contributed
|Published in||Vocations and Learning: Studies in vocational and professional education|
|Key words||competentiveness, vocational education, competence-based vocational education, self-evaluation, curriculum policy making|