Competence theory and research: a synthesis

Given the many positive reactions on the previous post on Chapter 1 of the book ‘Competence-Based Vocational and Professional Education. Bridging the Worlds of Work and Education’ (Springer 2017), I am posting the last Chapter of the book (Chapter 50) here. This chapter aims at presenting a synthesis of the theoretical developments and research regarding competence-based education. More specifically, it addresses:

  • Competence-based education as a global innovation.
  • Drivers for the competence movement and competence-based education.
  • Dimensions of conceptions of competence, theoretical backgrounds and origins.
  • Focus and coherence in policy debates on the competence-based education.
  • Value added of competence-based education.
  • The role of competence frameworks and standards.
  • Models for competence assessment
  • Regional/national approaches of co.mpetence-based education and development.
  • Research regarding competence-based vocational, professional and higher education.
  • Common misunderstandings about competence-based education.
  • Further research for competence-based vocational and professional education.
  • Further observations and comments.

The final Conclusion of the book is: ‘…although diverse, the collective intention of the competence movement is to align vocational and professional education with the developments and needs in the world of work, science and society, and thereby, to raise the quality of labour market oriented vocational and higher education, in the best interest of all stakeholders involved’. (op. cit, p. 1103).

The full reference to the chapter is:

Mulder, M. (2017). Competence Theory and Research: A Synthesis. In: Mulder. M. (Ed.), Competence-Based Vocational and Professional Education. Bridging the Worlds of Work and Education. Cham, Switzerland: Springer, pp. 1071 – 1106.

Download the chapter here: 2017 Mulder – CT&R a Synthesis