Competence, Knowledge and Education
作者:
TERRY HYLAND,
期刊:
Journal of Philosophy of Education
(WILEY Available online 1993)
卷期:
Volume 27,
issue 1
页码: 57-68
ISSN:0309-8249
年代: 1993
DOI:10.1111/j.1467-9752.1993.tb00297.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
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 the
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