Contents:
1. Introduction
2. S. Tjepkema, H. ter Horst and M. Mulder Learning Organizations and HRD
2.1 Lifelong Learning, Organizational Learning and Learning-Oriented Organizations
2.2 Human Resource Development in Learning-Oriented Organizations
2.3 A European Outlook on HRD? Comparison with US and Japan
3. S. Tjepkema Methodology
3.1Case Study Design and Realization
3.2 Survey Design and Realization
4. D. Buyens and S. van Schelstraete Cases from Belgium
4.1 DVV - Insurance Company
4.2 Siemens Atea - Telecommunications Company
4.3 Alcatel Bell - Telecommunications Company
4.4 ISS - Cleaning Service Provider
4.5 Factors Influencing HRD's Role and how HRD Deals with Them
4.6 Summary and Conclusions
5. T. Vaherva and H. Woods Cases from Finland
5.1 Vaisala - Electronic Measurements Systems Manufacturing
5.2 Valmet - Paper Machinery Manufacturing
5.3 Okobank Group (Central Unit) - Financial Services
5.4 Outokumpu Zinc - Steel Production
5.5 Factors Influencing HRD's Role and how HRD Deals with Them
5.6 Summary and Conclusions
6. D. Belet Cases from France
6.1 Motorola - Semiconductors Plant
6.2 Auchan - Retail Organization
6.3 Accor Group - Hotel and Travel Service Provider
6.4 GT Group - Road Transport Firm
6.5 Factors Influencing HRD's Role and how HRD Deals with Them
6.6 Summary and Conclusions
7. K. Meinicke, R. Reinhardt, A. Buschmann and P. Pawlowsky Cases from Germany
7.1 Bosch Siemens Hausgeräte - Domestic Appliance Manufacturer
7.2 AgrEvo - Chemicals Manufacturer
7.3 Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) - Engineering Consultancy Firm
7.4 Sony Germany - Marketing, Sales and Service Organization
7.5 Factors Influencing HRD's Role and how HRD Deals with Them
7.6 Summary and Conclusions
8. M.Tomassini and A. Cavrini Cases from Italy
8.1 Barilla - Food Producer
8.2 Bayer - Chemicals Manufacturer
8.3 Lever - Cosmetics Manufacturer
8.4 Datalogic - Bar code Manufacturer
8.5 Factors Influencing HRD's Role and how HRD Deals with Them
8.6 Summary and Conclusions
9. H. ter Horst and S. Tjepkema Cases from The Netherlands
9.1 Akzo Nobel Chemicals - Chemicals Manufacturer (Salt)
9.2 Ericsson - Telecommunications Company
9.3 BAC - IT Centre of Dutch Inland Revenue Service
9.4 KIBC - Construction Company
9.5 Factors Influencing HRD's Role and how HRD Deals with Them
9.6 Summary and Conclusions
10. S. Sambrook and J. Stewart Cases from the United Kingdom
10.1 Royal Mail - Postal Services
10.2 Rolls Royce Aerospace Group - Aero Engine Manufacturing
10.3 Royal Scottish Assurance - Financial Services
10.4 Wolverhampton & Dudley Breweries - Beer Production
10.5 Factors Influencing HRD's Role and how HRD Deals with Them
10.6 Summary and Conclusions
11. S. Tjepkema Conclusions from Case Studies and Survey
11.1 Organizational Context
11.2 HRD's Envisioned Role
11.3 HRD Strategies
11.4 Influencing Factors
11.5 Summary
12. S. Sambrook and J. Stewart Reflections and Discussion
12.1 Implications
12.2 A Critical Examination of the Concepts of HRD, Learning Orientated Organizations and Lifelong Learning
12.3 Implications for Comparative and Collaborative Research
12.4 Final Thoughts

This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many 'glocal' challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: "This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century." Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: "This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice." Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."

Corporate training and effective performance have become major issues in the 1980s and '90s. Reviews of the training research literature show that, parallel to the growing attention to corporate training, research has also increased in the field, giving a better understanding of the subject and providing fundamental expertise on which trainers can build. The contributions to the book differ in the degree to which they are related to performance issues, but all chapters underline the necessity of thinking from the perspective of effective performance.

Corporate training and effective performance have become major issues in the 1980s and '90s. Reviews of the training research literature show that, parallel to the growing attention to corporate training, research has also increased in the field, giving a better understanding of the subject and providing fundamental expertise on which trainers can build. The contributions to the book differ in the degree to which they are related to performance issues, but all chapters underline the necessity of thinking from the perspective of effective performance.

The research carried out in the project is presented in this book, which contains three main parts and nine chapters. This PhD thesis book is aimed at developing a competency profile for instructors in the agricultural extension services in Esfahan, Iran. Selected instructors are part-time subject matter specialists who cooperate with the Ministry of Agriculture and teach short-term extension courses in different disciplines to farmers. Previous research revealed that the target group of the research generally experience many problems in their role of instructor during extension courses for farmers. This PhD project was then conducted to develop a competency profile for this role in the next three to five years. In doing that, a comprehensive review of the literature was carried out, the competency models presented by McLagan (1982) were selected and adjusted to the Iranian extension system, and were tested for the role of instruction. To increase the reliability of the model, different respondents were involved: participating and non-participating farmers in extension courses, agricultural experts, agricultural managers, and instructors.