Competence, knowledge and education

Journal of Philosophy of Education 27 (1):57–68 (1993)
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Abstract

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.

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Citations of this work

Rival conceptions of the philosophy of education.Paul Standish - 2007 - Ethics and Education 2 (2):159-171.
Questions of competence.David Carr - 1993 - British Journal of Educational Studies 41 (3):253-271.
Competence-based education and training: Progress or villainy?David Bridges - 1996 - Journal of Philosophy of Education 30 (3):361–376.

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Mental Acts: Their Content and Their Objects.Peter Geach - 1957 - London, England: Routledge and Kegan Paul.

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