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EXPERIENTIAL LEARNING, COMPETENCE AND CRITICAL PRACTICE IN HIGHER-EDUCATION
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UNSPECIFIED (1994) EXPERIENTIAL LEARNING, COMPETENCE AND CRITICAL PRACTICE IN HIGHER-EDUCATION. STUDIES IN HIGHER EDUCATION, 19 (3). pp. 327-339.
Research output not available from this repository, contact author.Abstract
The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of the NCVQ model of CBE is presented and, in place of the behaviourist obsession with performance outcomes, models of learning and development drawn from the cognitive and experimental tradition are recommended for higher education. Educators in this sphere need to maintain an attachment to critical practice and the humanistic tradition in order to resist the narrow utilitarian models of practice represented by CBE strategies.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education | ||||
| Journal or Publication Title: | STUDIES IN HIGHER EDUCATION | ||||
| Publisher: | CARFAX PUBL CO | ||||
| ISSN: | 0307-5079 | ||||
| Official Date: | 1994 | ||||
| Dates: |
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| Volume: | 19 | ||||
| Number: | 3 | ||||
| Number of Pages: | 13 | ||||
| Page Range: | pp. 327-339 | ||||
| Publication Status: | Published |
Data sourced from Thomson Reuters' Web of Knowledge
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