Competence, Curriculum, and Control
DOI:
https://doi.org/10.11575/jet.v22i3.44241Abstract
No word better reflects the educational preoccupation of our times than "competence." It signifies a pervasive and protean concern with instrumental and practical action (Aoki 1984) in all aspects of teaching and learning. Despite a long history of cogent criticism and active resistance associated with the implementation of competency-based curriculum (see Collins 1987, 1983; Johnson 1984; Grant 1979; Kliebard 1975; Smith 1975; Macdonald-ross 1975, 1972), the approach has still been called "as close to a panacea for educational ills as one might find for the decade of the eighties" (Fagan 1984:8). The present paper will investigate this remarkable tendency of competency measures to reappear continually in "new trapping" (Goodlad 1975). The case under investigation is the introduction of competency measures at a community college in Canada in the mid 1980 's.
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