Open AccessAmbiguities and paradoxes in a competence-based approach to vocational education and training in France
Author(s) -
Pierre Hébrard
Publication year - 2013
Publication title -
the european journal for research on the education and learning of adults
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.277
H-Index - 8
ISSN - 2000-7426
DOI - 10.3384/rela.2000-7426.rela9002
Subject(s) - vocational education , competence (human resources) , pedagogy , adult education , sociology , psychology , epistemology , social psychology , philosophy
This article aims to show the effects of the prevalence of the competence regime withinseveral sectors of vocational education and training in France. The first part of thearticle outlines the origin of the concept of competence and the evolution of its meaning.Later, the underlying theoretical and epistemological foundations are examined andtwo different paradigms are distinguished. The second part of the article focuses onambiguities and paradoxes of effect of competence approaches, in specific educationalprogrammes in the healthcare professions and social work in France. This study isbased on the analysis of a corpus of documents concerning French vocationaleducation and training that use a competence-based approach