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Competence, Knowledge and Education
Author(s) -
HYLAND TERRY
Publication year - 1993
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1993.tb00297.x
Subject(s) - competence (human resources) , continuing education , sociology , pedagogy , library science , psychology , medical education , social psychology , computer science , medicine
Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence‐based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of ‘knowledge’ and ‘understanding’, and so should be challenged and resisted by educators committed to these values.