An alternative conception of competence: implications for vocational education

Allgemeinbildung: readiness for living in risk society

“…An example of a relatively successful effort (Fensham 2002) in this direction (few and general, broadly stated goals) exists in 'natur/teknik' (Nature/Technology), a general science course introduced to the Danish curriculum in 1994 (Andersen and Sørensen 1995). A focus on competence is consistent with democratic ideals, because the student is the central subject of development, where his or her former experiences are the point of entry to new learning and where the student is participating in planning, execution and evaluation of the development of a competence (Velde 1999). The relevance and individual meaning to each student of educational goals are therefore a prerequisite for any development of a competence in science education.…”

Researching pharmacist managerial capability: Philosophical perspectives and paradigms of inquiry

“…[32][33][34][41][42][43][44][45][46][47][48][49][50] Of common concern in this literature is the lack of inclusion of work specific contextual aspects in the dominant positivistic notion of competence, and therefore how competence is accomplished. 51 Interpretivism suggests that people classify their experiences into categories in their own minds -self constructing their reality, thus reality is not external to themselves.…”

Developing competence profiles for educators in environmental education organisations in the Netherlands

“…An underlying idea of competence-based education is that students prepare themselves for becoming competent employees by participating in complex and authentic situations while still enrolled in school (Velde 1999). This is one of the reasons why in vocational education in the Netherlands, competencies, rather than academic disciplines, are used as starting points for designing and redesigning study programmes.…”