On competence (1991) (original) (raw)
Related papers
Beyond a new language for competence: a discussion on how to implement the idea of competence
The competence is the ability of people to implement knowledge, skills and attitudes to achieve not only higher levels of performance, but also values and knowledge for people’s development. It is – in other words – a “combination of proficiencies” (technical, theoretical, methodological skills, procedural and operational abilities). What is meant by “competence”? On competence there is a vast and varied pedagogical, and psychological literature in many countries (Mulder 2016). Beyond theoretical approaches, it is important to deal with ECVET’s models to compare a conceptual framework with the researches in the other competence domains.
Journal of Philosophy of Education, 1997
Attempts by David Bridges and others to justify certain models of competence-based education and training (CBET) are criticised on the grounds that they do not challenge the behaviouristic nature of the functional analysis system which underpins CBET. Competence strategies serve to de-skill and de-professionalise teaching and other public-service occupations by their technicist and reductionist approach to human values and knowledge. Educators committed to liberal values should eschew competence strategies in favour of learning theories inspired by the experiential tradition.
REFLECTIONS ON THE CONCEPT OF COMPETENCE
SURDI JUNIOR, C. A., 2022
This article reviews various perspectives on defining competence in specialized literature and proposes an alternative understanding of the concept. It explores discussions on competence across different professional fields and viewpoints, seeking a common foundation. Through a literature review spanning areas like management, administration, and education, the study identifies misconceptions, possibilities, and convergences in conceptualization. It introduces a framework to classify conceptualizations as global or integrative. The study highlights the diversity in how competence is manifested, concluding that global or integrative concepts risk abstraction. Conceptualizing competence should always be contextualized within specific fields. This research aims to clarify the diversity of competence concepts and their scientific/philosophical relevance to specific definitions of the term.
Journal of Vocational Education & Training, 2004
The notion of competence has received sustained and ongoing critical attention. Despite this, many important matters remain unclear. This article argues that much of the confusion can be traced to both proponents and opponents of competence variously sharing highly questionable assumptions about learning that revolve around viewing it as a product. An examination of various writings demonstrates the pervasive influence of these assumptions on both proponents and opponents. The result is ambiguity and equivocation as both camps run together items that are logically and conceptually distinct. It is argued that to advance these matters we need to distinguish clearly between three items-performance and its outcomes, the underpinning constituents of competence (capabilities, abilities, skills) and the education, training or development of people to be competent performers. This article identifies five pervasive errors that stem from a failure to recognise this threefold distinction. These distinctions are wholly consistent with an alternative conception that views learning as a process. When the three distinctions are maintained in an account of competence, it turns out that many common criticisms fail. It also turns out, however, that the notion of competence lacks many of the superficially attractive features that appealed in the first place to policy makers, politicians and industrialists.
Where's the Competence in Competence-based Education and Training?
Journal of the Philosophy of Education, 1999
This paper 1 notes the apparent ineffectiveness of the critical response to competence-based education and training (CBET) and suggests that this results from a failure to correctly isolate CBET's unique, identifying features. It is argued that the prevailing tendency to identify CBET with `competence' is fundamentally mistaken and that the competence approach is more properly characterised in terms of its philosophically naõÈ ve methodological strategy. It is suggested that this strategy is based upon untenable assumptions relating to the semantic status of statements of outcome and the epistemological and ontological constructs to which such statements are intended to correspond.
Defining the Concept of Competence
Article, 2015
Performance in the actual job environment is a much more investigated area. In the field of psychology, human resources development and education, the concept of competence is a prerequisite for and the centre of analysis. This article review focuses on how competence is conceptualized in the literature during 1950-2010. A systematic review was done using the google scholar search engine which covers different fields of social sciences like psychology, human resources development, and education, among others. The search was operated by using the word 'competence' and the phrase 'competence-based education'. Six articles that were written in English and published between 1950-2010 were identified. However, after judging their relevance, two articles were excluded because of duplication and focus on competence for firm competitiveness instead of defining it. Hence, four articles were included and submitted for data extraction. The selected articles were assessed for biases based on three quality assessment criteria enlisted as: methodological quality, precision, and external validity. Following the quality assessment for biases, data were analysed qualitatively using content analysis method. Thematic synthesis was used to bring the findings from those 4 articles together. Though there are different theoretical assumptions related to it, it is concluded, competence is conceptualized as the acquisition of knowledge, skills, and attitudes by the learners/trainees to achieve superior performance in the actual job environment.
Approaching competence as a situational construct and its impact on learning
The present paper deals with the problem of competence, as it is found in the specialty literature in the area of educational sciences. There are analyzed various perspectives which can contribute to the clarification of the problem tackled and to the identification of different traits displayed by this major concept of postmodern pedagogy. The author highlights the specificity of the process of integrating the concept of competence from the labor area in the school context and its impact on the traits the concept is to present in this new context. There are identified and analyzed several explanatory theories of competence and the ways they can be integrated into a convergent view on competence relevant to the educational field
Psychology, 2019
In recent decades, there has been growing interest in competence in Educational and Psychological Research and Human Resource Development Studies. One of the reasons for the popularity of competence research is the functional perspective of competence and the endeavor to further it. However , despite numerous studies on competence, the ambivalence of the concept of competence makes it hard to evaluate research findings. The aim of the present study is to make a contribution to the conceptual clarification of competence. We have made a systematic literature review and as part of it applied constructive analysis in the field of the concept of competence to postulate a new relation and broaden the conceptual theory of competence. We made our systematic literature review using the EBSCO host Library database and Google Scholar. Based on specific search criteria and on the sub-processes of the constructive analysis, we carried out the systematic review of the 10 identified definitions. Although we did not find a definition that we can employ according to our known use of other terms, we identified the meanings of construct, ability, and quality as plausible. Embedded within the etymological reconstruction, the logical conceptual systems of educational science and psychology and representative philosophical analyses, we state the new conceptual relation of competence.