Literaturnachweis - Detailanzeige
| Autor/in | Mahomed, Nisaar |
|---|---|
| Institution | Natal Univ., Durban (South Africa). Education Policy Unit. |
| Titel | Competence: Past Debates, Future Problems. EPU Working Paper No. 10. |
| Quelle | (1996), (49 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1-86840-228-2 |
| Schlagwörter | Comparative Analysis; Curriculum Development; Educational Improvement; Elementary Secondary Education; Foreign Countries; Models; Performance Based Assessment; Student Evaluation; New Zealand; South Africa; United Kingdom; United States |
| Abstract | This booklet analyzes the concept of competence in education and explores the background of this increasingly popular form of assessment. It focuses on the role of competence in four countries the United States, the United Kingdom, New Zealand, and South Africa and defines what is meant by competence. The report states that competence-based systems tend to operate with different emphases, such as the U.K.'s system, which is based on standards defined by industry. The text outlines the origins of competence in the four countries under consideration and presents two alternative competence models: the behaviorist model and the interactive model. Some applications of competence are discussed, along with the influence of competence on the curricula and on vocational education and training. Since competence and competence-based systems have come under criticism, some critiques are outlined, such as the idea that a competence is a complex entity comprising simpler items of ability. Criticisms have also emanated from the U.S., which had earlier embraced competence-based systems. However, few schools in the U.S. appear to have reorganized their curriculums to reflect new outcomes. The report closes with the plea that educators take note of the numerous criticisms of competence-based systems. (Contains 29 references.) (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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