Reforming Education through the Lenses of Competence-Based Education: A Marxist Critique

Autor/inn/en	Bang, Nji Clement; Kum, Henry Asei
Titel	Reforming Education through the Lenses of Competence-Based Education: A Marxist Critique
Quelle	In: Journal for Critical Education Policy Studies, 21 (2023) 1, S.94-132 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bang, Nji Clement) ORCID (Kum, Henry Asei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Systems; Educational Change; Political Attitudes; English (Second Language); Second Language Learning; Language of Instruction; Educational Policy; Longitudinal Studies; Foreign Countries; Neoliberalism; Social Class; Social Differences; Conflict; Competency Based Education; Education Work Relationship; Outcomes of Education; Individualism; Collectivism; Social Change; Empowerment; Teacher Attitudes; Unions; Teaching Methods; Criticism; Educational Legislation; Secondary Education; Faculty Development; Curriculum Development; Colonialism; Educational History; Policy Analysis; Cameroon + Suchen Sie Ihr Suchwort? Social system; Soziales System; Bildungsreform; Political attitude; Politische Einstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Neo-liberalism; Neoliberalismus; Social classes; Soziale Klasse; Sozialer Unterschied; Konflikt; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernleistung; Schulerfolg; Individualismus; Sozialer Wandel; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Bildungsrecht; Schulgesetz; Sekundarbereich; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kolonialismus; History of education; Bildungsgeschichte; Politikfeldanalyse; Kamerun
Abstract	Education policy ambitions or presumptions in most countries are being accused of turning schools into social factories to supply humanpower to produce commodities. This is apparent bureaucratic education policy imposition on school-actors which promotes class division and conflict in sharing resources. Using the Marxist-critical-lenses, this article aims to interrogate the potential outcomes of adopting-implementing the global policy of competence-based education (CBE). The overarching question is whether CBE empowers the grassroots and-or preserves the old-order? This interrogation is sustained through a longitudinal research protocol that mixes document and survey methods and diverse classes. Cameroon English-speaking general secondary school CBE policy is used as part of global flows. The sample has 19 policies, 361 questionnaires and 20 interviewees randomly drawn from 24 diverse schools. Findings suggest that, transnational actors and 'boss partners' often influence education bureaucrats to buy global policy, coerce or coax school-workers to drill students into conforming to work obligations. It is rather like bureaucrats rebrand old policy to retain the status-quo-order, dictate equal costs for all grassroot school-actors with diverse abilities, and give few means whilst overtly claiming to empower them. School-actors embody policy but decry few means while assuming complex roles that lead to few improved academic and real-world outcomes. The article concludes that, education policy with class issues often places individual over collective interests that foretell inevitable mass revolutions in transition to Marxist socialism and communism. It is necessary to continually deconstruct class as 'an elephant in the room' whilst empowering grassroot-actors against education and real-world biases. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://epub.lib.uoa.gr/index.php/jceps
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01