Competence-based education and training: Progress or villainy?

Bridges, David (1996) Competence-based education and training: Progress or villainy? British Educational Research Journal, 30 (3). pp. 374-376. ISSN 0141-1926

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Abstract

This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional competence.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Pure Connector
Date Deposited:	05 Feb 2014 13:28
Last Modified:	07 Aug 2023 16:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/45404
DOI:	10.1111/j.1467-9752.1996.tb00406.x

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